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--- | --- | --- | --- | --- | --- |\n| | | | | | |\n| Introduction | Analysis | (Sentence) Structure | Domain-Specific | Formal | Conclusion |\n| Premise | Evidence / Cite | Transition | Precise Language | Style | Rubric |\n| Text Feature | Justification |  | Word Choice |  |  |\n| Text Structure | Research |  |  |  |  |\n\n| Teacher observation | Class discussion | Anecdotal notes / writing conferences |\n| --- | --- | --- |\n| Rubrics (teacher / student created) | Self-reflection | Peer editing |\n| Graphic organizers | Student annotations | Goal setting sheets |\n\n● There are  of instruction in this unit- **This allows 2 weeks for NJSLA Testing (not factored into the day count) and an early enddate due to an early due date for grades (March 7-June 3) . This writing unit should be taught simultaneously with .  \n● Unit Assessment: Historically a 3rd UA is not given due to a significant amount of EOY district testing  \n● Interactive Read Aloud:  \nClick Here for the Overview of the Unit Expectations Click Here for the Link to the Writing CFA  \nTeacher Example (Choose One):  \n●  Problem & Solution , Compare & Contrast , Cause & Eȁect , and Description   \n: Prior to beginning this unit with students, it would be beneficial to review the videos in of the EB Writing Expository Writing Unit.  \n\n| \u003Cbr> Teachers may select any structure of ExpositoryWriting they see fit (Problem Solution (Mod. 1), Compare / Contrast (Mod. 2), Cause and Eȁect (Mod. 3), or Description (Mod. 4)); therefore a  is not provided for each standard; however, a  is provided, as the lessons work in the same order regardless of the module selected. Bonus items can be found of the expository writing unit.\u003Cbr>|  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n|   I am able to write an informative (literary analysis) piece that examines a topic. |  |  |  |  |  |\n| | | | | \u003Cbr>- | \u003Cbr>|\n| W.6.2a | introduce and organize ideas, concepts, and information, using text structures and text features when useful to aid comprehension. | ● introduce a topic\u003Cbr>● compose a well-developed thesis statement\u003Cbr>● select appropriate text structures and text features for clarity | How can I use the writing process to develop writing that clearly informs and/or explains ideas? | \u003Cbr>● ● \u003Cbr>\u003Cbr>|  |\n|  |  |  |  |  | |\n| W.6.2b | develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. | ● add relevant facts, definitions, concrete details, quotations, or other information and examples to develop the topic\u003Cbr>● cite information correctly by |  | \u003Cbr>\u003Cbr>\u003Cbr>● \u003Cbr>\u003Cbr>● ●  |  |\n\n|  |  | following the proper format |  | \u003Cbr>\u003Cbr>●\u003Cbr>\u003Cbr>|  |  |\n| --- | --- | --- | --- | --- | --- | --- |\n| W.6.2c | I am able to use appropriate transitions to clarify the relationships among ideas and concepts. | transition between ideas and concepts using appropriate words and phrases |  | \u003Cbr>|  |  |\n|  |  |  |  | ●●● | |  |\n|  |  |  |  | \u003Cbr>\u003Cbr>|  |  |\n| W.6.2d | use precise language and domain-specific vocabulary to inform about or explain the topic. | select specific vocabulary to inform about or explain the topic |  | \u003Cbr>|  |  |\n|  |  |  |  | ●●● | |  |\n|  |  |  |  | ●\u003Cbr>●\u003Cbr>●\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>|  |  |\n\n| W.6.2e | establish and maintain a formal/academic style, approach, and form. | consistently use a formal style |  | \u003Cbr>|  |  |\n| --- | --- | --- | --- | --- | --- | --- |\n|  |  |  |  | ●●● | |  |\n| W.6.2f | provide a concluding statement or section that follows from the information or explanation presented. | write a conclusion to bring all ideas to a close |  | \u003Cbr>\u003Cbr>\u003Cbr>|  |  |\n\n*All resources for each lesson are available digitally on the EB Writing platform in the  \n along with student facing videos to support students with each concept. When you access the platform, you  \nwill be prompted to  for each resource. Resources are broken into the following catego","cbCaivTqCWw9yw0p","https://ap.wps.com/l/cbCaivTqCWw9yw0p","pdf",1230865,"English","# Introduction\n## Analysis\n## Sentence Structure\n## Domain-Specific\n## Formal\n## Conclusion\n# Writing Standards (W.6.2)\n## W.6.2a\n## W.6.2b\n## W.6.2c\n## W.6.2d\n## W.6.2e\n## W.6.2f\n# Instructional Guidance\n## Writer's Workshop Model\n## Assessments and Evidence\n## Resource Categories","[{\"question\":\"What are the main components of W.6.2a in this informative writing unit?\",\"answer\":\"W.6.2a focuses on introducing and organizing ideas using helpful text structures and features, composing a well-developed thesis statement, and selecting structures/features to aid comprehension.\"},{\"question\":\"How does the unit suggest developing topics under W.6.2b?\",\"answer\":\"W.6.2b calls for developing the topic with relevant facts, definitions, concrete details, quotations, and other examples, and for citing information correctly using the proper format.\"},{\"question\":\"What requirements does the unit emphasize for formal style and conclusions (W.6.2e and W.6.2f)?\",\"answer\":\"W.6.2e emphasizes consistently using a formal/academic style, approach, and form, while W.6.2f requires providing a concluding statement or section that follows from the presented information or explanation.\"}]","Informative Writing Unit - Grade 6 Standards | PDF",1790806273,25]