Writing Instructional Focus for Grade 5 Marking Period 1
What is the instructional focus for this marking period?
Throughout the marking period, students use inquiry approach to gather ideas, draft, revise, edit, produce and present
narrative, informative, and opinion texts. Sample learning tasks include the writing process and the 6 + 1 Traits of Writing
instruction. Speaking and listening are embedded throughout the writing process to: rehearse ideas, conference, and
present published work. Use a writing workshop structure to flexibility repeat sample learning tasks with small groups of
students as they move through the writing process. Encourage students to organize unpublished pieces in a writing folder
and provide opportunities for students to revisit these pieces. Sample learning tasks are designed using a model, coach,
apply approach to instruction and may be used or modified as mini-lessons for writer’s workshop.
During marking period 1, Grade 5 students explore different text structures for different purposes. They compose an
adventure story, an informative piece about energy sources, and an opinion piece or proposal on the most efficient energy
source to produce electricity for an amusement park ride as part of the Energy Sources inquiry. During weeks 1-3,
students analyze mentor texts for the exposition, rising action, climax, falling action and resolution and brainstorm ways to
use these elements for their own adventure story. They continue the prewriting phase of the writing process by defining
the theme, conflict, and setting for their adventure. Students draft events for their adventure story using narrative
techniques, such as pacing, to keep the reader interested. They analyze adventure texts for a character’s response to
events and use evidence to support their analysis in a Quick Write. Although students are not required to publish writing
from weeks 1-3, they will revise their writing for organization and conventions throughout the writing process. In week 4,
students gather and organize information about energy sources they collected during weeks 1-3 in information literacy.
Using NoodleTools, they paraphrase the information and write a short, informative composition with a comparative text
structure. Drawing from their work during week 4, students form an opinion about which energy source most efficiently
powers their amusement park ride. Throughout weeks 5-9, students use the writing process to compose an opinion and to
revise and edit their writing for clarity and coherence. By week 9, students finalize their proposals in science and create
their multimedia products, incorporating excerpts from their energy source inquiry and opinion writing, and present them to
the class.
Throughout the marking period, students may benefit in particular from word processor tools, text to speech, and digital
reference tools in revising their writing. They should use a variety of tools to produce, revise and publish their work.
Why will students learn this?
Enduring Understandings and Essential Questions
Different purposes for writing demand different skills.
 How do writers use narrative techniques to develop real or imagined experiences that influence their audience?
 How do writers logically link reasons and evidence to enhance an opinion?
 How do writers organize information to support the purpose of communication?
Production of writing appropriate to the task and purpose requires processes and tools.
 How does the application of writing process change when constructing extended writing vs. short compositions?
The organization and development of writing differ depending on the purpose and task.
 How does using multiple forms of technology help you produce and publish writing as well as interact with others?
 How do using relevant print and digital literary or informational texts enhance analysis and research?
 How do using multimedia components and visual displays enhance the main idea or theme of a presentation?
Intentional use of language conveys meaning effectively.
 How does integrating the writing traits make writing effective?
How do standard English conventions to make communication clear