Berkeley Heights Public Schools Remedial Summer School Program Writing Curriculum



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Berkeley Heights Public Schools

Remedial Summer School Program
Writing Curriculum

Grades 1st through 7th
Revised: 2012

Michele Gardner, Summer School Director

Grade 1

Unit of Study: Small Moments




Week

Lessons

Resources

1 and 2


◊ All lessons should include a mini-lesson and teacher model.

Day 1:


  • Read aloud one small moment book and discuss an exciting point in the story and how the author focused on one small moment of the story.

  • Teacher should generate his/her own list of small moments.

  • Students generate entries by creating their own lists.

  • Have children share one or two items from their list and why the item or items are on the list.

Day 2:

  • Teacher should model a small moment story using a flow chart focusing on the beginning, middle, and end of the story.

  • Teacher should draft a small moments story using the flow chart as a guide.

  • Students should create their flow chart. Once it has been reviewed by the teacher, students may begin drafting.

Day 3:

  • Read aloud another small moment book.

  • Teacher should model revising by using descriptive language in own writing piece.
  • Students should revise their own pieces by adding descriptive words.


Days 4/5:

  • Teacher should model with own writing piece (with mistakes like lack of punctuation or capitalization). Model checking off each point of the writer’s checklist.

  • Students should edit their own pieces using the writer’s checklist. Teacher should confer with students as they edit.

Days 6/7:

  • Review the purpose of publishing and choose paper.

  • Publish – have students create a title page (with drawing or photograph from home) and a dedication page.

  • Celebrate writing (ex. invite parents and have students read stories aloud).

Small Moment Read-Alouds:

Fireflies by Julie Brinckloe

Today I am Going Fishing with My Dad by Chris L. Demarest

Just Us Women by Jeannette Caines

The Relatives Came by Cynthia Rylant

(choose 2 per session)


Folder

Revising Checklist

Editing Checklist

Picture/Writing Paper

Special Writing Paper

Dedication Pages

Flow Chart with beginning, middle, end



Grade 1

Unit of Study: Non-Fiction~How-To




Week

Lessons

Resources

3&4:

How-To Books



◊ All lessons should include a mini-lesson and teacher model.

Day 1:


  • Read aloud and explore How-To Books. Teacher demonstrates a simple how-to process with visual (i.e. tying a shoe, brushing your teeth, blowing a bubble). Teacher models the writing process using appropriate transitions (i.e. first, next, then, lastly).

Day 2:

  • Read aloud and explore How-To Books. Students create a class how-to book with teacher assistance. Teacher should write the class How-To Book using the various paper.

Day 3:

  • Read aloud and explore How-To Books. Generate a list of topics for How-To Books. Each child creates a web of their topic to ensure expertise of their topic. Discuss paper choices for How-To books & students draft independently.

Day 4:

  • Teacher goes back to class How-To Book and directs the students to noticing the transitions in the writing. Students revise by including these transitions. Students share their writing with their partners and act out the process.

Day 5:

  • Teacher goes back to class How-To Book and shares how there may need to include a cautionary message (ie. Be careful… Have a parent…). Students brainstorm sentence starters for cautionary messages and revise their writing by including a cautionary message where appropriate.

Day 6:

  • Teacher models the importance of punctuation in How-To Writing. Teacher reminds students about the various marks of punctuation and revises own writing emphasizing reading over their writing. Students revise using punctuation.

Day 7:
  • Teacher models making a mind movie to ensure that story runs smoothly and in order. Students finalize stories after making mind movies. They edit using COPS Checklist. Students may work on illustrations.


Day 8:

  • Students share and celebrate How-To Writing.

How-To Mentor Texts

How-To paper

COPS checklist



Grade 2

Unit of Study: Small Moments




Week

Lessons

Resources

1 and 2


◊ All lessons should include a mini-lesson and teacher model.

Day 1:


  • Read aloud one small moment book and discuss an exciting point in the story and how the author focused on one small moment of the story.

  • Teacher should generate his/her own list of small moments.

  • Students generate entries by creating their own lists.

  • Have children share one or two items from their list and why the item or items are on the list.

Day 2:

  • Teacher should model a small moment story using a flow chart focusing on the beginning, middle, and end of the story.

  • Teacher should draft a small moments story using the flow chart as a guide.

  • Students should create their flow chart. Once it has been reviewed by the teacher, students may begin drafting.

Day 3:

  • Read aloud another small moment book.

  • Teacher should model revising by using descriptive language in own writing piece.

  • Students should revise their own pieces by adding descriptive words.

Days 4/5:


  • Teacher should model with own writing piece (with mistakes like lack of punctuation or capitalization). Model checking off each point of the writer’s checklist.

  • Students should edit their own pieces using the writer’s checklist. Teacher should confer with students as they edit.

Days 6/7:

  • Review the purpose of publishing and choose paper.

  • Publish – have students create a title page (with drawing or photograph from home) and a dedication page.

  • Celebrate writing (ex. invite parents and have students read stories aloud).

Small Moment Read-Alouds:

Fireflies by Julie Brinckloe

Today I am Going Fishing with My Dad by Chris L. Demarest

Just Us Women by Jeannette Caines

The Relatives Came by Cynthia Rylant

(choose 2 per session)


Folder

Revising Checklist

Editing Checklist

Picture/Writing Paper

Special Writing Paper

Dedication Pages

Flow Chart with beginning, middle, end



Grade 2

Unit of Study: Non-Fiction




Week

Lessons

Resources

3&4:

Non-Fiction




◊ All lessons should include a mini-lesson and teacher model.

Day 1:

  • Read aloud and explore Non-Fiction books. Teacher demonstrates a simple all-about, informational book. Teacher models the writing process using appropriate transitions.


Day 2:

  • Read aloud and explore Non-Fiction books. Students create a class non-fiction book with teacher assistance, on a topic the class are “experts” on. Teacher should write the class Non-Fiction Book using chart paper to map out/create graphic organizer for the sequence of facts in the story.

Day 3:

  • Read aloud and explore Non-Fiction books. Generate a list of topics for Non-Fiction books. Each child creates a web of their topic to ensure expertise of their topic. Discuss paper choices for Non-Fiction books & students draft independently.

Day 4:

  • Teacher goes back to class Non-Fiction book and directs the students to notice the transitions in the writing. Students revise by including these transitions. Students share their writing with their partners and demonstrate their expertise.

Day 5:

  • Teacher goes back to class Non-Fiction book and shares how they may need to include references to where they found some of their information (i.e. website or other book).

Day 6:

  • Teacher models the importance of punctuation in Non-Fiction writing. Teacher reminds students about the various marks of punctuation and revises own writing emphasizing reading over their writing. Students revise using punctuation.

Day 7:

  • Teacher models making a mind movie to ensure that story runs smoothly and in order. Students finalize stories after making mind movies. They edit using Editing Checklist. Students may work on illustrations.

Day 8:
  • Students share and celebrate Non-Fiction writing.


Non-Fiction Mentor Texts:

**to be added

Editing Checklist



Grade: 3

Unit of Study: Personal Narrative




Week

Lessons

Resources

1 and 2


◊ All lesson should include a mini-lesson and teacher model.

Day 1:


  • Read aloud various personal narratives.

  • Generate entries based on the connections to experiences from personal narrative read alouds. Students will place a few ideas in popcorn bag and tell stories aloud to a partner.

Day 2:

  • Web elements of personal narrative: memory about yourself, moment in time, special, beginning, middle, end, non-fiction, description, dialogue, etc.

  • Teacher will model using a flow chart to organize writing. Students will fill in their own flow chart.

Day 3:

  • Teacher will model drafting a personal narrative. Students will begin drafting.

  • Teacher will review model and will focus on how to elaborate their writing. Students will continue drafting.

Day 4:
  • Teacher will model new/good beginnings using touchstone texts as examples as well as “Goodbye Boring Beginnings” worksheet. Students will revise beginnings.


  • Teacher will model how to add dialogue and voice. Students will revise by including dialogue and voice.

Day 5:

  • Teacher will review capitalization, punctuation, correct spelling of sight words, using a writer’s checklist. Students will use a writer’s checklist to edit writing.

Days 6/7:

  • Publish

  • Celebrate

Personal Narrative Texts

Brown paper bags

Writing web WS

Flow chart worksheet

Conference sheet

Goodbye boring beginnings

Touchtone texts

THINK WS


Writer’s checklist


Grade: 3

Unit of Study: Personal Narrative





Week

Lessons

Resources

3 and 4


Day 1:


  • Read aloud various personal narratives. Teacher will model how to generate entries by using a memory box. Students cut and fold boxes and fill with favorite memories on memory sheet and cut.

  • Teacher will model removing memories from box and rank in order of what he/she would like to write about most/least. Students will rank their memories.

Day 2:

  • Teacher will map out their story using a flow chart. Students will use a flow chart to organize their story.

Day 3:
  • Teacher will model drafting their personal narrative using “show, don’t tell.” Students will draft their personal narratives.


  • Teacher will model using transitions to show movement through time. Students will continue drafting.

Day 4:

  • Teacher will model revising by including stronger verbs. Students will revise by using stronger verbs.

Day 5:

  • Teacher will model revising by reviewing new/good beginnings, dialogue, and including detail. Students will revise.

Day 6:

  • Teacher will review how to use an editing checklist. Students will use an editing checklist to edit.

Days 7/8:

  • Publish

  • Celebrate

Personal Narrative Texts

Memory Box Template – ribbon tied box – see sample

(photocopy)

Memory sheet

Flow chart WS

Transition WS

Teacher’s packet

5 senses WS

Peer editing questions WS



Grade 4

Unit of Study: Persuasive




Week

Lessons

Resources

1 and 2


◊ All lessons should include a mini-lesson and teacher model.

Teacher needs own persuasive topic to write about to model the writing process.

Day 1:


  • Read excerpts from different titles.
  • Discuss what persuasive writing includes


  • Generate entries that have two sides.

Day 2:

  • Choose seed idea from generated list.

  • Model an example of thesis statement and what needs to be included.

  • Students identify the audience and goal for their selected topic.

  • Students write own thesis statement and share with a partner.

Day 3:

  • Create a chart with the students – What Makes a Great Persuasive Essay?

  • Students complete persuasive graphic organizer.

  • Teacher models a three paragraph persuasive essay with the help of the class.

Day 4:

  • Students draft a three-paragraph essay.

Day 5:

  • Model organizing reasons in order of importance in own writing

  • Students revise own writing focusing on order of importance and complete a revision checklist.

  • Students work with a partner to edit drafts using a editing checklist.

Days 6/7:

  • Publish

  • Celebrate

See attached


**Persuasive Essay can be worked on for 4 weeks. If students are more advanced, they can complete the Realistic Fiction indicated below. Most students will need to work on the persuasive essay for all for 4 weeks.**



Grade 4

Unit of Study: Realistic Fiction


Week


Lessons

Resources

3 and 4


Day 1:

  • Discuss what Realistic Fiction writing includes – characters, setting, problem, resolution

  • Read expert title and discuss what makes it a Realistic Fiction book

Day 2:

  • Choose seed idea from generated list.

  • Model an example of thesis statement and what needs to be included.

  • Students identify the audience and goal for their selected topic.

  • Students write own thesis statement and share with a partner.

Day 3:

  • Create a chart with the students – What Makes a Great Realistic Fiction Essay?

  • Students complete realistic fiction graphic organizer.

  • Teacher models a three paragraph realistic fiction essay with the help of the class.

Day 4:

  • Students draft a three paragraph essay.

Day 5:

  • Model organizing reasons in order of importance in own writing

  • Students revise own writing focusing on order of importance and complete a revision checklist.

  • Students work with a partner to edit drafts using a editing checklist.

Day 6:

  • Revise

Day 7:

  • Publish

Day 8:

  • Celebrate


Grade 5

Unit of Study: Realistic Fiction




Week

Lessons

Resources

1 and 2


◊ All lessons should include a mini-lesson and teacher model.

Day 1:


  • Teacher will discuss the elements of realistic fiction stories.

  • Chart class list.

  • Introduce graphic organizer, model development of story and completion of 5 elements using class read-aloud.

Day 2/3:

  • Read aloud text: Chrysanthemum

  • Teacher will model character development, setting requirements, adventure or problem, rising plot action and resolution.

  • Students will complete graphic organizer with 5 elements of a story.

  • Partners will compare.

Day 4:

  • Teacher will model developing a BME using format for story starter.

  • Partners will draft a story using a given set of story elements.

  • Conference with students to provide support for strong beginning paragraph using characters and setting.

Day 5:

  • Teacher will model plot development using a pre-established problem/adventure.

  • TLW add details, descriptive language and strong verbs to middle of story.

  • Final paragraph will provide a resolution to solve the problem in the story.

Day 6:


  • Teacher will model steps for revising and editing.

  • Students will use an editing checklist.

  • Teacher will conference with all students.

Day 7:

  • Publish

  • Celebrate

Book: Charlie Anderson

BME Format

Graphic Organizer

Conference Form

Editing Checklist



Grade 5

Unit of Study: Realistic Fiction





Week

Lessons

Resources

3 and 4


Day 1:

  • Teacher will provide list of suggested Dice characters and settings.

  • TLW roll dice to select “Roll A Story” Starter.

  • Teacher will model method to compile story elements on graphic organizer.

Days 4/5:

  • Student will continue with M and E of story.

  • Teacher will model how to add problem

  • Adventure into paragraph 2 and 3.

  • Graphic organizer will provide details for supporting realistic fiction story.

Day 6:

  • Partners will read story and discuss.

  • Students will use 3-Question Strategy to ask partners to elaborate on details.
  • Teacher will conference with partners to add descriptive language, adjectives and strong verbs to paragraph 4 and 5.


Day 7:

  • Teacher will use Editing Checklist with students for final revision.

  • Publish story.

Day 8:

  • Celebrations

Roll A Story

Dice


Graphic Organizer


Grades 6 & 7

Memories of Me Book




Week:

Writing Activities

Grammar / Mechanics Reinforcement

Elevated Writing Practices



1

Chapter 1

  • “Who Am I”

  • Graphic Organizer which categorizes specific and interesting facts

  • “Before Me…”

  • Family Tree (at least to Grandparents)

  • Graphic Organizer

  • Visuals of Family Members

Chapter 2

  • “Beautiful Baby Me!”

  • Ode to Me

  • Prewriting activity for Poetry

- Descriptive Language (awesome adjectives,

gnarly nouns, verbose verbs, amazing

adverbs)

- Figurative Language (incorporating

metaphors, similes, personification,

onomatopoeia)




2

Chapter 3

  • “School Bells”
  • Narrative (a short story from each school)


  • Prewriting/Organizational Activity

Chapter 4

  • “I Grew Up Here”

  • Graphic Organizer (factual form to fill out as prewriting)

  • Expository Essay about home town

- Paragraph Structure

- Transitions

- Dialogue

- Fact vs. Opinion

- Point of View


3

Chapter 5

  • “I Miss You”

  • Sample letter for format and ideas

  • Pen Pal Letter to someone missed which fills the person in on time passed

Chapter 6

  • “Life as a Middle Child”

  • An outline of the failures, emotions and successes of being in Middle School

- Verb Tense Consistency

- How to Write a Proper Letter

- Proper Outline Format

- Persuasive Writing Techniques reviewed



4

Chapter 7

  • “Tales of a Tourist”

  • Graphic Organizer for planning

  • A persuasive writing piece to convince the reader of the best vacation spot based on your real experiences

Chapter 8

  • “What the Future Holds”

  • A Mind Map which includes pictures to represent the student’s future. There are multiple categories related to the future.

  • Sentences to describe the future related to each category on the back. Brainstorming activity for ideas.

- Revision/Editing Practices

- Complex Sentences/Simple Sentences

Remedial Summer School Writing Topics – 6th & 7th Grade


Resource:

Write Source
Persuasive Writing

  • Review form of writing known as persuasion

  • Review the ideas of “pro” and “con”, and “ fact” versus “opinion”

  • Discuss the value of ordering persuasive reasons by importance

  • Review effective transitional devices, such as transition words and ways to facilitate transitions between paragraphs

  • Compose 5- paragraph persuasive essays

    • Write Source (example: page 225-226 ‘Persuasive essay- Avoiding Exotic Pets”)

Narrative Writing

  • Review form of writing known as narration or basic storytelling

  • Review elements of an effective story, including setting, characterization, plot, conflict, mood, tone, point of view and resolution

  • Review use of dialogue and paragraphing skills

  • Facilitate short story writing activities

    • Write Source (example: page 344 ‘Journey to the Top of the World”)




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