1^st

Six Weeks

Personal Writing:

Memoir

WR-HS-1.1.0

Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by

·       Narrowing the topic to create a specific purpose for writing

·       Establishing a controlling idea, theme or thesis about the topic

·       Choosing a perspective authentic to the writer

·       Analyzing and addressing the needs of the intended audience

·       Adhering to the characteristics of the form

·       Applying a suitable tone

·       Allowing voice to emerge when appropriate

DOK 4

WR-HS-1.1.2

In Personal Expressive Writing,

·       Students will communicate the significance of the writer’s life experience by narrating about life events, relationships or central ideas.

·       Students will apply the characteristics of the selected form (e.g., personal narrative, personal memoir, personal essay).

·       Students will sustain point of view.

·       Students will sustain a suitable tone or appropriate voice.

Purpose

Authentic

Audience

Topic

Specific

Controlling Idea

Theme

Thesis

Perspective

Tone

Voice

Narrate

Personal Narrative

Point of View

Jefferson County Core Content Guide: Personal Narrative, Memoir, or Personal Essay

Kentucky Marker Papers

Characteristics of Personal Writing

WR-HS-1.2.0

Idea Development/Support:  Students will support main ideas and deepen the audience’s understanding of purpose by

·       Developing logical, justified and suitable explanations

·       Providing relevant elaboration

·       Explaining related connections or reflections

·       Applying idea development strategies appropriate to the form

DOK 4

WR-HS-1.2.2

In Personal Expressive/Literary Writing,

·       Students will communicate theme/main idea through use of literary elements appropriate to the genre:

o        Students will develop characters (fictional /non-fictional) through emotions, actions, reactions, descriptions, thoughts, or dialogue when appropriate.

o        Students will develop plot/story line appropriate to the form.

·       Students will develop an appropriate setting, mood, scene, image or feeling.

·       Students will incorporate literary or poetic devices (e.g., simile, metaphor, personification) for an intentional effect.

·   Students will incorporate reflection, insight and analysis when appropriate.

Idea Development

Support

Main Idea

Explanation

Elaboration

Literary Elements

• Character
• Dialogue
• Plot
• Setting
• Mood
• Scene
• Imagery

Literary Devices

• Simile
• Metaphor
• Personification

Reflection

WR-HS-2.3.0

Organization: Students will create unity and coherence to accomplish the focused purpose by

·       Engaging the audience

·       Establishing a context for reading when appropriate

·       Communicating ideas and support in a meaningful order

·       Applying transitions and transitional elements to guide the reader through the piece

·       Developing effective closure

DOK 3

WR-HS-2.3.2

In Personal Expressive/Literary Writing,

·       Students will engage the interest of the reader.

·       Students will communicate ideas and details in meaningful order.

·       Students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate.

·       Students will apply a variety of transitions or transitional elements between ideas and details to guide the reader.

·       Students will apply effective paragraphing.

·       Students will arrange poetic stanzas in a way that enhances the meaning through the use of white space, line breaks and shape.

·       Students will create effective conclusions.

Unity

Coherence

Context

Transitions

Closure

Engage

Organizational

     Devices

Foreshadowing

Flashback

Conclusion

WR-HS-2.4.0

Sentence Structure: Students will create effective sentences by

·       Applying a variety of structures and lengths

·       Maintaining parallel structure

·       Developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate

DOK 3

WR-HS-2.4.2

In Personal Expressive/Literary Writing,

·       Students will develop sentences of various structures and lengths for effect.

·       Students will maintain parallel structure.

·       Students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate.

·   Students will arrange poetic language in a meaningful order.

·   Students will apply poetic line breaks effectively.

Sentence structure

Parallel Structure

Complete Sentence

WR-HS-3.5.0

Language: Students will exemplify effective language choices by

·       Applying correct grammar and usage

·       Applying concise use of language

·       Incorporating strong verbs, precise nouns, concrete details and sensory details

·       Applying language appropriate to the content, purpose and audience

DOK 2

WR-HS-3.5.2

In Personal Expressive/Literary Writing,

·       Students will adhere to standard guidelines for grammar and usage or apply nonstandard for an intentional effect.

·    Students will incorporate language based on economy, precision, richness or impact on the reader.

·   Students will develop ideas through descriptive or figurative language.

Strong Verbs

Precise Nouns

Concrete detail

Sensory detail

WR-HS-3.6.0

Correctness:  Students will communicate clearly by

·       Applying correct spelling

·       Applying correct punctuation

·       Applying correct capitalization

·       Incorporating acceptable departure from standard correctness to enhance meaning when appropriate

·       Incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors or titles within the text, listing sources, documenting sources in text and/or on a Works Cited page)

DOK 2

Spelling

Punctuation

Capitalization

Document

Cite

2^nd Six Weeks

Transactive Writing Skills: Review all forms of On-Demand Writing (article, editorial, letter, and speech) with an emphasis on EDITORIAL.

WR-HS-1.1.0

Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by

·       Narrowing the topic to create a specific purpose for writing

·       Establishing a controlling idea, theme or thesis about the topic

·       Choosing a perspective authentic to the writer

·       Analyzing and addressing the needs of the intended audience

·       Adhering to the characteristics of the form

·       Applying a suitable tone

·       Allowing voice to emerge when appropriate

DOK 4

WR-HS-1.1.3

In Transactive Writing,

·       Students will communicate as an informed writer to provide new insight through informing, persuading or analyzing.

·       Students will develop an effective angle to achieve a justifiable purpose.

·       Students will justify what the reader should know, do, or believe as a result of reading the piece.

·       Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech, analytical lab report, historical journal article, literary analysis) for an intentional effect.

·       Students will sustain a suitable tone.

·       Students will allow voice to emerge when appropriate.

Purpose

Audience

Topic

Controlling Idea

Theme

Thesis

Perspective

Authentic

Characteristics

Tone

Voice

Angle

Jefferson County Core Content Guide: Persuasive Writing, Articles, or Editorial

Bullitt County Public Schools On-Demand Writing Unit

Kentucky Marker Papers

Characteristics of Transactive Writing

WR-HS-1.2.0

Idea Development/Support:  Students will support main ideas and deepen the audience’s understanding of purpose by

·       Developing logical, justified and suitable explanations

·       Providing relevant elaboration

·       Explaining related connections or reflections

·       Applying idea development strategies appropriate to the form

DOK 4

WR-HS-1.2.3

In Transactive Writing,

·       Students will communicate relevant information to clarify and justify a specific purpose.

·       Students will develop a deliberate angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals).

·       Students will develop explanations to support the writer’s purpose.

·       Students will synthesize research to support ideas when appropriate.

·       Students will incorporate persuasive techniques (e.g., expert opinion, repetition, rhetorical question, logical/emotional/ethical appeal, allusion) or propaganda techniques (e.g., testimonial, bandwagon, personal attacks) when appropriate.

Idea development

Main Idea

Explanation

Elaboration

Relevant

Related

Connections

Reflections

WR-HS-2.3.0

Organization: Students will create unity and coherence to accomplish the focused purpose by

·       Engaging the audience

·       Establishing a context for reading when appropriate

·       Communicating ideas and support in a meaningful order

·       Applying transitions and transitional elements to guide the reader through the piece

·       Developing effective closure

DOK 3

WR-HS-2.3.3

In Transactive Writing,

·       Students will establish a context for reading.

·       Students will apply the accepted format of the genre.

·       Students will develop an appropriate text structure (e.g., cause/effect, problem/solution, question/answer, comparison/contrast, description, sequence) to achieve purpose.

·       Students will arrange ideas and details in a logical, meaningful order by using a variety of transitions or transitional elements between ideas and details to guide the reader.

·       Students will apply effective paragraphing.

·       Students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate.

·       Students will create effective conclusions.

Unity

Coherence

Focused

Engage

Establish

Context

Transitions

Closure

Format

Genre

Text Structure

·         Cause/effect

·         Problem/solution

·         Question/answer

·         Comparison/contrast

·         Description

·        Sequence

Text Features

• Subheadings
• Bullets
• Font
• White Space
• Layout
• Charts
• Diagrams
• Labels
• Picture
• Caption

Conclusion

WR-HS-2.4.0

Sentence Structure: Students will create effective sentences by

·       Applying a variety of structures and lengths

·       Maintaining parallel structure

·       Developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate

DOK 3

WR-HS-2.4.3

In Transactive Writing,

·       Students will develop complete, concise sentences or apply unconventional structures for an intentional effect when appropriate.

·       Students will maintain parallel structure.

Effective

Parallel Structure

Effect

Concise

Complete

WR-HS-3.5.0

Language: Students will exemplify effective language choices by

·       Applying correct grammar and usage

·       Applying concise use of language

·       Incorporating strong verbs, precise nouns, concrete details and sensory details

·       Applying language appropriate to the content, purpose and audience

DOK 2

WR-HS-3.5.3

In Transactive Writing,

·       Students will adhere to standard guidelines for grammar and usage.

·       Students will apply precise word choice.

·       Students will incorporate the specialized vocabulary of the discipline/content appropriate to the purpose and audience.

Strong Verbs

Precise Nouns

Concrete Details

Sensory Details

Content

Purpose

Audience

WR-HS-3.6.0

Correctness:  Students will communicate clearly by

·       Applying correct spelling

·       Applying correct punctuation

·       Applying correct capitalization

·       Incorporating acceptable departure from standard correctness to enhance meaning when appropriate

·       Incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors or titles within the text, listing sources, documenting sources in text and/or on a Works Cited page)

DOK 2

Documentation

Cite

Sources

Works Cited

3^rd Six Weeks

Literary Writing: Poetry

WR-HS-1.1.0

Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by

·       Narrowing the topic to create a specific purpose for writing

·       Establishing a controlling idea, theme or thesis about the topic

·       Choosing a perspective authentic to the writer

·       Analyzing and addressing the needs of the intended audience

·       Adhering to the characteristics of the form

·       Applying a suitable tone

·       Allowing voice to emerge when appropriate

DOK 4

In Literary Writing,

·       Students will communicate to an audience about the human condition (e.g., by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an image or showing an extraordinary perception of the ordinary).

·       Students will apply characteristics of the selected form (e.g., short story, play/script, poem).

·       Students will sustain point of view.

·       Students will sustain a suitable tone or appropriate voice.

·       Students will apply a fictional perspective in literary writing when appropriate.

Purpose

Audience

Focused

Communicate

Authentic

Narrow

Topic

Specific

Controlling Idea

Theme

Thesis

Perspective

Characteristics

Tone

Voice

Point of View

Fiction

Conflict

Plot

Characterization

Setting

Jefferson County Core Content Guide: Poetry

Kentucky Marker Papers

Characteristics of Literary Writing

WR-HS-1.2.0

Idea Development/Support:  Students will support main ideas and deepen the audience’s understanding of purpose by

·       Developing logical, justified and suitable explanations

·       Providing relevant elaboration

·       Explaining related connections or reflections

·       Applying idea development strategies appropriate to the form

DOK 4

WR-HS-1.2.2

In Personal Expressive/Literary Writing,

·       Students will communicate theme/main idea through use of literary elements appropriate to the genre:

o        Students will develop characters (fictional /non-fictional) through emotions, actions, reactions, descriptions, thoughts, or dialogue when appropriate.

o        Students will develop plot/story line appropriate to the form.

·       Students will develop an appropriate setting, mood, scene, image or feeling.

·       Students will incorporate literary or poetic devices (e.g., simile, metaphor, personification) for an intentional effect.

·       Students will incorporate reflection, insight and analysis when appropriate.

Idea Development

Main Idea

Explanation

Elaboration

Connections

Reflections

Theme

Main Idea

Literary Elements

Dialogue

Plot

Setting

Mood

Scene

Image

Feeling

Literary Devices

Simile

Metaphor

Personification

Imagery

Reflection

Analysis

WR-HS-2.3.0

Organization: Students will create unity and coherence to accomplish the focused purpose by

·       Engaging the audience

·       Establishing a context for reading when appropriate

·       Communicating ideas and support in a meaningful order

·       Applying transitions and transitional elements to guide the reader through the piece

·       Developing effective closure

DOK 3

WR-HS-2.3.2

In Personal Expressive/Literary Writing,

·       Students will engage the interest of the reader.

·       Students will communicate ideas and details in meaningful order.

·       Students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate.

·       Students will apply a variety of transitions or transitional elements between ideas and details to guide the reader.

·       Students will apply effective paragraphing.

·       Students will arrange poetic stanzas in a way that enhances the meaning through the use of white space, line breaks and shape.

·       Students will create effective conclusions.

Unity

Coherence

Engage

Context

Transitions

Closure

Organizational Devices

Foreshadowing

Flashback

Conclusion

WR-HS-2.4.0

Sentence Structure: Students will create effective sentences by

·       Applying a variety of structures and lengths

·       Maintaining parallel structure

·       Developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate

DOK 3

WR-HS-2.4.2

In Personal Expressive/Literary Writing,

·       Students will develop sentences of various structures and lengths for effect.

·       Students will maintain parallel structure.

·       Students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate.

·       Students will arrange poetic language in a meaningful order.

·       Students will apply poetic line breaks effectively.

Effective

Parallel Structure

WR-HS-3.5.0

Language: Students will exemplify effective language choices by

·       Applying correct grammar and usage

·       Applying concise use of language

·       Incorporating strong verbs, precise nouns, concrete details and sensory details

·       Applying language appropriate to the content, purpose and audience

DOK 2

WR-HS-3.5.2

In Personal Expressive/Literary Writing,

·       Students will adhere to standard guidelines for grammar and usage or apply nonstandard for an intentional effect.

·       Students will incorporate language based on economy, precision, richness or impact on the reader.

·       Students will develop ideas through descriptive or figurative language.

Strong Verbs

Precise Nouns

Concrete Details

Sensory Details

Precision

Richness

Impact

Descriptive language

Figurative language

WR-HS-3.6.0

Correctness:  Students will communicate clearly by

·       Applying correct spelling

·       Applying correct punctuation

·       Applying correct capitalization

·       Incorporating acceptable departure from standard correctness to enhance meaning when appropriate

·       Incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors or titles within the text, listing sources, documenting sources in text and/or on a Works Cited page)

DOK 2

Cite

Document

Works Cited

4^th Six Weeks

Transactive Writing Skills: Review all forms of On-Demand Writing (article, editorial, letter, and speech) with an emphasis on ARTICLE.

WR-HS-1.1.0

Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by

·       Narrowing the topic to create a specific purpose for writing

·       Establishing a controlling idea, theme or thesis about the topic

·       Choosing a perspective authentic to the writer

·       Analyzing and addressing the needs of the intended audience

·       Adhering to the characteristics of the form

·       Applying a suitable tone

·       Allowing voice to emerge when appropriate

DOK 4

WR-HS-1.1.3

In Transactive Writing,

·       Students will communicate as an informed writer to provide new insight through informing, persuading or analyzing.

·       Students will develop an effective angle to achieve a justifiable purpose.

·       Students will justify what the reader should know, do, or believe as a result of reading the piece.

·       Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech, analytical lab report, historical journal article, literary analysis) for an intentional effect.

·       Students will sustain a suitable tone.

·       Students will allow voice to emerge when appropriate.