Unit Map

Utah Core Standard: Writing Standard 2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and
cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from the information or explanation presented.
Language Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Ensure that pronouns are in the proper case (subjective, objective, possessive).
b. Use intensive pronouns (e.g., myself, ourselves).
c. Recognize and correct inappropriate shifts in pronoun number and person.
d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve
expression in conventional language.
Language Standard 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
b. Spell correctly.
IEP Goals:
In 12 weeks, Lindsay Newton will write 58 total words written (TWW) in 3 minutes when given a CBM story starter on 3 out of 4
consecutive probes.
In 12 weeks, Lindsay Newton will write 56 words spelled correctly (WSC) when given a 3 minutes CBM story starter on 3 out of 4
consecutive probes.
In 12 weeks, Lindsay Newton will write 54 words in the correct word sequence (CWS) in 3 minutes when given a CBM story starter on 3
out of 4 consecutive probes.
In 12 weeks, when asked to write an expository paragraph or response, Lindsay Newton will use a graphic organizer to develop her ideas
before writing 100% of the time on 3 out of 3 probes.
In 12 weeks, when asked to give a writing sample for 15-20 minutes, Lindsay Newton will organize her essay into paragraphs with less
than 5 errors in syntax, punctuation, and grammar on 3 out of 4 probes.

PLAAFP:
Lindsay Newton is a 6th grade student and she can keep up with the pace of the general education class. She makes many friends and
participates during choral responses and individually. She has a Specific Learning Disability in reading that affects her ability to write total words
written (TWW) and correct word sequence (CWS) at her grade level. Lindsays median scores on a 3-minute CBM story starter was 35 total words
written (TWW), and her median score was 32 words spelled correctly (WSC) or 91% words spelled correctly. Lindsays median score on a 3-minute
CBM writing probe was 33 correct word sequence (CWS) or 89% correct word sequence. On a 15-minute expository writing tprobe, she wrote 199
total words written (TWW). She was able to respond to the prompt and stay on topic. However, she struggled with paragraph organization, and
syntax. On an analytic 6th grade rubric she scored 7/12 points. Lindsay needs assistance in writing stories and essays to be able to successfully access
the general education curriculum.
MAP:
Last Unit:
Grammar Subject, Predicates, Nouns, Verbs, adjectives,
adverbs, etc.
Unit Schedule
Unit Map
Monday

Tuesday

Wednesday

Content Knowledge:
-Introduce Genre
-Structure of an expository
paragraph
-Jingle on 3-point paragraphs
-Write an expository paragraph
together as a class
Writing Skills:
-Compound Sentences
-but, and, or transition or
glue words
-Use the class paragraph to
look at how to change
sentences to compound
sentences
Review
-Compound Sentences
-Outline of an Expository
Paragraph
-Jingle
-Write compound sentences
for every supporting detail in
the paragraph

Current Unit:
Writing Expository paragraphs

Expository
Paragraph

Grammar
(writing
skills)

Transitions

Next Unit:
Writing expository essays

Syntax:
Compound
Sentences

Idea
Development

Organize concept
And information
Formal style
(outline)

Paragraph
(Genre
Knowledge)

Writing Process
Steps

Conclusion
sentence
Planni
ng

Write topic sentence

Supporting details
with reasons

Revision
Assessment
-Review expository paragraph chant
-Jingle
-Ambiguous pronoun activity on the topic of the class
-New topic students write 3-point paragraphs
Thursday paragraph
Friday
independently
-Look at sentences from the kids paragraphs that are written as
-anchor paper essay to look at the structure of a 3-point essay
one sentence when they are supposed to be two.
to transition to the next unit
-Edit these sentences as a class
-Also edit sentences that we can combine
Unit Outcomes
Students will be able to
Write an expository paragraph with a topic sentence, 3 reasons with explanations, and a conclusion sentence. Students will use the 3-point paragraph outline to
help plan and understand the structure of expository paragraphs. Students will use sentence combining to create sentence variety in their sentences. Students will
apply editing skills from dictations and grammar lessons to help edit their writing.