develop experiences, events, - uses techniques such and/or characters as dialogue, pacing, description, reflection, I can design an organize and multiple plot lines sequence of events with dialogue to develop to develop experiences, events, experiences, events, and/or characters. characters and build toward a particular Use precise, descriptive, and outcome sensory language to develop - uses a variety of vivid images of experiences, transitions to develop a events, setting, characters coherent sequence of events I can use precise, descriptive, - uses appropriate and sensory language to develop precise, descriptive, vivid images of experiences, and sensory language events, setting, and characters. - includes a reflective conclusion that Develop conclusions that reflects from what is on what is experienced, experienced, observed, or resolved in a observed, or resolved narrative I can develop conclusions that reflects on what is experienced, observed, or resolved in a narrative. 4: Produce clear and coherent writing in (The underpinning knowledge Analyze the reason for writing a The underpinning Analyze the reason for which the development, organization, and targets are in Writing knowledge targets piece to decide on task purpose writing a piece to style are appropriate to task, purpose, and Standards 1, 2, 3,7, 8, 9 and are found in Writing audience decide on task audience. (Grade-specific expectations for Language Standards 1-6) Standards 1, 2, 3,7, purpose audience writing types are defined in standards 1-3 8, 9 and Language I can analyze the reason for above.) Standards 1-6) writing a piece to determine task, I can analyze the purpose, and audience. reason for writing a piece to decide on task Determine suitable idea purpose audience development strategies organization style Determine suitable appropriate to task purpose and idea development audience strategies organization style
develop experiences, events, and/or characters I can design an organize sequence of events with dialogue to develop experiences, events, and/or characters. Use precise, descriptive, and sensory language to develop vivid images of experiences, events, setting, characters I can use precise, descriptive, and sensory language to develop vivid images of experiences, events, setting, and characters. Develop conclusions that reflects on what is experienced, observed, or resolved in a narrative I can develop conclusions that reflects on what is experienced, observed, or resolved in a narrative. - uses techniques such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, characters and build toward a particular outcome - uses a variety of transitions to develop a coherent sequence of events - uses appropriate precise, descriptive, and sensory language - includes a reflective conclusion that from what is experienced, observed, or resolved 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.) (The underpinning knowledge targets are in Writing Standards 1, 2, 3,7, 8, 9 and Language Standards 1-6) Analyze the reason for writing a piece to decide on task purpose audience I can analyze the reason for writing a piece to determine task, purpose, and audience. Determine suitable idea development strategies organization style appropriate to task purpose and audience The underpinning knowledge targets are found in Writing Standards 1, 2, 3,7, 8, 9 and Language Standards 1-6) Analyze the reason for writing a piece to decide on task purpose audience I can analyze the reason for writing a piece to decide on task purpose audience Determine suitable idea development strategies organization style
11-12Writing.docx