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6th - Unit 1: Bend 2: Moving through the Writing process and toward Our Goals
Unit 1: Bend 2Table of Contents
Moving through the Writing process and toward Our Goals
Section Page Number Unit Essential Questions 3 Unit Goals and Sub Goals (Task Analysis) 3-4 Unit Language (Spanish, Russian, English) 6-9 Unit Assessment Checklist 10-13 Unit Assessment Rubric 14-19 Sample Unit Calendar 20 Anchor Charts 21-24 Works Cited 24
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6th - Unit 1: Bend 2: Moving through the Writing process and toward Our Goals
Grade 6Content: Unit 1, Bend 2
Dates of Unit:
Unit Title: Moving through the Writing process and toward Our GoalsStage 1 Identify Desired ResultsStandards:(Alpha-numeric listing of standards incorporated in the unit)
Writing W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details,
and well-structured event sequences. W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach. W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
o a. Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics")
W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Reading Literature RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the
text distinct from personal opinions or judgments. RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or
change as the plot moves toward a resolution. RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;
analyze the impact of a specific word choice on meaning and tone RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the
development of the theme, setting, or plot. RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.6.RL.10 By the end of the year, read
and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Speaking and Listening SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
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6th - Unit 1: Bend 2: Moving through the Writing process and toward Our Goalsgrade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.Language
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and
content, choosing flexibly from a range of strategies. L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
Essential Questions: (These goals should be aligned to Essential Questions.)
How can I develop my own techniques as a writer as I move through the writing process?¿Cómo puedo desarrollar mis propias técnicas como escritor/a mientras me muevo a través del proceso
de escritura?Goals:(These should be aligned to the Goals above)
SWBAT write a lead the hints what the story is really about.
SWBAT build stamina by writing over extended time frames.
SWBAT revise their writing by using strategies that are driven by communicating what the story is about.
Learning Targets(aligned to goals)
I can analyze leads from mentor texts noticing what the writer has done and try to use their techniques in my writing. (Session 7)
Puedo analizar los comienzos de textos mentores notando lo que el escritor ha hecho y tratar de utilizar sus técnicas en mi escritura. (Sesión 7)
I can plan my first draft by choosing a lead that will set me up to write a great story and begin writing. (Session 8)
Puedo planificar mi primer borrador eligiendo un comienzo que me va a ayudar a escribir un buen cuento y comenzar a escribir. (Sesión 8)
I can use a strategy from a mentor narrative to revise several previous entries from my Writer’s Notebook. (Session 9)
Puedo usar una estrategia de una narrativa mentor para revisar varias entradas anteriores de mi Cuaderno de Escritor. (Sesión 9)
I can write a memorable lead that will set me up to write a great story. (Session 7)
I can write a first draft without pausing, even if it is my best writing or not. (Session 8)
I can create plan (eg. external-internal story arc) for revisions. (Session 10)
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6th - Unit 1: Bend 2: Moving through the Writing process and toward Our Goals
Puedo escribir un comienzo memorable que me va a ayudar a escribir una gran historia. (Sesión 7)
Puedo escribir un primer borrador sin detenerse, incluso si es mi mejor escrito o no. (Sesión 8)
Puedo crear el plan (eg. un Arco del cuento externa-interna) para las revisiones. (Sesión 10)
I can write 2-3 different leads to rehearse my writing keeping in mind a specific technique I observed in a mentor narrative. (Session 7)
Puedo escribir 2 o 3 comienzos diferentes para practicar mi escritura con una técnica específica en mente que observé en una narrativa mentor. (Sesión 7)
I can work silently and write a first draft of 2-3 pages in one sitting. (Session 8)
Puedo trabajar en silencio y escribir un primer borrador de 2 o 3 páginas en una sola sesión. (Sesión 8)
I can share my plan for revisions (eg. external-internal story arc) with a partner. (Session 10)
Puedo compartir mi plan para las revisiones (eg. un Arco del cuento externa-interna) con un compañero. (Sesión 10)
I can give feedback to a partner on what their story is about. (Session 10)
Puedo dar comentarios a un compañero acerca de su cuento. (Sesión 10)I can rewrite my first draft by re-envisioning my story. (Session 10)
Puedo volver a escribir mi primer borrador con una nueva concepción de mi historia. (Sesión 10)I can revise my first draft by developing deeper meaning throughout the story. (Session 10)
Puedo revisar mi primer borrador mediante el desarrollo de un significado más profundo a lo largo del cuento. (Sesión 10)
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6th - Unit 1: Bend 2: Moving through the Writing process and toward Our GoalsI can choose the most important scenes from my story and elaborate to communicate meaning. (Session 11)
Puedo elegir las escenas más importantes de mi cuento y elaborar para comunicar significado. (Sesión 11)I can add new scenes from the past or future that connect to the story’s meaning. (Session 11)
Puedo añadir nuevas escenas del pasado o del futuro que se conectan con el significado del cuento. (Sesión 11)I can use different tools (anchor charts, Writer’s Notebook, reference tools) during the revision process. (Session 12)
Puedo usar diferentes herramientas (modelos, Cuadernos del Escritor, herramientas de referencia) durante el proceso de revisión. (Sesión 12)I can use checklists to guide my work. (Session 12)
Puedo usar Listas de Control para guiar mi trabajo. (Sesión 12)
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6th - Unit 1: Bend 2: Moving through the Writing process and toward Our Goals
Stage 2 Determine Assessment EvidenceENGLISH Academic Language (What language will students need to sound like experts?)
Academic Language Function(s): Retelling/relating past eventsAcademic Vocabulary:
lead stamina extended time frames driven communicating notice memorable rehearse mentor narrative entries feedback envision elaborate connect checklist guide
OnomatopoeiaEasy for Beginners Medium for
IntermediateDifficult for Advanced
and Fluent◦ achoo◦ bang◦ bam◦ bark◦ beep◦ boing◦ boink◦ boo◦ boo-hoo◦ boom◦ bow-wow◦ brring◦ buzz◦ choo-choo◦ clap◦ cock a doodle
doo◦ cough◦ crunch◦ ding◦ ding dong◦ haha◦ hohoho◦ honk
argh bash belch blab blurt bonk bong bubble bump burp chirp click clink cluck drip flip-flop giggle growl hiccup hiss hoot howl◦ hum jangle
ahem bawl blare clunk crackle creak croak fizz cackle chatter cheep chomp clang clash clank clack clatter clip clop flick flip flop◦ flutter◦ glug grunt
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6th - Unit 1: Bend 2: Moving through the Writing process and toward Our Goals◦ huh◦ jingle◦ knock◦ meow◦ moo◦ oink◦ ouch◦ quack◦ rattle◦ ribbit◦ ring◦ rip◦ roar◦ slap◦ smack◦ snap◦ splash◦ squeak◦ tick-tock◦ tweet◦ vroom◦ whack◦ wham◦ woof◦ zap◦ zing◦ zip◦ zoom
moan mumble munch neigh phew ping ping pong poof pong pop pow purr shush slash slurp◦ sniff snip snort splat splish splosh swish swoosh squish sway tinkle trickle ugh whip whish whoop whoosh
gurgle hack ker-ching kerplunk murmur mutter ooze pitter patter plink plop pluck plunk rumble rush rustle screech shuffle sizzle slither slosh◦ snarl◦ splatter◦ squawk thud thump thwack twang squelch waffle◦ whimper◦ whirr◦ whizz◦ yelp
Assessment Tools: Goals Rubric Assessment Checklist
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6th - Unit 1: Bend 2: Moving through the Writing process and toward Our Goals
Stage 2 Determine Assessment EvidenceSPANISH Academic Language (What language will students need to sound like experts?)
Academic Language Function(s):
Volver a contar eventos pasados
Academic Language Stems (to talk about their writing):Onomatopeya
Facíl para Nivel Principiante
Mediano para Intermedio Difícil para Avanzado y Fluidez
¡Bang! ¡Bang! (disparos)¡Biiiip! ¡Biiiip! (sonido de un móvil)¡Boom! (explosión)¡Clic! (apretar el gatillo de un arma descargada)¡Crac! (crujido)¡Crash! (golpe)¡Cronch! (crujido)¡Ding! ¡Dong! (campanas)¡Pop! (pequeño estallido)Tic-tac, tic-tac (segundero del reloj)¡Toc, toc! (llamar a la puerta)¡Riiiing! (timbre)¡Psst! (llamada)¡Glup! (tragar un líquido)Sniff, sniff (olisquear)Zzz, zzz, zzz (sueño profundo)¡Ay! (dolor)¡Brrrr! (sensación de frío)¡Buaaaa! (llorar)
¡Boing! (rebotar)¡Chof! (líquido derramado)¡Plic! (gota de agua)¡Tolón! ¡Tolón! (cencerro)¡Zas! (golpe)¡Achís! (estornudo)¡Chissst! ¡Chsss! (pedir silencio)¡Paf! (bofetada)¡Clap, clap, clap! ¡Plas, plas, plas! (aplausos)¡Sigh! ¡ains! (suspiro)¡Bah! (desprecio)¡Uff! (alivio)¡Yuuujuu! (alegría desbordante)¡Puaf! ¡puaj! (asco)¡Auuuu! (aullar el lobo)¡Croa-croa! (croar la rana)¡Glu-glú! (gluglutear el pavo)¡Iii-aah! (rebuznar el burro)¡Iiiiih! (relinchar el caballo)
Cof, cof… (carraspeo de interrupción)¡Muac! (beso)¡Aghgggggh! (terror)Tsk, tsk… (chasquear la lengua en símbolo de contrariedad)¡Cruaaac-cruaaac! (croajar el cuervo)¡Hiiiic! (chillar la rata)¡Beeee! (berrear el toro)¡Fu! (bufar el gato)
Academic Vocabulary: Comienzo Resistencia Extendido periodos de tiempo impulsado comunicar darse cuenta memorable ensayar modelos narrativos entradas consejos de compañero imaginar elaborar conectar lista de control
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6th - Unit 1: Bend 2: Moving through the Writing process and toward Our Goals
guía ¡Buuu! ¡Buuu! (abucheos)Hum… (duda)¡Huy! (lamento)¡jajaja! (risa fuerte)¡jejeje! (risa astuta)¡jijiji! (risa contenida)¡jojojo! (risa socarrona)¡Mmmm! (sabroso)¡Ñam-ñam! (comer)¡Bzzzz! (zumbar la abeja)¡Beeee! (balar la oveja)¡Oink! (chillar el cerdo)¡Miau! (maullar el gato)¡Quiquiriquí! (cacarear el gallo)¡Clo-clo! (cloquear la gallina)¡Cua-cua-cua! (graznar el pato)¡Cri-cri! (cantar el grillo)¡Guau! (ladrar el perro)¡Muuuu! (mugir la vaca)¡Pío! (piar el pájaro)¡Groar! ¡Grrrr! ¡Grgrgr! (rugir el león)¡Ssssh! (silbar la serpiente)¡Uh-uh! (ulular el búho)
https://jackmoreno.com/2013/06/08/onomatopeyas/
Assessment Tools:
Goals Rubric Assessment Checklist
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6th - Unit 1: Bend 2: Moving through the Writing process and toward Our Goals
Assessment Checklist – Unit 1 Bend 1
Student Name I can
ana
lyze
lead
s fro
m m
ento
r te
xts n
otici
ng w
hat t
he w
riter
ha
s don
e an
d tr
y to
use
thei
r te
chni
ques
in m
y w
riting
. (S
essio
n 7)
I can
writ
e a
mem
orab
le le
ad
that
will
set m
e up
to w
rite
a gr
eat s
tory
. (Se
ssio
n 7)
I can
writ
e 2-
3 di
ffere
nt le
ads t
o re
hear
se m
y w
riting
kee
ping
in
min
d a
spec
ific
tech
niqu
e I
obse
rved
in a
men
tor n
arra
tive.
(S
essio
n 7)
I can
pla
n m
y fir
st d
raft
by
choo
sing
a le
ad th
at w
ill se
t me
up to
writ
e a
grea
t sto
ry a
nd
begi
n w
riting
. (Se
ssio
n 8)
I can
writ
e a
first
dra
ft w
ithou
t pa
usin
g, e
ven
if it
is m
y be
st
writi
ng o
r not
. (Se
ssio
n 8)
I can
wor
k sil
ently
and
writ
e a
first
dra
ft of
2-3
pag
es in
one
sitti
ng. (
Sess
ion
8)
I can
use
a st
rate
gy fr
om a
m
ento
r nar
rativ
e to
revi
se
seve
ral p
revi
ous e
ntrie
s fro
m
my
Writ
er’s
Not
eboo
k. (S
essio
n 9) I c
an c
reat
e pl
an (e
.g. e
xter
nal-
inte
rnal
stor
y ar
c) fo
r rev
ision
s.
(Ses
sion
10)
Notes
B = Beginning D = Developing P = Proficient M=Mastery
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6th - Unit 1: Bend 2: Moving through the Writing process and toward Our Goals
Student Name I can
shar
e m
y pl
an fo
r re
visio
ns (e
.g. e
xter
nal-
inte
rnal
stor
y ar
c) w
ith a
pa
rtne
r. (S
essio
n 10
)
I can
giv
e fe
edba
ck to
a
part
ner o
n w
hat t
heir
stor
y is
abou
t. (S
essio
n 10
)
I can
rew
rite
my
first
dra
ft by
re-e
nvisi
onin
g m
y st
ory.
(S
essio
n 10
)
I can
revi
se m
y fir
st d
raft
by d
evel
opin
g de
eper
m
eani
ng th
roug
hout
the
stor
y. (
Sess
ion
10)
I can
cho
ose
the
mos
t im
port
ant s
cene
s fro
m m
y st
ory
and
elab
orat
e to
co
mm
unic
ate
mea
ning
. (S
essio
n 11
)
I can
add
new
scen
es fr
om
the
past
or f
utur
e th
at
conn
ect t
o th
e st
ory’
s m
eani
ng. (
Sess
ion
11)
I can
use
diff
eren
t too
ls (a
ncho
r cha
rts,
Writ
er’s
N
oteb
ook,
refe
renc
e to
ols)
du
ring
the
revi
sion
proc
ess.
(S
essio
n 12
)
I can
use
che
cklis
ts to
gui
de
my
wor
k. (S
essio
n 12
)
Notes
B = Beginning D = Developing P = Proficient M=MasteryLista de control – Unit 1 Bend 1
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6th - Unit 1: Bend 2: Moving through the Writing process and toward Our Goals
Nombre del/la Estudiante Pu
edo
anal
izar l
os
com
ienz
os d
e te
xtos
m
ento
res n
otan
do lo
que
el
escr
itor h
a he
cho
y tr
atar
de
utiliz
ar su
s téc
nica
s en
mi
escr
itura
. (Se
sión
7)Pu
edo
escr
ibir
un c
omie
nzo
mem
orab
le q
ue m
e va
a
ayud
ar a
esc
ribir
una
gran
hi
stor
ia. (
Sesió
n 7)
Pued
o es
crib
ir 2
o 3
com
ienz
os d
ifere
ntes
par
a pr
actic
ar m
i esc
ritur
a co
n un
a té
cnic
a es
pecí
fica
en
men
te q
ue o
bser
vé e
n un
a
Pued
o pl
anifi
car m
i prim
er
borr
ador
elig
iend
o un
co
mie
nzo
que
me
va a
ay
udar
a e
scrib
ir un
bue
n cu
ento
y c
omen
zar a
Pued
o es
crib
ir un
prim
er
borr
ador
sin
dete
ners
e,
incl
uso
si es
mi m
ejor
es
crito
o n
o. (S
esió
n 8)
Pued
o tr
abaj
ar e
n sil
enci
o y
escr
ibir
un p
rimer
bor
rado
r de
2 o
3 p
ágin
as e
n un
a so
la
sesió
n. (S
esió
n 8)
Pued
o us
ar u
na e
stra
tegi
a de
una
nar
rativ
a m
ento
r pa
ra re
visa
r var
ias e
ntra
das
ante
riore
s de
mi C
uade
rno
Pued
o cr
ear e
l pla
n (e
g. u
n Ar
co d
el c
uent
o ex
tern
a-in
tern
a) p
ara
las r
evisi
ones
. (S
esió
n 10
)
Pued
o co
mpa
rtir m
i pla
n pa
ra la
s rev
ision
es (e
g. u
n Ar
co d
el c
uent
o ex
tern
a-in
tern
a) c
on u
n co
mpa
ñero
.
Apuntes
C = Comenzando D = Desarrollando P = Proficiente M=Maestría
Lista de control – Unit 1 Bend 1
12 | P a g e
6th - Unit 1: Bend 2: Moving through the Writing process and toward Our Goals
Nombre del/la Estudiante Pu
edo
dar c
omen
tario
s a
un c
ompa
ñero
ace
rca
de
su c
uent
o. (S
esió
n 10
)
Pued
o vo
lver
a e
scrib
ir m
i prim
er b
orra
dor c
on
una
nuev
a co
ncep
ción
de
mi h
istor
ia. (
Sesió
n 10
)Pu
edo
revi
sar m
i prim
er
borr
ador
med
iant
e el
de
sarr
ollo
de
un
signi
ficad
o m
ás p
rofu
ndo
a lo
larg
o de
l cue
nto.
(S
esió
n 10
)Pu
edo
eleg
ir la
s esc
enas
m
ás im
port
ante
s de
mi
cuen
to y
ela
bora
r par
a co
mun
icar
sign
ifica
do.
Pued
o añ
adir
nuev
as
esce
nas d
el p
asad
o o
del
futu
ro q
ue se
con
ecta
n co
n el
sign
ifica
do d
el
cuen
to. (
Sesió
n 11
)
Pued
o us
ar d
ifere
ntes
he
rram
ient
as (m
odel
os,
Cuad
erno
s del
Esc
ritor
, he
rram
ient
as d
e re
fere
ncia
) dur
ante
el
proc
eso
de re
visió
n.
(Ses
ión
12)
Pued
o us
ar L
istas
de
Cont
rol p
ara
guia
r mi
trab
ajo.
(Ses
ión
12)
Apuntes
C = Comenzando D = Desarrollando P = Proficiente M=Maestría
13 | P a g e
6th - Unit 1: Bend 2: Moving through the Writing process and toward Our Goals
Unit of Study Narrative Writing Checklist
STRUCTURE
OVERALL LEAD TRANSITIONS ENDING ORGANIZATION
Student Name I wro
te a
stor
y th
at h
as te
nsio
n, re
solu
tion,
re
alisti
c ch
arac
ters
, and
also
con
veys
an
idea
, les
son,
or t
hem
e.
I wro
te a
beg
inni
ng th
at n
ot o
nly
set t
he
plot
/sto
ry in
moti
on, b
ut a
lso h
inte
d at
the
larg
er m
eani
ng th
e st
ory
wou
ld c
onve
y. It
in
trod
uces
the
prob
lem
, set
the
stag
e fo
r th
e le
sson
that
wou
ld b
e le
arne
d, o
r sh
owed
how
the
char
acte
r rel
ates
to th
e se
tting
in a
way
that
matt
ers i
n th
e st
ory.
I not
onl
y us
ed tr
ansiti
onal
phr
ases
and
cl
ause
s to
signa
l com
plic
ated
cha
nges
in
time,
I al
so u
sed
them
to a
lert
my
read
er to
ch
ange
s in
the
setti
ng, t
one,
moo
d, p
oint
of
vie
w, o
r the
tim
e in
the
stor
y (s
uch
as
sudd
enly
, unl
ike
befo
re, i
f onl
y sh
e ha
d kn
own)
.
I wro
te a
n en
ding
that
con
nect
ed to
wha
t th
e st
ory
is re
ally
abo
ut. I
gav
e th
e re
ader
a
sens
e of
clo
sure
by
show
ing
anew
re
aliza
tion
or in
sight
, or a
cha
nge
in th
e ch
arac
ter/
narr
ator
. I m
ight
hav
e sh
own
this
thro
ugh
dial
ogue
, acti
on, i
nner
th
inki
ng, o
r sm
all a
ction
s the
cha
ract
er
I use
d pa
ragr
aphs
pur
pose
fully
, per
haps
to
show
tim
e an
d se
tting
cha
nges
, new
par
ts
of th
e st
ory,
or t
o cr
eate
susp
ense
for
read
ers.
I Cr
eate
d a
logi
cal,
clea
r seq
uenc
e of
eve
nts.
- = Not Yet √ = Starting To + = Yes!
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6th - Unit 1: Bend 2: Moving through the Writing process and toward Our Goals
Conventions
SPELLING PUNCTUATION AND SENTENCE STRUCTURE
15 | P a g e
Development
ELABORATION CRAFT
Student Name I dev
elop
ed re
alisti
c ch
arac
ters
, and
dev
elop
ed
the
deta
ils, a
ction
, dia
logu
e,
and
inte
rnal
thin
king
that
co
ntrib
ute
to th
e de
eper
m
eani
ng o
f the
stor
y.
I dev
elop
ed so
me
rela
tions
hip
betw
een
char
acte
rs to
show
why
th
ey a
ct a
nd sp
eak
as th
ey
do. I
told
the
inte
rnal
, as
wel
l as t
he e
xter
nal s
tory
.
I wov
e to
geth
er p
reci
se
desc
riptio
ns, fi
gura
tive
lang
uage
, and
som
e sy
mbo
lism
to h
elp
read
ers
pict
ure
the
setti
ng a
nd
actio
ns, a
nd to
brin
g fo
rth
mea
ning
.
I use
d la
ngua
ge th
at fi
t my
stor
y’s m
eani
ng a
nd c
onte
xt
( for
exa
mpl
e,
- = Not Yet √ = Starting To + = Yes!
6th - Unit 1: Bend 2: Moving through the Writing process and toward Our Goals
Student Name I use
d re
sour
ces t
o be
sure
the
wor
ds in
my
writi
ng a
re sp
elle
d co
rrec
tly.
I use
d pu
nctu
ation
such
as
dash
es, p
aren
thes
es, c
olon
s, an
d se
mic
olon
s to
help
me
incl
ude
extr
a de
tail
and
expl
anati
on in
som
e of
my
sent
ence
s.
I use
d co
mm
as a
nd q
uota
tion
mar
ks o
r ita
lics o
r oth
er w
ays t
o m
ake
clea
r whe
n ch
arac
ters
are
sp
eaki
ng.
- = Not Yet √ = Starting To + = Yes!
Lista de Control de la Unidad de Escritura Narrativa
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6th - Unit 1: Bend 2: Moving through the Writing process and toward Our Goals
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ESTRUCTURAEN
GENERAL EL PRINCIPIO TRANSICIONES LA CONCLUSIÓN ORGANIZACIÓN
Nombre del/la Estudiante Es
crib
í una
hist
oria
que
tien
e la
tens
ión,
la
reso
luci
ón, p
erso
naje
s rea
lista
s, y
tam
bién
tr
ansm
ite u
na id
ea, l
ecci
ón o
tem
a.
Escr
ibí u
n pr
inci
pio
que
no so
lam
ente
es
tabl
ece
la tr
ama/
hist
oria
, per
o ta
mbi
én
dio
a en
tend
er e
l sen
tido
más
am
plio
que
la
hist
oria
tran
smiti
rá. S
e in
trod
uce
el
prob
lem
a, e
stab
lece
el e
scen
ario
par
a la
le
cció
n qu
e se
apr
ende
rá, o
mue
stra
cóm
o el
per
sona
je se
refie
re a
l esc
enar
io d
e un
a m
aner
a qu
e es
impo
rtan
te e
n la
hist
oria
.
No
sola
men
te u
tilic
é fr
ases
de
tran
sició
n y
cláu
sula
s par
a se
ñala
r los
cam
bios
co
mpl
icad
os e
n el
tiem
po, t
ambi
én lo
s uti
licé
para
ale
rtar
a m
i lec
tor a
los c
ambi
os
en e
l esc
enar
io, e
l ton
o, e
stad
o de
áni
mo,
pu
nto
de v
ista,
o e
l tiem
po d
e la
hist
oria
(p
or e
jem
plo,
de
repe
nte,
a d
ifere
ncia
de
ante
s, a
unqu
e só
lo h
abía
con
ocid
o).
Escr
ibí u
na c
oncl
usió
n qu
e co
nect
a al
pr
opós
ito v
erda
dero
de
la h
istor
ia. L
e di
al
lect
or u
na se
nsac
ión
de c
ierr
e, m
ostr
ando
de
nue
vo re
aliza
ción
o v
isión
, o u
n ca
mbi
o en
el p
erso
naje
/nar
rado
r. Po
dría
hab
er
mos
trad
o a
trav
és d
el d
iálo
go, l
a ac
ción
, el
pens
amie
nto
inte
rno,
o p
eque
ñas a
ccio
nes
que
el p
erso
naje
tom
a.
Usé
pár
rafo
s con
un
prop
ósito
, tal
vez
par
a m
ostr
ar lo
s cam
bios
del
tiem
po y
del
es
cena
rio, n
ueva
s par
tes d
e la
hist
oria
, o
para
cre
ar su
spen
so p
ara
los l
ecto
res.
He
crea
do u
na se
cuen
cia
lógi
ca, c
lara
de
los
even
tos.
- = No Todavía √ = Comenzando + = ¡Sí!
6th - Unit 1: Bend 2: Moving through the Writing process and toward Our Goals
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DESAROLLO
ELABORACIÓN ARTESANÍA
Nombre del/la Estudiante He
des
arro
llado
per
sona
jes
real
istas
, y d
esar
rolla
ron
los
deta
lles,
la a
cció
n, e
l di
álog
o y
el p
ensa
mie
nto
inte
rno
que
cont
ribuy
en a
l sig
nific
ado
más
pro
fund
o de
la
hist
oria
.
He d
esar
rolla
do a
lgún
tipo
de
rela
ción
ent
re lo
s pe
rson
ajes
par
a m
ostr
ar
por q
ué a
ctúa
n y
habl
an
com
o lo
hac
en. C
onté
el
cuen
to in
tern
o, a
sí co
mo
la
hist
oria
ext
erna
.
Com
biné
des
crip
cion
es
prec
isas,
el l
engu
aje
figur
ado,
y u
n sim
bolis
mo
para
ayu
dar a
los l
ecto
res
de im
agen
El e
ntor
no y
las
acci
ones
, y p
ara
dar a
luz
signi
ficad
o.
He u
tiliza
do le
ngua
je q
ue
enca
ja e
l sig
nific
ado
y el
co
ntex
to (p
or e
jem
plo,
di
fere
ntes
per
sona
jes u
san
dife
rent
es c
lase
s de
idio
ma)
de
mi h
istor
ia.
- = No Todavía √ = Comenzando + = ¡Sí!
CONVENCIONES GRAMATICALES
ORTOGRAFÍA PUNTUACIÓN y ESTRUCTURA de las ORACIONES
Nombre del/la Estudiante He u
tiliza
do re
curs
os p
ara
esta
r se
guro
/a d
e qu
e la
s pal
abra
s en
mi e
scrit
ura
está
n es
crita
s co
rrec
tam
ente
.
He u
tiliza
do p
untu
ació
n co
mo
guio
nes,
par
énte
sis, d
os p
unto
s,
punt
o y
com
a pa
ra a
yuda
rme
incl
uir d
etal
les a
dici
onal
es y
ex
plic
ació
n de
alg
unos
de
mis
orac
ione
s.
Usé
com
as y
com
illas
o c
ursiv
a u
otra
s for
mas
par
a de
jar e
n cl
aro
cuan
do lo
s per
sona
jes e
stán
ha
blan
do.
- = No Todavía √ = Comenzando + = ¡Sí!
6th - Unit 1: Bend 2: Moving through the Writing process and toward Our GoalsSAMPLE UNIT CALENDAR
Stage 3 Plan Learning Experiences and Instruction
Monday Tuesday Wednesday Thursday FridayI can analyze leads from mentor texts noticing what the writer has done and try to use their techniques in my writing. (Session 7)
I can write a memorable lead that will set me up to write a great story. (Session 7)
I can write 2-3 different leads to rehearse my writing keeping in mind a specific technique I observed in a mentor narrative. (Session 7)
I can plan my first draft by choosing a lead that will set me up to write a great story and begin writing. (Session 8)
I can write a first draft without pausing, even if it is my best writing or not. (Session 8)
I can work silently and write a first draft of 2-3 pages in one sitting. (Session 8)
I can use a strategy from a mentor narrative to revise several previous entries from my Writer’s Notebook. (Session 9)
I can create plan (e.g. external-internal story arc) for revisions. (Session 10)
I can share my plan for revisions (e.g. external-internal story arc) with a partner. (Session 10)
I can give feedback to a partner on what their story is about. (Session 10)
I can rewrite my first draft by re-envisioning my story. (Session 10)
I can revise my first draft by developing deeper meaning throughout the story. (Session 10)
I can choose the most important scenes from my story and elaborate to communicate meaning. (Session 11)
I can add new scenes from the past or future that connect to the story’s meaning. (Session 11)
I can use different tools (anchor charts, Writer’s Notebook, reference tools) during the revision process. (Session 12)
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6th - Unit 1: Bend 2: Moving through the Writing process and toward Our Goals
Anchor Charts:
Técnicas para escribir Principios Memorables Escritores pueden incluir los detalles chiquitos del momento, los detalles más
realistas para el narrador. Escritores pueden incluir pensamiento interno para mostrar el significado del
cuento. Escritores pueden incluir las acciones precisas de los personajes, ayudando a
los lectores ver como una acción afecta a otra acción. Escritores pueden incluir las palabras exactas que están diciendo los
personajes en forma de diálogo.
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6th - Unit 1: Bend 2: Moving through the Writing process and toward Our Goals
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6th - Unit 1: Bend 2: Moving through the Writing process and toward Our Goals
Cómo Escribir Cuentos Narrativos Personales Poderosos- Piensa en una persona, un lugar o un momento en tu vida (tal vez la primera o
la última vez de hacer algo, o un tiempo cuando diste cuenta de algo) que te importa y escribe un cuento acerca de eso.
- Enfócate en un episodio, escribe con detalle (no resumes un período largo).- Ayuda a tus lectores hacer un dibujo en sus mentes de un episodio – una acción
pequeña y diálogo exacto.- Vive el momento y escribe con el punto de vista del narrador.- Personajes necesitan decir las palabras y usar un tono que muestra su
personalidad y sugiere que es el propósito más grande del momento.- Explica por qué los personajes actúan como lo hacen.- Enfócate en los detalles chiquitos pero poderosos que capturan momentos y
sentimientos grandes.- Usa la Lista de Control de la Unidad de Escritura Narrativa para preguntar,
“Como escritor/a, ¿qué son mis destrezas? ¿Cuáles son mis necesidades?” Entonces, planifica tus pasos siguientes como un/a escritor/a.
- Inventa un principio memorable.- Pregunta, “¿Qué es el mensaje verdadero de mi cuento?” e incluye descripción,
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6th - Unit 1: Bend 2: Moving through the Writing process and toward Our Goals
diálogo y pensamiento interno para explicar el propósito del cuento.- Elabora escenas importantes que demuestran el propósito del cuento.- Incluye nuevas escenas, recordadas del pasado o imaginadas del futuro, que
demuestran el propósito del cuento.
Works Cited:
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