Grades 9 & 10
Language Arts
Writing
Standard 2

WRITING APPLICATION
(GENRES AND THEIR CHARACTERISTICS)


 
Resources
Lesson Plans
Assessments
2.1-2.2
Pg. 381-385 Narrative Writing Autobiographical Incident.  Pg. 110 Graphic organizer in Portfolio Management System.
2.3-2.4
pg. 328-333, pg. 102 in Portfolio Management System for graphic organizer.
2.5
(Writing business letters) 
Resources - Pg. 215-217 Language and Writing Skills Worksheets.
2.1-2.2
Following the guidelines on Pg. 381-385 and using the graphic organizer, students will write a narrative essay about an autobiographical incident which includes a chronological order of events, sensory details and dialogue.
2.3-2.4
Following the guidelines on pg. 328-333, students will write an evaluation of a story, novel, play or movie.
2.5
Students will learn the form and parts of a business letter and types of business letters.  Students will write a letter of application for a summer job.
Previously Published Data

1.) Students will read examples of genres such as biography, short stories, analytical essays, persuasive essays, business letters, and/ or technical documents. The readings will serve as models for their own writing in one or more of these genres. The student writing may be narrative, expository, persuasive, descriptive or interpretive.

Example: Students will read an excerpt from Rosa Parks: My Story. After reading the selection aloud or silently, students work in small groups to prepare a character map as a pre-write. This map will be a model to help them develop a biographical or autobiographical narrative.

2.1-2.2
pg. 111 in Portfolio Management System.
2.3-2.4
pg. 103 in Portfolio Management System.
2.5
Currently unavailable
Previously Published Data
1.) With the teacher, students create a rubric based on the model they have read. The rubric might include such criteria as the following:
  • Foreshadowing, flashbacks 
  • Pacing Characters' thoughts and feelings 
  • Descriptive language Point of view, etc.

    •  

     

    Using the rubric they created, students evaluate their own and/ or each others' biographical/ autobiographical papers. It will be up to the teacher to decide whether to evaluate the papers further for purposes of grading, inclusion in the students' portfolio, or some form of publication.