Grades 9 & 10
Language Arts
Writing
Standard 1

WRITING STRATEGIES.


 
Resources
Lesson Plans
Assessments
1.1
Language and Writing Skills worksheet pg. 191
1.2
Pg. 169 Language and Writing Skills Worksheets Using Your Five Senses
1.3
pg. 199-200 Language and Writing Skills Worksheets Developing Research Questions, and Locating and Evaluating Sources
1.4
Antigone pg. 691-737 and What is a Tragic Hero?
pg. 739
1.5-1.7
Use Writing Helps:  Masters for the SPJUSD Teacher for lesson plans on research papers.
1.8
Coordinate with computer teacher to allow students access to a variety of publishing software for completion of research paper outlined in Writing Helps: Masters for the SPJUSD Teacher.
1.9
Each essay plan in the Writing Helps notebook provides a section for revision of papers.
1.1
Students identify a limited topic, main idea and write sample thesis statements for given sets of detail.
1.2
Students will write down sensory details from a given place.
1.3
Using worksheets, students will identify a topic, develop a statement of purpose and answer who, what, where, when, why and how questions.  They will also find an article and write four questions that relate to this topic.  They will list five sources of information for a given topic in preparation for a research paper.
1.4
After reading Antigone, by Sophocles students will list the 6 requirements of a tragic hero according to Aristotle.  They will find quotes to support the thesis Creon is a classic tragic hero.  Students will then use these notes to write an essay proving Creon is a classic tragic hero.
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Previously Published Data

1.) Utilizing the stages of the writing process, students will write an expository essay with a clearly stated thesis, supported by evidence gathered from close reading and research. In the pre-writing stage, students brainstorm ideas. Then they write first drafts to be shared with a partner/ response group. Students take peer suggestions and write a revision to be edited by peers. The final draft should exhibit all assessment criteria as mentioned below. 

Example: Writing topic: Fate and Responsibility in Romeo and Juliet

1.) Pre-write: Students may cluster, quick-write, outline or map their ideas about the topic. 

2.) Drafting: Using ideas from the pre-write, students write the first draft. This draft may reflect research, library and/ or Internet. 

3.) Response: Either with a partner or in a group, students share first drafts. Peers comment on thesis, support, coherence, and precise use of language, using a response sheet provided by the teacher. 

4.) Revision: Using peer suggestions, students write a second draft.

5.) Peer Edit: Students meet again with partner/ group and share second draft. Peers assist with corrections of grammar, spelling, punctuation, and usage. 

6.) Publication: Students write final draft which is turned in to the teacher for a grade. It may be displayed on the bulletin board, included in a class anthology, portfolio, or otherwise made public.

1.1
Teacher graded worksheet.
1.2
Teacher graded worksheet.
1.3
Teacher graded worksheets.
1.4
Student written essays - district rubric.
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Previously Published Data

1.) All stages should be monitored to determine that students follow the writing process. The final draft/ assessment is the "published" paper. The teacher may choose to give separate grades for the process and for the final product/ paper. The final paper should have the following:

  • A clear thesis. 
  • Precise language. evidence, including quotations, drawn from close reading and/ or research. 
  • Appropriate use of standard English.

    • Logical, coherent organization.