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NJ Student Learning Standards 1. English Language Arts. FIFTH GRADE Informational Writing Biography

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NJ Student Learning Standards 1 English Language Arts FIFTH GRADE Informational Writing Biography Contents of Fifth Grade Informational Writing Biography NJSLS English Language Arts Standards pgs. 3 5
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NJ Student Learning Standards 1 English Language Arts FIFTH GRADE Informational Writing Biography Contents of Fifth Grade Informational Writing Biography NJSLS English Language Arts Standards pgs. 3 5 Student Learning Objectives pg. 6 Enduring Understandings pg. 7 Essential Questions pg Mentor Text pg. 10 Mini-lesson Structure pg. 11 Teaching and Learning Actions for Launching Writer s Workshop pgs End-of-Year Benchmark Expectations pg. 15 Text Types and Purposes NJSLS Anchor Standards 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3 Student Learning Standards Range of Writing 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 tasks, purposes, and audiences. W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include text features such as (e.g., headings, illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within paragraphs and sections of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a conclusion related to the information or explanation presented. W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in #1 3 above.) W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish a minimum of two pages of writing (using the keyboard) as well as to interact and collaborate with others. W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different perspectives of a topic. Student Learning Standards W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. 4 W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text ). b. Apply grade 5 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which point[s]). L.5.1. Observe conventions of grammar and usage when writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb aspects. c. Use verb tense and aspect to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense and aspect.* e. Use correlative conjunctions. L.5.2. Observe conventions of capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series.* b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It s true, isn t it?), and to indicate direct address (e.g., Is that you, Steve?). d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed. L.5.3. Use language to enhance meaning, convey style, and achieve particular effects when writing or speaking. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Student Learning Standards L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific vocabulary, including words and phrases that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). 5 SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. a. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon norms for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Student Learning Objectives Use the writing process: To understand that a biography can be a true account of a person s whole life or a small part of it To write a biography that is a factual biography or a fictionalized biography (using dialogue), still reflecting true events. 6 To craft a biography with a good beginning, attention to details that makes the subject s life come alive, interesting language, correct use of writing conventions, and a good ending. IDEAS: Enduring Read aloud various mentor texts to assist students in writing biographical pieces. Understandings A biography is a true account of a person s whole life or a part of it. Write about the most important events of a person s life. Establish the significance of events and the important personal decisions made by the subject of the biography. 7 ORGANIZATION: Details about the person life fit where they are placed and the sequencing is logical and effective. The writing has an interesting opening that commands attention and an ending that focuses on how the subject of the biography has made a difference. VOICE: The writer shows a strong commitment to the subject by expressing details about the person s life in a way that keeps the reader interested and engaged. WORD CHOICE: The writer describes the person s emotions by using words and phrases that show rather than tell. SENTENCE FLUENCY: Interest and clarity is added when the sentence patterns and types are varied. CONVENTIONS: Conventions are applied correctly so that the writing makes sense to the reader. PRESENTATION: The presentation of the text enhances the ability for the reader to understand and connect with the message. IDEAS: Essential What are the most interesting and important events from this person s life? Questions How does my story give insight into this person s life? ORGANIZATION: Does my biography have enough details and a correct sequence so the story makes sense to any reader? How does my biography pique the reader s interest from the beginning, and lead to satisfying conclusion? 8 VOICE: How does my voice promote the subject of this biography? WORD CHOICE: What language did I use (figurative and descriptive language) to make sure that my writing is vivid, and comes alive to the reader? How did I use quotations from my subject to bring additional insight? SENTENCE FLUENCY: In what ways do my sentence structures catch and keep the reader s interest? CONVENTIONS: Where can I improve my spelling, punctuation, capitals, verb usage, and other grammar conventions to enhance my story? PRESENTATION: What are the visual qualities that make my story easy and interesting to read? Suggested Resources: Mentor Text Abe's Honest Words: The Life of Abraham Lincoln - Doreen Rappaport Jack's Path of Courage: The Life of John F. Kennedy - Doreen Rappaport Eleanor, Quiet No More - Doreen Rappaport Martin's Big Words: The Life of Dr. Martin Luther King, Jr. - Doreen Rappaport John's Secret Dreams: The John Lennon Story - Doreen Rappaport 9 Dirt on Their Skirts:The Story of the Young Women Who Won the World Championship - Doreen Rappaport Testing the Ice and Jackie s Gift - Sharon Robinson (small moments that help to define a character) My Name Is Gabito: The Life of Gabriel Garcia Marquez - Monica Brown (biography of a writer) Abigail Adams: Girl of Colonial Days (Childhood of Famous Americans) - Jean Brown Wagoner Biographies by David Adler & Jean Fritz 10 Pemberton Township Schools English Language Arts Literacy Informational Writing: Biography June 2016 Mini-lesson Structure Mini-lesson Teaching Points Writer s Workshop Model why, how, and when students will use the strategy you are about to teach. Teach students strategies that they will use often as writers. Demonstrate, explain, and show examples, engage in shared inquiry, or use guided practice. Incorporate technology to enhance learning. 11 Active Student Engagement After teaching, give all students a timed opportunity to apply what you have taught. Teachers must use this opportunity to observe students understanding of the teaching point prior to the formal writing portion of Writer s Workshop. Link Link the mini-lesson to the day s workshop. You can do this in your writing today. It is not something to do just today. Today and everyday you can do it. Share/Reflect After the formal writing portion of Writer s Workshop, share examples of students using the day s strategy by reading aloud or a pair/share. Teaching and Learning Actions for Informational Writing Genre: Biography Use technology (Smartboards, Document Cameras) to help teach various elements of informational writing through the use of mentor text (biographies). Notes 12 Students write various kinds of biographical pieces (true account and fictionalized) by studying mentor texts. Students choose a subject and state a reason for their selection. Conduct research by completing an outline on the person s life based on the resource used. Include the following details: What events in this person s life, from child to adulthood, shaped him or her? What hurdles did they overcome in order to accomplish what they did? What did this person do that was the highlight of their life? Did this person do anything that was special and affected many others? How is this person known, locally, nationally, or internationally? Write about examples from the person s life that illustrates the qualities you choose to highlight. Is the world, or simply the family and friends, better off for having known this person? Choose events to write about that have significance to the subject and/or the writer. Include important decisions made by the subject. Exclude extraneous events and details. Describe the subject s important decisions and turning points in their life. Describe the subject by what he/she did or said as well as other s opinions. Teaching and Learning Actions for Informational Writing Genre: Biography Relate your biography in chronological order. Notes 13 Add dialogue, as appropriate to allow for greater insight of the person. What you think he or she said needs to be as accurate as you can possibly make it. Explain and/or substantiate opinions about the subject. Research and include several media sources to get a full accurate picture of the subject. Cit these resources appropriately. Conclude by writing about how the subject s life affected you. Work with a partner and read each other s drafts to edit spelling, grammar, punctuation, and capitalization. A fresh pair of eyes may catch errors that the writer does not. Use a Writer s Checklist to confirm that all elements of writing are incorporated. Use word processing skills to produce a final copy of work. 14 Grade Five End-of-Year Benchmark Expectations for Narrative Writing LOOK FOR: IDEAS: Writes daily. Generates topics and content for writing through talking, reflecting on experiences, and listening to mentor text. Presents the story to entertain a specific audience. Shares a clear and engaging story about a real or imagined memorable experience or event. Provides background knowledge to enable the reader to imagine the experience or the event. Engages the reader by establishing the setting, character(s), and narrator immediately into the story line. Includes a solution to a personal problem, conflict, or challenge. Develops a character by providing motivation for action and having the character solve the problem. Develops the plot by describing actions and emotions of the main characters, including descriptive details and dialogue. Uses details and dialogue to describe action, thoughts, and feelings. Includes well-developed supporting details. Provides pacing. Relates all events and details to the main problem, conflict, or challenge in the experience. Presents ideas in a clear, rich, and authentic way. Provides a conclusion that follows from the narrated experiences or events. ORGANIZATION: The beginning of the story hooks or invites the reader to read on. Establishes a closing that that conveys a memorable or satisfying resolution for the reader. Provides a logical sequence of events that makes sense beginning, middle, and end. Recounts appropriately sequenced events using correct time order words. Incorporates transition words to move the reader from one detail to the next within and between sentences and paragraphs. VOICE: Writer s voice adds interest to the message. The writing is personal and individual. The writing reveals the writer s or characters thoughts, feelings, and personality. Shows how the writer feels about the experience. Uses some dialogue to add life to the story. WORD CHOICE: Uses sensory details to paint a picture. The writer risks using appropriate words beyond their spelling ability. Uses colorful language to enable the reader to clearly visualize the story. Words and phrases convey precise meaning that show rather tell the events. Dialogue helps reveal the personality of the characters. Selects a more precise word when prompted. Includes some vivid verbs, strong adjectives, and specific nouns. Incorporates newly used words from reading and discussion into writing. SENTENCE FLUENCY: Uses mentor text to reproduces sentence structures Uses an interesting variety of sentence lengths and beginnings. Uses a variation of simple and compound sentences. Sentences are complete and connect and flow smoothly and naturally. The piece is easy to read aloud. CONVENTIONS: The writing has capital letters for sentence beginnings and all proper nouns. The writing shows the use of ending punctuation marks correctly. Uses commas in a series correctly. Grade appropriate high-frequency words are spelled correctly. Approximates the use of quotations marks in dialogue. Errors in grammar, spelling, capitalization, and punctuation are infrequent and do not interfere with meaning. 15 Pemberton Township Schools English Language Arts Literacy Informational Writing: Biography June 2016
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