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Unit Plan Writing Grade 5

UNIT: Writing PWIM Stories TIME FRAME: 13 lessons over 7 weeks

( 2 3 classes a week) TEACHER: Melissa Kujundzic
Unit Summary and Rationale:
This Unit Includes a mixture of spelling as well as picture word
induction method writing.
The PWIM is an inquiry-oriented language arts strategy that uses
pictures containing familiar objects and actions to elicit words
from children's listening and speaking vocabularies. Teachers use
the PWIM with classes, small groups, and individuals to lead them
into inquiring about words, adding words to their sight-reading
and writing vocabularies, discovering phonetic and structural
principles, and using observation and analysis in their study of
reading, writing, comprehending, and composing. The picture
word inductive model can be used to teach phonics and spelling
both inductively and explicitly. However, the model is designed to
capitalize on children's ability to think inductively. The PWIM
enables them to build generalizations that form the basis of
structural and phonetic analysis. And it respects their ability to
think. Thus, a major principle of the model is that students have
the capability to make generalizations that can help them to
master the conventions of language. The picture word inductive
model is designed to teach reading, writing, and the language
system. It is designed to help students develop as independent
learners and as independent readers and to foster confidence
based on knowledge that they secure for themselves as learners.
Unit SLO:
1.1 Discover and Explore
read, write, represent and talk to explore personal
understandings of new ideas and information
2.1 Use Strategies and Cues
use text features, such as maps, diagrams, special fonts and

graphics, that highlight important concepts to enhance

understanding of ideas and information

identify and know by sight the meaning of high frequency

prefixes and suffixes to read unfamiliar, multisyllable words
in context

integrate knowledge of phonics, sight vocabulary and

structural analysis with knowledge of language and context
clues to read unfamiliar words in context

experience oral, print and other media texts from a variety of

cultural traditions and genres, such as historical fiction,
myths, biographies, poetry, news reports and guest speakers

2.3 Understand Forms, Elements and Technique

experiment with words and sentence patterns to create word

pictures; identify how imagery and figurative language, such
as simile and exaggeration, convey meaning

2.4 Create Original Text

use texts from listening, reading and viewing experiences as

models for producing own oral, print and other media texts
experiment with modeled forms of oral, print and other
media texts to suit particular audiences and purposes

use structures encountered in texts to organize and present

ideas in own oral, print and other media texts

use own experience as a starting point and source of

information for fictional oral, print and other media texts

4.1 Enhance and Improve

develop criteria for evaluating the effectiveness of oral, print

and other media texts
use developed criteria to provide feedback to others and to
revise own work
write legibly, using a style that is consistent in alignment,

shape and slant

apply word processing skills, and use publishing programs to

organize information

revise to add and organize details that support and clarify

intended meaning

edit for appropriate use of statements, questions and


4.2 Attend to Conventions

use words and phrases to modify and clarify ideas in own
use connecting words to link ideas in sentences and
identify irregular verbs, and use in own writing
identify past, present and future verb tenses, and use in
use phonic knowledge and skills, visual memory, the
meaning and function of words in context, and spelling
generalizations to spell with accuracy in own writing
study and use the correct spelling of commonly misspelled
words in own writing
know and consistently apply spelling conventions when
editing and proofreading own writing
use capital letters, appropriately, in titles, headings and
subheadings in own writing
use quotation marks and separate paragraphs to indicate
passages of dialogue in own writing
recognize various uses of apostrophes, and use them
appropriately in own writing

Essential Questions:
What is a Climax? Plot?
Resolution? Exposition?
Antagonist? Protagonist? Rising
and Falling Action?
Why do we need to write
Why is vocabulary important?
What is a PWIM?
Why do PWIMS help us increase
the quality of our story writing?
Learning Tasks:
Reading Tasks
Writing Tasks
Discussion Tasks
Group Story writing
Language/Vocabulary Tasks

Publishing Work

Key Terms / Vocabulary:

May Vary (Develop Vocabulary together using the PWIM )
Formative assessment: 20%
Not all assignments will be marked but to ensure students are
completing quality work and understanding the curriculum, some
will be taken in.

Summative Assessment:
Foldable Story, Plot Diagram, Story Planning, as well as the end
PWIM Story.

Stories 50%
Assignments 30%

Learning Activities:
1. Introduce PWIM
2. Pull words from the
3. Class Story writing
4. Components of a Story
5. Planning a Story
6. PWIM 2 Individual Story
7. Pull Vocabulary
8. Planning/brainstorm
9. Start Rough copy
Good Copy
Share/ Publish

Resources / Text Selections:

Heather for foldables
Natalie for PWIM
Google Images for PWIM Image
Discovery Education