Sample Persuasive Letters Business - Excel by icm12814

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									                                                                    Bryan City School District Curriculum Map                                     English Language Arts
Writing Processes
Benchmark                                                           Grade Level Indicator / Topic / Content                         What          Evidence of Learning (student work sample)
Checkpoint that monitors progress toward ACS                        the student shall know and be able to do? What I teach?                       How do I measure what the student knows and/or can do?
A. Generate writing topics and establish a purpose                  1. Generate writing ideas through discussions with others and from            Student creates list
appropriate for the audience. (5-7)                                 printed material, and keep a list of writing ideas.                           Web ideas
A. Generate writing topics and establish a purpose                  2. Conduct background reading, interviews or surveys when                     I-web and contoversial topic
appropriate for the audience. (5-7)                                 appropriate.
A. Generate writing topics and establish a purpose                  3. State and develop a clear main idea for writing.                           Descriptive Essay
appropriate for the audience. (5-7)
A. Generate writing topics and establish a purpose                  4.   Determine a purpose and audience.                                        Persuasive Writing
appropriate for the audience. (5-7)
A. Generate writing topics and establish a purpose                  5. Use organizational strategies (e.g., rough outlines, diagrams, maps, various writings
appropriate for the audience. (5-7)                                 webs and Venn diagrams) to plan writing.
D. Use revision strategies to improve the overall organization,     6. Organize writing, beginning with an introduction, body and a         Any writing
the clarity and consistency of ideas within and among               resolution of plot, followed by a closing statement or a summary of
paragraphs and the logic and effectiveness of word choices. (5-7)   important ideas and details.

D. Use revision strategies to improve the overall organization, 7.       Vary simple, compound and complex sentence structures.                   various writing worksheets
the clarity and consistency of ideas within and among
paragraphs and the logic and effectiveness of word choices. (5-7)

D. Use revision strategies to improve the overall organization, 8. Group related ideas into paragraphs, including topic sentences                 various writings
the clarity and consistency of ideas within and among             following paragraph form, and maintain a consistent focus across
paragraphs and the logic and effectiveness of word choices. (5-7) paragraphs.

D. Use revision strategies to improve the overall organization, 9.       Vary language and style as appropriate to audience and purpose.          Business Letters
the clarity and consistency of ideas within and among
paragraphs and the logic and effectiveness of word choices. (5-7)

D. Use revision strategies to improve the overall organization, 10. Use available technology to compose text.                                     Poem
the clarity and consistency of ideas within and among
paragraphs and the logic and effectiveness of word choices. (5-7)

D. Use revision strategies to improve the overall organization, 11. Reread and assess writing for clarity, using a variety of methods             Students partener conference self evaluation
the clarity and consistency of ideas within and among             (e.g., writer’s circle or author’s chair).
paragraphs and the logic and effectiveness of word choices. (5-7)

D. Use revision strategies to improve the overall organization, 12. Add and delete information and details to better elaborate on a               Self and peer editing
the clarity and consistency of ideas within and among             stated central idea and to more effectively accomplish purpose.
paragraphs and the logic and effectiveness of word choices. (5-7)

D. Use revision strategies to improve the overall organization, 13. Rearrange words, sentences and paragraphs, and add transitional               Revisions of writing
the clarity and consistency of ideas within and among             words and phrases to clarify meaning.
paragraphs and the logic and effectiveness of word choices. (5-7)

E. Select more effective vocabulary when editing by using a         14. Use resources and reference materials (e.g., dictionaries and             Student writing and worksheets
variety of resources and reference materials. (5-7)                 thesauruses) to select more effective vocabulary.
F. Edit to improve fluency, grammar and usage. (5-7)                15.     Proofread writing, edit to improve conventions, (e.g., grammar,       work samples
                                                                    spelling, punctuation and capitalization), and identify and correct
                                                                    fragments and run-ons.
G.   Apply tools to judge the quality of writing. (5-7)             16. Apply tools (e.g., rubric, checklist and feedback) to judge the quality   Check sheet for paragraph, student writing and peer feedback
                                                                    of writing.
H. Prepare writing for publication that is legible, follows an      17. Prepare for publication (e.g., for display or for sharing with others),   Selected Student Writings
appropriate format and uses techniques such as electronic           writing that follows a format appropriate to the purpose, using techniques
resources and graphics. (5-7)                                       such as electronic resources and graphics to enhance the final product.
                                                                   Bryan City School District Curriculum Map                                English Language Arts
Writing Applications
Benchmark                                                          Grade Level Indicator / Topic / Content                          What    Evidence of Learning (student work sample)
Checkpoint that monitors progress toward ACS                       the student shall know and be able to do? What I teach?                  How do I measure what the student knows and/or can do?
A. Use narrative strategies (e.g., dialogue an action) to          1. Write narratives with a consistent point of view, using sensory       Write a play or story
develop characters, plot and setting and maintain a consistent     details and dialogue to develop characters and setting.
point of view. (5-7)
                                                                   a. point of view                                                         Write a play or story
                                                                   b. details                                                               Write a play or story
                                                                   c. dialogue                                                              Write a play or story
                                                                   d. develop characters and setting                                        Write a play or story
B. Write responses to literature that extend beyond the        2. Write responses to novels, stories and poems that organize an             Paragraph written with topic sentneces and support
summary and support judgments through references to the        interpretation around several clear ideas, and justify the interpretation    Book reports
text. (5-7)                                                    through the use of examples and specific textual evidence.
C. Produce letters (e.g., business, letters to the editor, job 3. Write letters that state the purpose, make requests or give               Write a business letter and address envelope
applications) that address audience needs, stated purpose and  compliments and use business letter format.
context in a clear and efficient manner.(5-7)                  * Address envelope at gr. 5
D. Produce informational essays or reports that convey a       4. Write informational essays or reports, including research, that           Reasearch paper
clear and accurate perspective and support the main ideas with organize information with a clear introduction, body and conclusion
facts, details, examples and explanations. (5-7)               following common expository structures when appropriate (e.g., cause-
                                                               effect, comparison-contrast) and include facts, details and examples to
                                                               illustrate important ideas.
NOT BENCHMARKED                                                5. Produce informal writings (e.g., journals, notes and poems) for           Response to Read Aloud
                                                               various purposes.
Writing Conventions
Benchmark                                                      Grade Level Indicator / Topic / Content                               What   Evidence of Learning (student work sample)
Checkpoint that monitors progress toward ACS                   the student shall know and be able to do? What I teach?                      How do I measure what the student knows and/or can do?
A. Use correct spelling conventions. (5-7)                     1. Spell high-frequency words correctly.                                     Students uses correct spelling in daily work
A. Use correct spelling conventions. (5-7)                     2. Spell contractions correctly.                                             Students will locate and change words that can be written into
                                                                                                                                            contractions.
A. Use correct spelling conventions. (5-7)                         3.    Spell roots, suffixes and prefixes correctly.                      Worksheets and spelling list

B. Use conventions of punctuation and capitalization in written    4. Use commas, end marks, apostrophes and quotation marks                Daily Writing
work. (5-7)                                                        correctly.
B. Use conventions of punctuation and capitalization in written    5. Use correct capitalization.                                           Daily Writing
work. (5-7)
C. Use grammatical structures to effectively communicate           6. Use various parts of speech, such as nouns, pronouns and verbs        Daily Writing
ideas in writing. (5-7)                                            (regular and irregular).
C. Use grammatical structures to effectively communicate           7. Use prepositions and prepositional phrases.                           Daily Writing
ideas in writing. (5-7)
C. Use grammatical structures to effectively communicate           8.    Use adverbs.                                                       Daily Writing
ideas in writing. (5-7)
C. Use grammatical structures to effectively communicate           9.    Use objective and nominative case pronouns.                        Daily Writing
ideas in writing. (5-7)
C. Use grammatical structures to effectively communicate           10.   Use indefinite and relative pronouns.                              Daily Writing
ideas in writing. (5-7)
C. Use grammatical structures to effectively communicate           11.   Use conjunctions and interjections.                                Daily Writing
ideas in writing. (5-7)
                                                                   Bryan City School District Curriculum Map                                      English Language Arts
Research
Benchmark                                                          Grade Level Indicator / Topic / Content                          What          Evidence of Learning (student work sample) How do I measure
Checkpoint that monitors progress toward ACS                       the student shall know and be able to do? What I teach?                        what the student knows and/or can do?
A. Formulate open-ended research questions suitable for            1. Generate a topic, assigned or personal interest, and open-ended             Given a topic (e.g. Native Americans, States or Presidents)
inquiry and investigation and develop a plan for gathering         questions for research and develop a plan for gathering information.           Students will pick a sub topic
information. (5-7)
B. Locate and summarize important information from                 2. Locate sources and gather relevant information from multiple                Student will fill in outline and answer questions relating to topic
multiple sources. (5-7)                                            sources (e.g., school library catalogs, online databases, electronic
                                                                   resources and Internet-based resources).
C. Organize information in a systemic way. (5-7)                   3. Identify important information found in sources and paraphrase              Students will take notes on information
                                                                   the findings in a systematic way (e.g., notes, outlines, charts, tables or
                                                                   graphic organizers).
C. Organize information in a systemic way. (5-7)                   4. Compare and contrast important findings and select sources to               Rough draft of research paper
                                                                   support central ideas, concepts and themes.

D. Acknowledge quoted and paraphrased information and              5.   Define plagiarism and acknowledge sources of information.                 Students will paraphrase information
document sources used. (5-7)                                                                                                                      Discussion
E. Communicate findings orally, visually and in writing or         6. Use a variety of communication techniques, including oral, visual,          a. oral - Oral presentation of research paper
through multimedia. (5-7)                                          written or multimedia reports, to present information gathered.                b. visual - Pictures of items relating to research paper
                                                                                                                                                  c. written - Type or hand written research paper
                                                                                                                                                  d. multi media reports
Communication: Oral and Visual
A. Use effective listening strategies, summarize major ideas and   1. Demonstrate active listening strategies (e.g., asking focused               Discussion
draw logical inferences from presentations and visual media. (5-   questions, responding to cues, making visual contact).
7)
A. Use effective listening strategies, summarize major ideas and   2. Interpret the main idea and draw conclusions from oral                      Discussion of oral student reports and videos
draw logical inferences from presentations and visual media. (5-   presentations and visual media.
7)
B. Explain a speaker’s point of view and use of persuasive         3. Identify the speaker’s purpose in presentations and visual media            Discussion or oral reports and skits
techniques in presentations and visual media.                      (e.g., to inform, to entertain, to persuade).
B. Explain a speaker’s point of view and use of persuasive         4. Discuss how facts and opinions are used to shape the opinions of            Discussion in worksheets
techniques in presentations and visual media.                      listeners and viewers.                                                         Discussion of editorials
C. Vary language choice and use effective presentation             5. Demonstrate an understanding of the rules of the English language           Discussion and presentations
techniques, including voice modulation and enunciation. (5-7)      and select language appropriate to purpose and audience.
C. Vary language choice and use effective presentation             6. Use clear diction, pitch, tempo and tone, and adjust volume and             Coral and oral reading
techniques, including voice modulation and enunciation. (5-7)      tempo to stress important ideas.
C. Vary language choice and use effective presentation             7. Adjust speaking content according to the needs of the situation,            Oral presentation from research paper
techniques, including voice modulation and enunciation. (5-7)      setting and audience.
D. Select an organizational structure appropriate to the topic,    8. Deliver informational presentations (e.g., expository, research) that:      Oral presentation from research paper and book reports
audience, setting and purpose. (5-7)                               a. demonstrate an understanding of the topic and present events or ideas
E. Present ideas in a logical sequence and use effective           in a logical sequence;
introductions and conclusions that guide and inform a listener’s   b. support the main idea with relevant facts, details, examples, quotations,
understanding of key ideas. (5-7)                                  statistics, stories and anecdotes;
                                                                   c. organize information, including a clear introduction, body and
                                                                   conclusion and follow common organizational structures when appropriate
                                                                   (e.g., cause-effect, compare-contrast);
                                                                   d. use appropriate visual materials (e.g., diagrams, charts, illustrations)
                                                                   and available technology; and
                                                                   e. draw from several sources and identify sources used.
F. Give presentations using a variety of delivery methods,         9. Deliver formal and informal descriptive presentations recalling an Daily Discussion Student Writings
visual materials and technology. (5-7)                             event or personal experience that convey relevant information and
                                                                   descriptive details.
F. Give presentations using a variety of delivery methods,   10. Deliver persuasive presentations that:                                    Debate
visual materials and technology. (5-7)                       a. establish a clear position;
                                                             b. include relevant evidence to support a position and to address potential
                                                             concerns of listeners;
                                                             c. follow common organizational structures when appropriate (e.g.,
                                                             cause-effect, compare-contrast, problem-solution).
                                                             10. Mechanics taught @ gr. 5
                                                                @gr.6 - writing of persuasive not orally
                Grade
                  5
Resource                        Qrtr

Film - planning                 1

debate                          3

Write Source                    1

Write Source                    1

Cosner Write Source             1

Write Source                    1



Wite Source     Story Works     2



 Write Source Cosner Story Works 1



Write Source                    1



computers                       3



all writings                    1



all writings                    1



all writings                    1



all writings                    2

Daily writing                   1


Write Source                    2

Computer                        1
                Grade
                  5
Resource                Qrtr

kWrite Source           1-4


"
"
"
"
Storyworks              1
Teacher generated
Various texts
Write Source            3


Write Source            3




Teacher generated       1


Resource                Qrtr

Daily writing           1-4
StoryWorks              3,4

Teacher generated       1-4

Teacher generated       1

Teacher generated       1

Teacher generated       1-4

Teacher generated       4

Teacher generated       4

Teacher generated       3

Teacher generated       3

Teacher generated       1
                 Grade
                   5
Resource                       Qrtr

Teacher generated              3


Various texts                  3
Internet

Various texts                  3
Internet

Various texts                  3
Internet

Various texts                  3

Various texts                  3
Various texts
Various texts


                               1
Various texts

Various videos                 3
Students

Teacher generated activities   3,4

                               1-4
Teacher Generated Activities
Teacher generated activities   2

Various texts                  2-4

Research paper                 2-3

Research paper                 2-3
Various texts




Teacher generated
Teacher Generated

								
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