Introduction to ArtificiaI Intelligence in Higher Education
Sixth Grade Writing Curriculum Map
1. 6th Grade Writing Curriculum Map
Isaac School District No. 5
PREAMBLE
These POs will be integrated throughout the year:
AZ Essential Learning
Standard Knowledge Skills
PREWRITING Generate ideas through a variety of activities (e.g., prior knowledge, discussion with
S1C1PO1 Ideas others, printed material or other sources).
Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade, to
S1C1PO2 Purpose explain) of an intended writing piece.
Determine the intended audience of a writing piece.
S1C1PO3 Intended Audience
Establish a central idea appropriate to the type of writing.
S1C1PO4 Central idea
Use organizational strategies (e.g., outline, chart, table, graph, Venn Diagram, web,
S1C1PO5 Organizational Strategies story map, plot, pyramid) to plan writing.
S1C1PO6 Writing records Maintain a record (e.g., lists, journal, folder, notebook) of writing ideas.
S1C1PO7 Time management Use time management strategies, when appropriate, to produce a writing product
within a set time period.
DRAFTING
S1C2PO1 Prewriting plan with main idea and supporting Use a prewriting plan to develop a draft with main idea(s) and supporting details.
details
S1C2PO2 Logical sequence Organize writing into a logical sequence that is clear to the audience.
REVISING Evaluate the draft for use of ideas and content, organization, voice, word choice, and
S1C3PO1 Evaluation of draft sentence fluency.
S1C3PO2 Story details Add details to the draft to more effectively accomplish the purpose.
S1C3PO3 Irrelevant and redundant information Delete irrelevant and/or redundant information from the draft to more effectively
accomplish the purpose.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 1
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-13-2010
2. 6th Grade Writing Curriculum Map
Isaac School District No. 5
PREAMBLE
AZ Knowledge Skills
Standard
REVISING Rearrange words, sentences, and paragraphs to clarify the meaning or to enhance the
S1C3PO4 writing style.
S1C3PO6 Simple and compound sentences Use a variety of sentence structures (i.e., simple, compound) to improve sentence
fluency in the draft.
S1C3PO7 Tools or strategies for refinement Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the
draft.
S1C3PO8 Resources and reference materials Use resources and reference materials to select more precise vocabulary.
S1C4PO2 Resources Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct
conventions.
EDITING/CONVENTIONS Identify punctuation, spelling, and grammar and usage errors in the draft.
S1C4PO1 Convention errors
Apply proofreading marks to indicate errors in conventions.
S1C4PO3 Proofreading marks
Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the
S1C4PO4 Tools or strategies to edit draft.
Use capital letters correctly for:
S2C6PO1 Capital letters
a. proper nouns:
• holidays
• product names
• languages
• historical events
• organizations
• academic courses (e.g., algebra/Algebra I)
• place
• regional names (e.g., West Coast)
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 2
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-13-2010
3. 6th Grade Writing Curriculum Map
Isaac School District No. 5
AZ PREAMBLE
Standard
Knowledge Skills
EDITING/CONVENTIONS
b. words used as names (e.g., Grandpa, Aunt Lyn)
c. literary titles (i.e., story, poem, play, song)
d. titles
e. abbreviations
f. proper adjectives
S2C6PO7 High frequency words Spell high frequency words correctly.
S2C6PO9 Homonyms Use homonyms correctly in context.
S2C6P10 Resources for spelling Use resources to spell correctly.
S2C6PO13 Subject/verb agreement Use subject/verb agreement in simple and compound sentences.
PUBLISHING Prepare writing in a format (e.g., oral presentation, manuscript, multimedia)
S1C5PO1 Appropriate format for audience and purpose appropriate to audience and purpose.
S1C5PO2 Margins and spacing Use margins and spacing to enhance the final product.
S1C5PO3 Graphics Use graphic (e.g., drawings, charts, graphs), when applicable, to enhance the final
product.
S1C5PO4 Legible handwriting Write legibly.
LITERARY RESPONSE Write a response to literature that:
S3C5PO1 Writing response a. presents several clear ideas
b. supports inferences and conclusions with examples from the text, personal
experience, references to other works, or reference to non-print media
c. relates own ideas to supporting details in a
clear and logical manner
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 3
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-13-2010
4. 6th Grade Writing Curriculum Map
Isaac School District No. 5
Quarter : 1
Unit Name and Description: Narrative Writing
Cluster: 1
Big Ideas/Enduring Understandings Essential Question(s)
Narratives are based on imagined or real events, observations or memories. Why does a strong beginning in a story draw a reader’s attention?
In a story, a strong beginning can capture a reader’s interest. What clues help you figure out the intended message of an author?
Using appropriate language helps readers comprehend a story. Why is it important to add details to your writing?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C1PO1 Narrative Writing Write a narrative that includes: Narrative
a) an engaging plot based on imagined or real ideas,
Plot
observations, or memories of an event or experience
b) effectively developed characters Imagined
c) a clearly described setting Observation
d) dialogue, as appropriate Memories
e). figurative language, or descriptive words Setting
and phrases to enhance style and tone.
Dialogue
S2C1PO2 Content and details Provide content and selected details that are well suited to Figurative
audience and purpose. language
Descriptive
S2C2PO2 Story Beginning Develop a strong beginning or introduction that draws in the Style
reader.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 4
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-13-2010
5. 6th Grade Writing Curriculum Map
Isaac School District No. 5
S2C2PO6 Story Ending Create an ending that provides a sense of resolution or Tone
closure.
Audience
Resolution
S2C3PO1 Writing audience Show awareness of the audience through word choice and
style. Closure
Topic
S2C4PO1 Accurate, specific and powerful Use accurate, specific, powerful words that effectively convey Purpose
words the intended message. Accurate
Specific
S2C5PO1 Simple and compound sentences Write simple and compound sentences.
Powerful
Effectively
Convey
Simple sentences
Compound
sentences
Proper noun
Title
Abbreviation
Proper adjective
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 5
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-13-2010
6. 6th Grade Writing Curriculum Map
Isaac School District No. 5
Quarter: 2
Unit Name and Description: Summary
Cluster: 2
Big Ideas/Enduring Understandings Essential Question(s)
Summaries include a topic sentence, supporting details, and relevant How does redundant or irrelevant information affect a summary?
information.
What are the essential elements of a summary?
A summary is a form of expository writing.
Why are these elements necessary when writing a summary?
A well written summary contains only relevant details.
When writing a summary, what should the writer first be able to do?
Summaries are a synopsis, a shorter version of an original, and written in your
own words.
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C2PO2 Summary Write a summary based on the information gathered that Topic
include(s): Purpose
a. a topic sentence
Summary
b. supporting details
c. relevant information Topic sentence
Supporting details
S3C2PO1 Information Record information (e.g., observations, notes, lists, charts,
Relevant
map labels and legends) related to the topic.
Information
S2C2PO3 Details Place details appropriately to support the main idea. Observation
Chart
S1C3PO3 Irrelevant and redundant Delete irrelevant and/or redundant information from the draft Map labels
information to more effectively accomplish the purpose. Legend
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 6
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-13-2010
7. 6th Grade Writing Curriculum Map
Isaac School District No. 5
S1C3PO5 Transitional words Add transitional words, phrases and/or sentences to clarify Main idea
meaning or enhance the writing style.
Relevant
S2C1PO1 Ideas and details Use clear, focused ideas and details to support the topic. Irrelevant
Transitional words
Sufficient
S2C1PO3 Explanation or exploration of topic Develop a sufficient explanation or exploration of the topic. explanation
Exploration
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 7
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-13-2010
8. 6th Grade Writing Curriculum Map
Isaac School District No. 5
Quarter: 2
Unit Name and Description: Expressive Writing
Cluster: 3
Big Ideas/Enduring Understandings Essential Question(s)
Writing can be expressive. What type of expressive writing have you read?
Varied sentences enhance writing. How might a writer vary sentences to enhance writing?
Literal and figurative language should be use appropriately. When is it appropriate to use figurative language?
Dialogue enhances expressive writing. When is it appropriate to use literal language?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C1PO2 Expressive Forms Write in a variety of expressive forms (e.g., poetry, skit) Expressive writing
that, according to mode, employ:
Poetry
a. figurative language
b. rhythm Skit
c. dialogue Figurative
d. characterization language
e. plot Rhythm
f. appropriate format Dialogue
S2C4PO4 Literal and figurative language Characterization
Use literal and figurative language where appropriate to
purpose. Plot
Appropriate format
Literal
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 8
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-13-2010
9. 6th Grade Writing Curriculum Map
Isaac School District No. 5
S2C5PO3 Sentence beginnings, lengths, and Vary sentence beginnings, lengths, and patterns to enhance Beginning
patterns the flow of the writing. Lengths
Patterns
S2C5PO4 Dialogue Use effective and natural dialogue when appropriate. Quotation marks
Short works
S2C3PO3 Voice Use language appropriate for the topic and purpose.
Sources
C2C6PO3 Quotation marks Use quotation marks to punctuate: Topic
Purpose
a. dialogue
Quotation marks
b. titles of short works (e.g., chapter, story, article,
song, poem) Punctuation
c. exact words from sources
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 9
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-13-2010
10. 6th Grade Writing Curriculum Map
Isaac School District No. 5
Quarter: 3
Unit Name and Description: Functional Writing
Cluster: 4
Big Ideas/Enduring Understandings Essential Question(s)
Functional text is an integral part of our daily lives. Why is it important to be able to interpret specific information in functional
text?
Letters follow a specific format.
What are the parts of a friendly letter? How are they properly used?
Good writers use the structure that fits the type of writing.
What should a formal letter include?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C3PO1 Functional Writing Write a variety of functional texts (e.g., directions, Functional text
recipes, procedures, rubrics, labels, posters,
Directions
graphs/tables).
Recipes
S3C3PO3 Friendly letter Write a friendly letter that includes a: Procedures
a. heading Rubrics
b. salutation
c. body Labels
d. closing Posters
e. signature Graphs
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 10
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-13-2010
11. 6th Grade Writing Curriculum Map
Isaac School District No. 5
S3C3PO4 Formal letter Write a formal letter that follows a conventional business Tables
letter format. Friendly letter
S3C3PO5 Address an envelope Address an envelope for correspondence that includes: Heading
a. an appropriate return address
b. an appropriate recipient address Salutation
Body
S2C2PO1 Writing structure Use a structure that fits the type of writing (e.g., letter format, Closing
narrative, play, essay). Signature
Formal letter
S2C3PO2 Sense of identity Convey a sense of identity through originality, sincerity, Envelope
liveliness, or humor appropriate to the topic and type of Return address
writing. Recipient address
S2C6PO2 Commas Use commas to correctly punctuate: Letter format
a. items in a series Sincerity
b. greetings and closings of letters Liveliness
c. introductory words Humor
d. direct address Commas
e. interrupters Direct address
f. compound sentences Interrupters
Compound
S2C6PO4 Italics and underlining Use italics (in typed copy) and underlining (in handwriting) to sentences
indicate titles of longer works (e.g., books, plays, magazines, Italics
movies, TV series). Colons
S2C6PO5 Colons Use colons to punctuate business letter salutations.
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 11
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-13-2010
12. 6th Grade Writing Curriculum Map
Isaac School District No. 5
Quarter: 3
Unit Name and Description: Persuasive Writing
Cluster: 5
Big Ideas/Enduring Understandings Essential Question(s)
Persuasive text attempts to influence the reader. How do words influence our thinking?
Persuasive text is usually written in the opinion of the writer. How can you write to change a person’s thinking?
Advertisements, commercials on television and political campaign posters are What is the importance of voice and word choice in persuasive writing?
all examples of persuasive text.
How does the media (newspapers, magazines, television, radio, etc…)
Words can influence our thinking. persuade you to think the way they want you to think?
An effective persuasive paper has opinion backed up by facts.
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C4PO1 Persuasive writing Write persuasive text (e.g., essay, paragraph, written Persuasive
communications) that:
Essay
a. establishes and develops a controlling idea
b. supports arguments with detailed evidence Paragraph
c. includes persuasive techniques Written
d. excludes irrelevant information communication
S2C6PO11 Paragraph breaks Use paragraph breaks to indicate an organizational structure. Controlling idea
Arguments
S2C1PO4 Details Include ideas and details that show original perspective. Evidence
Techniques
Irrelevant
Paragraph breaks
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 12
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-13-2010
13. 6th Grade Writing Curriculum Map
Isaac School District No. 5
*S2C3PO3 Language Use language appropriate for the topic and purpose. Appropriate
language
Topic
S2C3PO4 Voice Choose appropriate voice (e.g., formal, informal) for the
audience and purpose. Purpose
Appropriate voice
S2C4PO2 Words and phrases Use words and phrases that consistently support style and type Formal
of writing. Informal
Audience
S2C4PO3 Vocabulary Use vocabulary that is original, varied, and natural.
Phrases
Style
S2C5PO2 Sentences Write sentences that flow together and sound natural when Vocabulary
read aloud. Natural
Flow
S2C6PO6 Apostrophes Use apostrophes to punctuate: Natural
a. contractions Apostrophes
b. singular possessives Contractions
S2C6PO8 Patterns/Generalizations Use common spelling patterns/generalizations to spell words Singular
correctly. possessives
S2C6PO12 Parts of Speech Use the following parts of speech correctly in simple
sentences:
a. nouns
b. action/linking verbs
c. personal pronouns
d. adjectives
e. adverbs
f. conjunctions
g. prepositions
h. interjections
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 13
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-13-2010
14. 6th Grade Writing Curriculum Map
Isaac School District No. 5
Quarter: 4 The POs in the following cluster(s) are 6th Grade Performance Objectives
Unit Name and Description: Process Essay
Cluster: 6
Big Ideas/Enduring Understandings Essential Question(s)
Process essays include a thesis statement, supporting details, introduction, What can a writer to do draw in the attention of the reader?
body, and conclusion.
How can the use of organizational strategies help you in planning an
A process essay is a form of expository writing. explanatory essay?
It is essential to choose an appropriate topic and support it with a substantial What is the purpose of using transition words within an essay?
amount of details.
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C2PO3 Process essay Write a process essay that includes: Process essay
a. a thesis statement
Thesis statement
b. supporting details
Supporting details
c. introductory, body, and concluding paragraphs
*S2C2PO2 Story Beginning Develop a strong beginning or introduction that draws in the Introduction
reader. Body
S1C1PO5 Organizational strategies Use organizational strategies (e.g., outline, chart, table, graph, Concluding
Venn Diagram, web, story map, plot, pyramid) to plan paragraph
writing. Organization plan
S1C1PO4 Central idea Establish a central idea appropriate to the type of writing.
Central idea
Transitions
S2C2PO4 Transitions Include effective transitions among all elements (sentences,
paragraphs, ideas).
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 14
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-13-2010
15. 6th Grade Writing Curriculum Map
Isaac School District No. 5
S2C2PO5 Paragraphs Construct paragraphs by arranging sentences with an
organizing principle (e.g. to develop a topic, to indicate a
chronology).
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 15
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-13-2010
16. 6th Grade Writing Curriculum Map
Isaac School District No. 5
Quarter: 4 The POs in the following cluster(s) are 6th Grade Performance Objectives
Unit Name and Description: Research Writing
Cluster: 7
Big Ideas/Enduring Understandings Essential Question(s)
Research writing is used to explain a topic. What organizational strategies can writers use to pull together the information
gathered in research to create a final product?
Reading a variety of reference materials gives the writer a chance to organize
a piece of writing in their own words. What are the essential parts of a research paper?
How do good readers and writers use the research process to find and share
information?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C6PO2 Informational report Write an informational report that includes: Topic
a. a focused topic Facts
b. appropriate facts and relevant details References
c. a logical sequence Logical sequence
d. a concluding statement Summary
e. a list of sources used Encyclopedias
S3C6PO1 Summary Write a summary of information from sources (e.g. Websites
encyclopedias, websites, experts) that includes:
Experts
a. Paraphrasing to convey ideas and details from the
Paraphrasing
source
Main Idea
b. main idea(s) and relevant details
Relevant details
PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 16
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-13-2010