Personal Narrative
Fifth grade writers explore mentor texts as they generate ideas and experiment with notebook entries to develop personal narratives based on real experiences or events from their lives. They analyze mentor texts to envision possibilities for how they might use these crafting techniques in their own writing. Students learn strategies to focus in on a memorable experience, to make a movie in their mind, to orient the reader, and to write clearly. They determine the most important part of the story and organize an event sequence that unfolds naturally using a story mountain. They describe their characters using details and figurative language using mentor texts as models. Students use dialogue, description, and pacing to develop experiences and events. They also use concrete words and phrases, sensory details, the internal story, and movement through time to convey experiences and events precisely. They learn how to use paragraphing to support their efforts at elaboration. Students TheyStudentsT choose one entry that matters the most to them to draft, revise, edit, and publish. They provide a conclusion that follows from the narrated experience and learn how to eliminate extraneous details from their writing. Revision involves rereading for meaning and clarity and effective use of words, phrases, and clauses. Editing involves checking for capitals, ending punctuation, the spelling of high-frequency words, and inappropriate shifts in verb tense. The unit culminates when writers share their published writing and celebrate each other’s accomplishments as writers.
Persuasive Essay
Fifth grade writers create a persuasive essay/opinion piece on a topic or idea in which they state a point of view and then argue their position with supporting reasons and information. After generating possible ideas that can be developed into an essay, they select one idea and create an opinion statement based on their perspective. They use an organizational structure in which relevant supporting ideas are logically grouped to support the writer's purpose. Students introduce the idea, state their opinion, and elaborate by providing logically ordered reasons that are supported by facts and details. They develop body paragraphs that may include experiences, observations, facts, events, or quotations from various sources to support their thesis. They refine their use of introductions; linking words, phrases, an clauses; and conclusions to add cohesion to their writing. Revision involves checking for clarity and ensuring that their reasons justify their point of view. Editing involves checking for effective use of words, phrases, and clauses; inappropriate use of fragments and run-on sentences; use of commas with introductory phrases, clauses, and conjunctions; capitalization; ending punctuation; and spelling of grade-appropriate words. Writers share their essays with an audience beyond the teacher and celebrate their growing accomplishments as writers.
Nonfiction Essay
Fifth grade writers plan informative/explanatory informational writing projects based on their own curiosity and passion for knowledge. They begin by generating ideas for topics, and then planning categories of information for their topics. They use a variety of print and internet sources to gather relevant facts and information. Students learn to paraphrase across several relevant sources as they examine a topic. Students independently organize their notes, categorize their information, and develop their topic with relevant facts, definitions, concrete details, and other information related to the topic. They introduce their topic clearly, group related information into paragraphs and sections, and include illustrations and other text features when useful to enhance comprehension. Students include precise language, transitional words and phrases to connect ideas within categories of information, and a conclusion related to the information presented. They revise their texts for transitions, for the organization of ideas, and for the inclusion of domain-specific words and phrases. Students edit their informational writing for inappropriate shifts in verb tense. With some guidance and support from adults, they may use technology to produce and publish their writing. Their informational writing project is culminated by sharing with an audience beyond the teacher.
Research
Students plan Revolutionary War research projects based on their own curiosity and passion for knowledge to create a newspaper editorial. They begin by learning various strategies for writing about what they are learning. Then they choose an issue to research using a variety of print and internet sources to gather relevant facts and information. They ask themselves questions, sift through information, and locate answers to their questions. Students learn how to paraphrase by using key words and phrases and restating information in their own words.They use a list strategy to narrow their focus on an issue and take a position. Students analyze sample editorials for content, purpose and craft.
They choose an idea and then independently organize their notes, categorize their information, and develop their topic with relevant facts, definitions, concrete details, quotations, and other information and examples. They create a thesis statement and introduce their issue clearly using an appropriate tone and imagery to convey their ideas. They create drafts that include illustrations when useful to enhance comprehension. Students include content-specific words with definitions, linking words and phrases to connect ideas within categories of information, and a conclusion with a call to action. They revise their texts for clarity, meaning, and effective use of words, phrases, and clauses. Students edit their research papers for inappropriate shifts in verb tense. With some guidance and support from adults, they use technology to produce and publish their writing. The research project is culminated by sharing with an audience beyond the teacher.
They choose an idea and then independently organize their notes, categorize their information, and develop their topic with relevant facts, definitions, concrete details, quotations, and other information and examples. They create a thesis statement and introduce their issue clearly using an appropriate tone and imagery to convey their ideas. They create drafts that include illustrations when useful to enhance comprehension. Students include content-specific words with definitions, linking words and phrases to connect ideas within categories of information, and a conclusion with a call to action. They revise their texts for clarity, meaning, and effective use of words, phrases, and clauses. Students edit their research papers for inappropriate shifts in verb tense. With some guidance and support from adults, they use technology to produce and publish their writing. The research project is culminated by sharing with an audience beyond the teacher.
Literary Essay
Fifth-grade writers build upon their knowledge of essays to write a literary essay/opinion piece supporting a theme from close reading and analysis of text. They determine relevant and logical reasoning and support from textual analysis in order to have a more sophisticated literary essay. Students learn that in order to write a literary essay, they need to compose several essays, each one building on their growing understanding of the content and structure of a literary essay. They notice the details of a story, and let those details lead them to develop their ideas. They pay special attention to a character’s motivations, struggles, changes, and traits in a story. They write a thesis that is compelling and defensible and then provide evidence that is supported by relevant examples from the story. They introduce the story, state the theme, and create an organizational structure in which related ideas are grouped to support the writer's purpose. Students link their thesis and evidence and develop their paragraphs into a cohesive whole. Then they provide a conclusion that illustrates the significance of the thesis presented and leaves the reader with a powerful idea. Revision involves rereading to make sure that the evidence support the theme. They use literary language to strengthen the quality of their writing. Editing involves checking for effective use of words and phrases, commas and quotations marks, and spelling of grade-appropriate words. Writers share their essays with an audience beyond the teacher and celebrate their growing accomplishments as writers.