Essential Understanding: Writing for specific tasks, purposes, and audiences is practiced over both extended and brief time frames. Essential Question: What is the relationship between the writing process and the writing task? Students will be able to: (What does mastery look like) Write for a variety of discipline specific tasks, purposes and audiences, over both an extended time (for research, reflection, and editing) and a shorter time (a single sitting). Evidence for Assessing Learning Performance Tasks: Demonstrate mastery of objectives through the assessment of graded: homework, worksheets, quantitative (numerically graded) rubrics, quizzes, tests, and other formal assessments. Including but not limited to: Draft of an expository text in response to a prompt, completed in 60 minutes as evaluated against teacher rubric Draft of a persuasive text in response to a prompt, completed in 60 minutes as evaluated against teacher rubric Other Evidence: Teacher observation Student brainstorming notes and prewriting material Building the Learning Plan Sample Classroom Activities and/or Lesson Plans: Class reviews key components for expository and persuasive writing, including prewriting strategies, appropriate structure, development of evidence, and language and purpose Students are given an expository prompt to address such as: your “Choose dream job, discussing the credentials or qualifications that are needed and demonstrate that you possess characteristics qualifying you for the profession” Students are allowed 60 minutes to plan and write their text Students receive a persuasive prompt to address such as: is “Concealed/carry now legal in many states. Should business owners have a right to disallow concealed carry near or on the premises of their place of business?” Students are allowed 60 minutes to plan and write their text Learning Activities:
Essential Understanding: Writing for specific tasks, purposes, and audiences is practiced over both extended and brief time frames. Essential Question: What is the relationship between the writing process and the writing task? Students will be able to: (What does mastery look like) Write for a variety of discipline specific tasks, purposes and audiences, over both an extended time (for research, reflection, and editing) and a shorter time (a single sitting). Evidence for Assessing Learning Performance Tasks: Demonstrate mastery of objectives through the assessment of graded: homework, worksheets, quantitative (numerically graded) rubrics, quizzes, tests, and other formal assessments. Including but not limited to: Draft of an expository text in response to a prompt, completed in 60 minutes as evaluated against teacher rubric Draft of a persuasive text in response to a prompt, completed in 60 minutes as evaluated against teacher rubric Other Evidence: Teacher observation Student brainstorming notes and prewriting material Building the Learning Plan Sample Classroom Activities and/or Lesson Plans: Class reviews key components for expository and persuasive writing, including prewriting strategies, appropriate structure, development of evidence, and language and purpose Students are given an expository prompt to address such as: “Choose your dream job, discussing the credentials or qualifications that are needed and demonstrate that you possess characteristics qualifying you for the profession” Students are allowed 60 minutes to plan and write their text Students receive a persuasive prompt to address such as: “Concealed/carry is now legal in many states. Should business owners have a right to disallow concealed carry near or on the premises of their place of business?” Students are allowed 60 minutes to plan and write their text Learning Activities:
NRS_6_LA_Model_Curriculum.docx