Language Arts Lesson Plans:

Writing Prompts and Anchors

Short Story Unit

Type 3,4,5 Writing Assignments

Language Experience Approach Lesson Plan

 

 

Writing Prompts and Anchors for the PSSA:

Grade 5

Writing Prompt

Narrative Prompt

You will have one class period (but no more than 60 minutes if your class is longer) to plan, write, and proofread your response, making any necessary corrections.

 

Planning:                                                                                                                    Writing:

  • Think about what you want to write.                                                                                                       Write your essay on composition paper.
  • Reread the prompt to make sure you are writing about the topic about the topic.                           Proofread your essay and make necessary corrections.
  • Make notes.  Use your prewriting skills, such as mapping or outlining.                
  • Carefully read the five statements below the prompt.  Each statement refers to one of the scorable domains: focus, content, organization, style, and conventions.

 

Read the Entire Prompt Carefully

 

 

 

Everyone has someone in their life that they look up to and call their “hero.”

 

 

Describe your “hero” and explain why they are your “hero.”

 

As you write your paper, remember to:

  • Write about your hero and why they are your hero.
  • Use specific details to develop your narrative.
  • Present your ideas in a clear, logical order, including and introduction, body, and conclusion.
  • Use a variety of words and well-constructed sentences.
  • Correct any errors in grammar, mechanics, spelling, usage, and sentence formation.

 

 

 

 

Grade 5

Writing Prompt

Informational Prompt

You will have one class period (but no more than 60 minutes if your class is longer) to plan, write, and proofread your response, making any necessary corrections.

 

Planning:                                                                                                                           Writing:

  • Think about what you want to write.                                                                                                                 Write your essay on composition paper.
  • Reread the prompt to make sure you are writing about the topic.                                                                 Proofread your essay and make necessary corrections.
  • Make notes.  Use your prewriting skills, such as mapping or outlining.
  • Carefully read the five statements below and respond to the prompt.  Each statement refers to one of the scorable domains: focus, content, organization, style, and conventions.

     

Read the Entire Prompt Carefully

 

 

Your class must do one more Social Studies unit on any place in the world.  Choose a place that you would like to study and have your classmates learn about.  Why would this place be a good choice and what will the class be learning about?

 

Write to explain what makes your place in the world a good one to study.  Also explain what you and your classmates will learn from the unit.

 

 

As you write your paper, remember to:

  • Write about the place you would like to study about.
  • Use specific details and reasons describing why your place in the world would be good to study.
  • Present your ideas in a clear, logical order, including and introduction, body, and conclusion.
  • Use a variety of words and well-constructed sentences.
  • Correct any errors in grammar, mechanics, spelling, usage, and sentence formation.

 

 

 

 

Grade 5

Writing Prompt

Persuasive Prompt

You will have one class period (but no more than 60 minutes if your class is longer) to plan, write, and proofread your response, making any necessary corrections.

 

Planning:                                                                                                                           Writing:

  • Think about what you want to write.                                                                                                                 Write your essay on composition paper.
  • Reread the prompt to make sure you are writing about the topic.                                                                 Proofread your essay and make necessary corrections.
  • Make notes.  Use your prewriting skills, such as mapping or outlining.
  • Carefully read the five statements below and respond to the prompt.  Each statement refers to one of the scorable domains: focus, content, organization, style, and conventions.

 

Read the Entire Prompt Carefully

 

 

 

School districts have been considering making students wear school uniforms for some time now.  Do you agree or disagree with the idea of school uniforms?

 

Write to the school district to support your opinion.

 

  

As you write your paper, remember to:

  • Clearly state how you feel about school uniforms.
  • Include specific facts, details, reasons, and examples to convince the school district to support your opinion.
  • Present your ideas in a clear, logical order, including and introduction, body, and conclusion.
  • Use a variety of words and well-constructed sentences.
  • Correct any errors in grammar, mechanics, spelling, usage, and sentence formation,

 

 

 

Example Anchor Papers

Narrative Prompt

(Describe your hero)

 

 

Advanced

            Everyone has somebody in their life that they look up to and call their hero.  Have you met or knew someone that has changed your life?  The person that I look up to and call my hero is my dad.  My dad is always there whenever I need him.  He helps me on problems that I have, and makes me feel better when I am upset.  One reason my dad is my hero is that he looks out for me no matter what is happening around him.  One time dad and I went camping and there was a snake that had gotten into our tent.  I knew that he was scared of snakes too, but he just wanted to protect me.  He told me to get out of the tent and he got the snake out.  Even though he was scared, my safety was the most important!  Dad also tries his hardest to make sure I have everything that I need.  Whenever we are doing things together he always asks to make sure I am ok and that I am having fun.  Whenever there are choices he lets me pick what I want to do most.  Another reason that my dad is my hero is that he tries his hardest in everything he does.  Whether he is working on the house or just helping me on my homework, he always does his best.  I think this is exactly how a hero should act.   A hero is someone that you look up and want to be just like.  Heros always do their best and look out for the ones that they care for.  This is why my dad is my hero and will always be.

 

Focus-                         4          Sharp, distinct controlling point with evident awareness of task

Content-                       4          Substantial, specific content demonstrating strong ideas

Organization-                3          Functional arrangement of content in a logical order

Style-                           3          Generic use of a variety of words and sentence structures

Conventions-                4          Evident control of grammar, mechanics, spelling

Total:                            18 - Advanced

 

 

 

Proficient

            There are not many people in life that can be known as a hero.  When I think of someone who is a hero to many, and me, I think of Cal Ripken Jr.  Cal Ripken Jr. was a baseball player for the Baltimore Orioles.  He played over 2600 games straight and never sat out.  For this reason I think he should be looked up to and is my hero.  Cal Ripken never gives up no matter what.  He trys his best all the time.  The Orioles lost the season, but he is still the best.  Cal Ripken loves baseball and would not give up.  Cal Ripken was even hurt for some games and still played.  He knew that he was there to do his job and went out everyday to do it.  This is one reason that he is a hero to me.  Another reason Cal Ripken is my hero is that he was a good sport.  Cal Ripken never argued with the umpires or yelled at the fans.  He acted just like every baseball player should.  I want to be a person who always does his best no matter what and shows up evry day for work.  I want to play fair and never give up in sports, and in life like Cal Riken.  For this reason, Cal Ripken Jr. is my hero and someone I look try to be like.

 

Focus-                         3          Apparent point made with sufficient awareness of task

Content-                       3          Sufficiently developed content with adequate elaboration

Organization-                3          Functional arrangement of content in a logical order

Style-                           2          Limited word choice and control of sentence structures

Conventions-                3          Sufficient control of grammar, mechanics, spelling, and usage

Total:                            14 - Proficient

 

Basic

            There are a lot of people in my life that are important, but only one hero.  My dog Bruno is a hero.  Last week he got hit by a car.  The car was going fast and did not see him chase a ball into the street.  His leg was broked in three spots.  I ran out the front door and saw Bruno in the street.  I told him to be strong and we will help him.  He did not give up and tryed hard to live.  Also he was not scared when we had to take him to the veterairien.  When we took Bruno in, he had to get three shots and an xray.  One time I had an xray when I broke my leg last year.  He listened to the doctor and didn’t even bark.  I think that this is a great reason why he is a hero.  He is strong in bad times.  He is a hero is because he is always happy.  Even on ugly days he still wants to play and is happy.  Both of these things are why Bruno is a hero.  And that is why I picked Bruno as a hero.

 

Focus-                         3          Apparent point made with sufficient awareness of task

Content-                       2          Limited content with inadequate elaboration or explanation

Organization-                3          Functional arrangement of content in a logical order

Style-                           2          Limited word choice and control of sentence structures Conventions-              

                                    2            Limited control of grammar, mechanics, spelling, and usage

Total:                            12 - Basic

 

 

Below Basic

            A hero is Superman.  No matter what, he is always there to save the day.  Superman is a normal person sometimes, but a supperhero other times.  He walks into his phon booth and changes his outfts fast.  He fites bad peple and helps good peple.  He dresses in neat cloths and can beet any other person in battles.  He is caring and kind and is always in a good mood.  He onetime saved a girl from a fast train that was coming rite at her.  He can also fly.  When I was little I had a superman cape and dressed like him.  I would preetend to fly and save peple from danger.  Now that I am older I still think superman is a great hero.  If I had to pick out of superman and spiderman I would say that superman would win.  I wish that I could fly and help peple out like superman does.  He is a good guy and a great hero.  That is why superman is a hero.

 

Focus-                         2          No apparent point but evidence of a topic

Content-                       1          Superficial and/or minimal content

Organization-                2          Confused or inconsistent arrangement of content

Style-                           2          Limited word choice and control of sentence structures

Conventions-                2          Limited control of grammar, mechanics, spelling, and usage

Total:                            9 – Below Basic

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Short Story Unit: Coming Soon

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Type 3,4,5 Writing Assignments:

 

 

Don’t Be Embarrassed!

 

1.      Assignment:   

     

      Now that we have read a story about someone being embarrassed, your job is to use this story to think about an embarrassing time in your life.  This assignment requires you to think of a time in your life when something embarrassing happened to you.  Your goal is to tell this story in a summary that allows the reader to easily picture the event in their mind. 

 

2.      Purpose:         

Imaginative/Narrative.  You are to write clearly, telling a story that is both exciting and easy to  understand.

 

3.      Writer’s Role:  

You will be writing as yourself.

 

4.      Audience:    

The teacher and yourself are your audience.

 

5.      Form:              

You will be writing a summary of the event, in proper paragraph form, and that explains your most embarrassing time.

 

6.      FCA’s: 

1.) Include a strong topic sentence, at least 3 supporting sentences and a concluding sentence. – 50 pts.

2.) Include 3 adjective beginning sentences following the A-N-AV pattern. – 30 pts.

3.) Use correct end of sentence punctuation. – 20 pts. (-5 every error)

 

7.      Procedures: 

1.) Today using a type one format we will brainstorm a list of embarrassing times that you may have had to help you pick out the best one.  Be sure to include all the times and details about what happened in the stories.

2.) In class on __________, compose your Type Three writing assignment.  Finish it for homework if it is not completed in class.

3.) The assignment is due in class no later than _____________.

 

 

 

 

Moon Walking

1.      Assignment:  

     

      Since we have finished our unit on the moon, your job is to put the information that you have learned to use. This assignment requires you to imagine yourself as a NASA astronaut.  Your goal is explain everything that you know about the moon so a team of new scientists can plan for a mission that is set to go there next year in an essay.

 

2.      Purpose:         

 

      Practical/Informative.  You are to write clearly, providing information that is that will help the new scientists learn all about the moon.  Their mission is an important one and it is up to you to provide enough solid information so that they can accurately predict what the moon will be like and what they will study.

 

3.      Writer’s Role:   

You will be writing as a NASA astronaut that is an expert on the moon.

 

4.      Audience:   

Yourself, the teacher and other students in the class will be your audience.

 

5.      Form:     

 

      You will be writing an essay that is at least ten lines long that explains all that you know about the moon, including its surface, as well as all of the other characteristics that you have learned from our unit.

 

6.      FCA’s:             

1.) Include 5 details that we have learned from our unit on the moon. – 50 pts.

2.) Use correct comma rules. – 30 pts. (-5 every error)

3.) Essay is at least ten lines long. – 20 pts. (missing one line= 10 pts., any less than nine lines= 0pts.)

 

7.      Procedures:   

1.) Write a type four assignment on __________ about what you know about the moon.  This should be written as if you are an expert astronaut writing to scientists.

2.) Share this draft with a partner ad make necessary corrections.

3.) Finish the final copy for homework and hand it in on _______.

 

Vacation Time

 

1.      Assignment: 

     

      Now that we have read articles about popular vacation spots in the United States in our Weekly Reader, your job is to create an imaginary vacation spot and write a brochure to make tourists want to visit.  This assignment requires you to pick the location and other aspects of the spot that you want to persuade people to visit.  Your goal is explain why your vacation spot is better to come to and describe some attractions to make vacationers want to visit the place that you are describing rather than going somewhere else.

 

2.      Purpose:      

 

      Analytical/Expository.  You are to write clearly, providing information that is that will persuade the reader decide that they want to visit your vacation spot.  People pay a lot of money to go on vacation and want the best place.  You are to provide arguments and your opinion on why your spot would be the perfect vacation spot.

 

3.      Writer’s Role:  

      You will be writing as yourself.

 

4.      Audience:    

 

      Everyone who receives or looks at this brochure will be your audience.  You, the teacher, the class, the school and visitors will all be viewing your work. 

 

5.      Form:                 

 

      You will be creating a brochure that explains why the location that you are writing about would be the perfect vacation spot.  This brochure will be placed along side a picture drawn by you of your vacation spot. Every student will publish their brochure persuading vacationers to visit.  The brochures will be put together and displayed in the hallway to give others ideas about where to go on vacation over summer break. 

 

6.      FCA’s:   

 

1.) Use all four types of sentences in the writing. - 40 pts.

2.) Correct Spelling. – 30 pts. (-5 every error)

3.) At least three arguments are included as to what your vacation spot features. – 30 pts.

 

7.      Procedures:  

 

1.) Create a type four writing assignment in class on __________.

2.) Share your draft with a partner and correct your work.

3.) Review your errors with the teacher and write your final draft on the brochure.  Writing should be finished on __________.   After this, draw the picture on the front and finish your brochure.

 

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Language Experience Approach

Lesson Plan:

Grade Level: First

 

Objective(s): Given the request, students will engage in dialogue about a particular topic to learn specific reading techniques.

 

Standards:

·        1.1.3.B – Preview the text formats

·        1.1.3.C – Use knowledge of phonics, word analysis, syllabication, picture and context

          clues to decode and understand new words during reading.

·        1.1.3.G – Demonstrate after reading understanding and interpretation of both fiction

          and nonfiction text.

·        1.1.3.H – Demonstrate fluency and comprehension in reading.

 

Materials: chart tablet, marker, Clean Your Room, Harvey Moon, overhead

 

Introduction: Read Clean Your Room, Harvey Moon to the class, making sure to describe the cover, spine, title page, and dedication.  Make sure to tell the students to pay attention to the details of the story. (5 min.)

 

Procedures:

·        Have the students summarize the story as a class while the teacher serves as a secretary for the class, writing what they say on the chart tablet. (5 min.)

·        Using leading questions, guide the students to develop a story line.

·        Read the story with the students to revise any statements that may be unclear. (2 min.)

·        Explain directionality, words, and strategies to use while reading the story. (1 min.)

·        Read the story repeatedly with the students until the students cans start to predict and know the next words. (3 min.)

·        Ask the students to read the story independently. (1 min.)

 

Closure: Summarize the lesson by explaining some strategies used in the reading.  Discuss with the students their story and how writing, just like language was used, can be used to communicate meaning and information.  Discuss punctuation, capitalization and other writing conventions to wrap up the student’s story that they created.

 

Formal Evaluation: During the delivery of the lesson as well as during the activities, monitor the student’s progress.  Through the activity given observe to see if the students comprehend what is needed for effective reading skills.  Observe the student’s use of phonics skills as well as decoding of words.  This will give an opportunity to see all the different learners in the classroom and assess where they are so you know what needs attention in a future lesson.  Coming back to the story that was created at a later time, such as another day can also be used as an assessment to see if students have committed the words learned to memory and can use the strategies learned from the language experience lesson. 

 

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