cursive writing - paterson school district - paterson, new ... arts...cursive writing (upper case...
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Cursive Writing
Grade 6
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Course Description
In grade 6, Cursive Writing will continue to be nurtured for our students throughout the district. Cursive Writing has been
shown to be instrumental in developing motor skills, reinforcing learning, working with legal documents, and assisting students
with dyslexia. Throughout the year students will learn the Zaner-Bloser Method of “Cursive Simple”. Cursive Simple is
characterized by using slanted writing and continuous strokes. This type of cursive writing derived from Spencerian Script. This
course will provide students instruction in cursive writing and its application when analyzing text.
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Pacing Chart
Unit 1
Getting Started: Pretest
Writing Positions and Basic Strokes
Cursive Letters and Numerals
Review of Cursive Writing with Grip and Posture
(Upper Case Letters/Lower Case Letters from A-M)
Zaner-Bloser Unit 1 (Pages1-7)
9 Weeks
Unit 2
Writing Lowercase Cursive Letters
Undercurve, Downcurve, and Overcurve Letters
Vocabulary Entry/Personal Narrative/Notes
Cursive Writing
(Upper Case Letters/Lower Case Letters from N-Z)
Zaner-Bloser Unit 2 (Pages 8-31)
9 Weeks
Unit 3
Writing Uppercase Cursive Letters
Downcurve, Curve Forward, Overcurve, Doublecurve, Undercruve-Loop, and Undercurve-Slant Letters
Short Story/Journal Entry/Report/Literacy Analysis Task
Cursive Writing Application
Zaner-Bloser Unit 3 (Pages 32-53)
9 Weeks
Unit 4
Using What You Have Learned
Cursive in the Real World/Reading Historical Documents/Informative/Explanatory/Editorial/.Science
Essay/Argument/Narrative/Short Story
Cursive Writing Application
Zaner-Bloser Unit 4 (Pages 54-67)
9 Weeks
It is recommended that 40 minutes a week be allocated for cursive instruction in grade 6.
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Effective Pedagogical Routines/Instructional Strategies Pencil/Pen Grip Posture Writing/Paper Positioning
The Dynamic Tripod Grip
The Dynamic Quadrupod
The Lateral Tripod
The Lateral Quadrupod
Sitting Posture such as:
Feet: Flat
Knees: 90 Degree
Back: Up straight, body slightly forward
Forearms: On the desk
Elbows: 90 Degree
Non-Dominant Hand: Anchoring paper
Shoulders and Neck: Relaxed
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Career Readiness, Life Literacies and Key Skills
8.1.8.AP.6, 8.2.8.ITH.1, 8.2.8.NT.4, 8.2.8.ETW.1
Algorithms & Programming: Individuals design and test solutions to identify problems taking into consideration the diverse needs of the users and the community. 8.1.8.AP.6: Refine a solution that meets users’ needs by incorporating feedback from team members and users.
Example: Identify two problems in the community in which you live and write an essay with possible solutions to the problems your community faces. Write in cursive and evaluate your cursive handwriting essay by using the four Keys to Legibility. Interaction of Technology and Humans: Economic, political, social and cultural aspects of society drive development of new technological products, processes, and systems. 8.2.8.ITH.1: Explain how the development and use of technology influences economic, political, social, and cultural issues. Example: Choose one issue/topic that is of concern to our society today. Write an essay explaining how the development and use of technology influences economic, political, social, and cultural issues. Write in cursive and evaluate your cursive handwriting essay by using the four Keys to Legibility. Nature of Technology: Engineers use a systematic process of creating or modifying technologies that is fueled and constrained by physical laws, cultural norms, and economic resources. Scientists use systematic investigation to understand the natural world. 8.2.8.NT.4: Explain how a product designed for a specific demand was modified to meet a new demand and led to a new product. Example: Research companies such as Ford, General Motors and any others that have designed a new product for a specific demand in our world today. What products did they design and why? Create a pamphlet showcasing the new product these companies have created to meet a new demand in our world today. Effects of Technology on the Natural World: Resources need to be utilized wisely to have positive effects on the environment and society. 8.2.8.ETW.1: Illustrate how a product is upcycled into a new product and analyze the short and long term benefits and costs. Example: Create a PowerPoint presentation illustrating how products are upcycled (reused in such a way as to create a product of higher quality of value than the original) and analyze the short and long term benefits and costs.
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Career Readiness, Life Literacies, and Key Skills 9.1.8.CR.1, 9.1.8.FP.6, 9.1.8. FP.7, 9.2.8.CAP.1, 9.2.8.CAP.17
Civic Financial Responsibility: Philanthropic and charitable organizations play important roles in supporting the interests of individuals and local
and global communities and the issues that affect them.
9.1.8.CR.1: Compare and contrast the role of philanthropy, volunteer service, and charities in community development and the quality of life in a
variety of cultures.
Example: Create an oral presentation comparing and contrasting the role of philanthropy, volunteer service, and charities in community development
and the quality of life in a variety of cultures. Identify the volunteer services and charities in your own community and how these charities are
helping those in need.
Financial Psychology: Marketing techniques are designed to encourage individuals to purchase items they may not need or want.
9.1.8.FP.6: Compare and contrast advertising messages to understand what they are trying to accomplish.
9.1.8.FP.7: Identify the techniques and effects of deceptive advertising.
Example: Create a pamphlet/poster/Tri-fold board or Power Point presentation on marketing techniques that encourage individuals to purchase items
they may not need or want. Compare and contrast advertising messages to understand what they are trying to accomplish.
Career Awareness and Planning: An individual’s strengths, lifestyle goals, choices, and interests affect employment and income.
9.2.8.CAP.1: Identify offerings such as high school and county career and technical school courses, apprenticeships, military programs, and dual
enrollment courses that support career or occupational areas of interest.
Example: Thinking back of all of the choices that Anita had to make in the novel, “Before We Were Free.,” you also have choices to make about
your future. It is never too early to begin to plan your future. Identify offerings in the local high school and county career and technical school
courses, apprenticeships, military programs and dual enrollment courses that support career and occupational areas of interest. Create a chart of the
pros and cons of each offering and write an essay discussing which of these choices may be best for you at this time.
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Career Awareness and Planning: Communication skills and responsible behavior in addition to education, experience, certifications, and skills are
all factors that affect employment and income.
9.2.8.CAP.17: Prepare a sample resume and cover letter as part of an application process.
Example: Prepare a sample resume and cover letter for a job opportunity of your choice. With a partner, you will create interview questions for your
choice of job opportunity. Partners will take turns interviewing one another for the job you applied for with your sample resume and cover letter.
https://www.nj.gov/education/cccs/2020/2020%20NJSLS-CLKS.pdf
https://www.nj.gov/education/cccs/2020/2020%20NJSLS-CLKS.pdf
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WIDA Proficiency Levels: At the given level of English language proficiency, English language learners will process, understand, produce or use:
6- Reaching
• Specialized or technical language reflective of the content areas at grade level
• A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level
• Oral or written communication in English comparable to proficient English peers
5- Bridging
• Specialized or technical language of the content areas
• A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or reports
• Oral or written language approaching comparability to that of proficient English peers when presented with grade level material.
4- Expanding
• Specific and some technical language of the content areas
• A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs
• Oral or written language with minimal phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written connected discourse, with sensory, graphic or
interactive support
3- Developing
• General and some specific language of the content areas
• Expanded sentences in oral interaction or written paragraphs
• Oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or
interactive support
2- Beginning
• General language related to the content area
• Phrases or short sentences
• Oral or written language with phonological, syntactic, or semantic errors that often impede of the communication when presented with one to multiple-step commands, directions, or a series of statements with sensory, graphic or interactive
support
1- Entering
• Pictorial or graphic representation of the language of the content areas
• Words, phrases or chunks of language when presented with one-step commands directions, WH-, choice or yes/no questions, or statements with sensory, graphic or interactive support
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Differentiated Instruction
Accommodate Based on Students Individual Needs: Strategies
Time/General
• Extra time for assigned tasks
• Adjust length of assignment
• Timeline with due dates for reports and projects
• Communication system between home and school
• Provide lecture notes/outline
Processing
• Extra Response time
• Have students verbalize steps
• Repeat, clarify or reword
directions
• Mini-breaks between tasks
• Provide a warning for
transitions
• Reading partners
Comprehension
• Precise step-by-step directions
• Short manageable tasks
• Brief and concrete directions
• Provide immediate feedback
• Small group instruction
• Emphasize multi-sensory
learning
Recall
• Teacher-made checklist
• Use visual graphic organizers
• Reference resources to
promote independence
• Visual and verbal reminders
• Graphic organizers
Assistive Technology
• Computer/whiteboard
• Tape recorder
• Spell-checker
• Audio-taped books
Tests/Quizzes/Grading
• Extended time
• Study guides
• Shortened tests
• Read directions aloud
Behavior/Attention
• Consistent daily structured
routine
• Simple and clear classroom
rules
• Frequent feedback
Organization
• Individual daily planner
• Display a written agenda
• Note-taking assistance
• Color code materials
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Differentiated Instruction
Accommodate Based on Students’ Individual Needs:
• Wider lined paper
• Choice of writing utensils
• Choice white board vs. paper
• Tiered Instruction
• Small group instruction
• Sentence starters/frames
• Writing scaffolds
• Tiered learning centers
• Handwriting paper
• Tracing tools
• Letter Tracing in the Air
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Interdisciplinary Connections
Social Studies: NJSLS: 6.1 .12.B.5.a and 6.1.12.B.5.b
Students will research the setting of The Dominican Republic in the 1960's and write a brief description of the area, its climate,
the primary means of livelihood, and its location within the world.
Students will also respond in cursive writing to the following questions:
Do you think The Dominican Republic is a good choice for the setting of this novel? Why or why not?
How different do you think the Dominican Republic in the 1960's is from The Dominican Republic of today? Explain some
differences and similarities.
Examine three scenes in the novel and explain how the setting influences what happens in the action of those scenes.
English Language Arts: NJSLS: W.5.10
• Students will analyze two literary texts and complete a literary analysis task.
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Enrichment
Accommodate Based on Students Individual Needs: Strategies
The goal of Enrichment is to provide learners the opportunity to participate in extension activities that are differentiated and augment the
district’s curriculum. Teachers are to accommodate based on student individual needs.
• Prepare a writing piece in advanced cursive writing
• Instruct students on the different types of print or cursive
• Complete assessments in cursive
• Assist the teacher in the modeling of block and cursive writing.
• Inquiry based assignments featuring different types of writing
• Independent student options
• Reading in script and different types of print
• Purposeful Learning Center
• Open-ended activities and projects
• Providing pupils with experiences outside the ‘regular’ curriculum
• Altering the pace the student uses to cover regular curriculum in order to explore topics of interest in greater depth/breadth within their own
grade level.
• Using supplementary materials in addition to the normal range of resources.
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Assessments
Suggested Formative/Summative Classroom Assessments
• Quizzes
• Journals
• Cursive Task
• Quick writes
• Portfolio
• Exit Slips
• Graphic Organizers
• Homework
• Anecdotal Notes
• Student Conferencing
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Grade: 6 Unit: 1
Topic: Getting Started: Pretest
Handwriting basics
Writing Positions and Basic Strokes
Cursive Letters and Numerals
Review of Cursive Writing with Grip and
Posture
(Upper Case Letters/Lower Case Letters from
A-M)
Please Note: When conducting handwriting instruction teachers should model the letter creation, followed by student describing the process
of forming the letter. Students will practice and evaluate their cursive handwriting.
Student Learning
Objective Essential Question Activities and Task Resources
Evaluate cursive
handwriting.
Why is it important to
learn how to write in
cursive?
Teacher reads poem by Eve
Merriam to students. Students
practice writing the poem in
their best cursive handwriting.
Students evaluate their writing
by circling their three best
letters and underline three
letters that need improvement.
Students evaluate their writing
by the following criteria:
Question: Is my slant correct?
Do my letters rest on the
baseline?
Compare: Students compare
their handwriting to correct
http://www.MyZBPortal.com
http://www.kidzone.ws/cursive/
http://www.artofmanliness.com/2014/12/16/improve-your-cursive-
handwriting/
https://www.peterson-
handwriting.com/Publications/PDF_versions/ReviewAdvancedLesson
s.pdf
http://writeanalog.com/learning-cursive-handwriting/
http://www.k12reader.com/handwriting/cursive_practice_a_z.pdf
http://www.tvdsb.ca/webpages/craigg/language.cfm?subpage=157023
http://www.myzbportal.com/http://www.kidzone.ws/cursive/http://www.artofmanliness.com/2014/12/16/improve-your-cursive-handwriting/http://www.artofmanliness.com/2014/12/16/improve-your-cursive-handwriting/https://www.peterson-handwriting.com/Publications/PDF_versions/ReviewAdvancedLessons.pdfhttps://www.peterson-handwriting.com/Publications/PDF_versions/ReviewAdvancedLessons.pdfhttps://www.peterson-handwriting.com/Publications/PDF_versions/ReviewAdvancedLessons.pdfhttp://writeanalog.com/learning-cursive-handwriting/http://www.k12reader.com/handwriting/cursive_practice_a_z.pdfhttp://www.tvdsb.ca/webpages/craigg/language.cfm?subpage=157023
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Review correct positions
for writing cursive; review
the basic strokes.
Why is it important to
use the proper basic
stroke model and
formation?
models.
Evaluate: Students determine
strengths and weaknesses in
their handwriting based on the
Keys to Legibility.
Diagnose: Students diagnose
the cause of any difficulties.
Possible causes include
incorrect paper or pencil
position inconsistent pressure
on the pencil, and incorrect
strokes.
Improve: Self-evaluation
should include a means of
improvement through
additional instruction and
continued practice.
Practice the Writing Positions
and Basic Strokes:
Undercurve, Downcurve,
Overcurve, and Diagonal on
the student page.
Model, Practice and Evaluate
student writing (Teacher and
students evaluate writing)
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Review cursive letters and
numerals.
Practice the Shape and
Size Keys to Legibility.
Practice the Spacing and
Slant Keys to legibility
Analyze the type of grip
used to assist in proper
Why is it important to
review and practice
writing uppercase and
lowercase cursive letters
and numerals?
How can we evaluate our
letters by their shape and
size?
How can we evaluate our
writing based on the
spacing and slant of our
letters?
Why is it important to
Review uppercase and
lowercase cursive letters and
numerals 1-10 on the student
page.
Model, Practice and Evaluate.
Model, Practice and Evaluate
how to use the Keys to
Legibility using Shape and
Size of letters.
Students will complete the
activity on Keys to Legibility
on page 6.
Model, Practice and Evaluate
students writing based on the
spacing and slant of their
letters.
Students will complete page 7
and evaluate their writing
based on the spacing and slant
of their letters.
Write all lower case and upper
case letters from memory in
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handwriting. The
following techniques are
most commonly used:
The Dynamic Tripod Grip
The Dynamic Quadrupod
The Lateral Tripod
The Lateral Quadrupod
Identify proper posture
when engaged in the
writing process.
Develop letters A-M
upper case and lower case
letters in cursive.
have proper grip and
posture when
handwriting?
Why is a precise
approach to cursive
important in
communication?
What are some common
inaccuracies when
writing in cursive?
cursive
Write a story using cursive
Keep a journal using print and
follow proper form
Reader’s Response Notebook
Blogging
Quick Writes
Interactive Writing
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Grade: 6 Unit: 2
Topic: Writing Lowercase Cursive Letters
Undercurve, Downcurve, and Overcurve Letters
Vocabulary Entry/Personal Narrative/Notes
Cursive Writing
(Upper Case Letters/Lower Case Letters from
N-Z)
Please Note: When conducting handwriting instruction teachers should model the letter creation, followed by student describing the process
of forming the letter. Students will practice and evaluate their cursive handwriting.
Student Learning
Objective Essential Question Activities and Task Resources
Practice and master
lowercase cursive i
and t.
Why is it important to
practice writing
lowercase cursive
letters?
Students will practice Letter
Models and Formations:
Undercurve.
Model, Practice, and Evaluate
student practice, page 8. Students
will evaluate the Shape of their
letters.
Students will ask the following
questions to evaluate their work:
Did you pull your diagonal strokes
to the baseline?
Is your t crossed correctly?
Does your i rest on the baseline/?
http://www.MyZBPortal.com
http://www.kidzone.ws/cursive/ ·
http://www.artofmanliness.com/2014/12/16/improve-your-cursive-
handwriting/ · https://www.peterson-
handwriting.com/Publications/PDF_versions/ReviewAdvancedLessons.pdf
http://writeanalog.com/learning-cursive-handwriting/ ·
http://www.k12reader.com/handwriting/cursive_practice_a_z.pdf ·
http://www.tvdsb.ca/webpages/craigg/language.cfm?subpage=15702
http://www.myzbportal.com/
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Practice and master
lowercase cursive u
and w.
Practice and master
lowercase cursive e
and l.
Why is it important to
master the
Undercurve?
How can evaluating
the size of letters help
to become better at
cursive handwriting?
Letter models and Formations:
Students will practice Undercurve
on page 9.
Model, Practice, and Evaluate.
Students will evaluate their work by
asking themselves the following
questions:
Did you pull your diagonal strokes
to the baseline?
Are the diagonal strokes in your u
and w parallel?
Do your letters rest on the baseline?
Letter Models and Formations:
Students will practice Undercurve
on page 10.
Model, Practice, and Evaluate
Students will evaluate their work by
asking themselves the following
questions:
Did you pull your diagonal strokes
to the baseline?
Do your letters rest on the baseline?
Are your strokes smooth and even?
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Practice and master
writing lowercase
cursive b, h, and f.
Practice and master
writing lowercase
cursive k, r, and s.
In what ways are the
letters alike? How
does b end? Where
does the lower loop in
f close?
How are k, r, and s
alike? How are r and
s different?
Letter Models and Formations:
Students will practice writing
lowercase cursive b, h, and f on
page 11.
Model, Practice, Evaluate.
Students will evaluate their work by
asking themselves the following
questions:
Did you pull your diagonal strokes
to the baseline?
Are your strokes smooth and even?
Are all your letters the correct size?
Letter Models and Formations:
Students will practice writing
lowercase cursive k, r, and s on
page 12.
Model, Practice, Evaluate.
Students will evaluate their work by
asking themselves the following
questions:
Is the forward curve of your k
closed?
Does your r have correct slant?
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Practice and master
writing lowercase
cursive j and p.
Review lowercase
cursive i, t, u, w, e,
l, b, h, f, k, r, s, j,
and p.
Which letter begins
and ends with an
undercurve?
Which letter ends
with a dot?
Why might one letter
students wrote be
better than another?
Is your s about the same width as
the model?
Letter Models and Formations:
Students will practice writing
lowercase cursive j and p on page
13.
Model, Practice, Evaluate.
Students will evaluate their work by
asking themselves the following
questions:
Do the loops of your j and p close
near the baseline?
Are your strokes smooth and even?
Review: Students will complete a
review of their lowercase cursive
letters i, t, u, w, e, l, b, h, f, k, r, s, j,
and p on page 14.
Model, Practice, Evaluate.
Students will evaluate their work by
asking themselves the following
questions:
Did you write with correct strokes
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Write a vocabulary
entry using legible
handwriting.
Practice and master
lowercase cursive a
and d.
What is the
importance of legible
writing in all areas of
the school
curriculum?
How are a and d
alike?
How are they
different?
so your letters have good shape?
Did you write letters with good size
to fit the writing space?
Did you follow the models for
correct spacing?
Does your writing have uniform
slant?
Students will apply what they have
learned on page 15.
Students will think about the most
amazing sight they have seen and
write a narrative paragraph to
describe the experience.
Letter Models and Formations:
Students will practice writing
lowercase cursive a and d on page
16.
Model, Practice, Evaluate.
Students will evaluate their writing
by asking the following questions:
Do your letters have correct slant?
Did you pull the diagonal strokes in
your a and d to the baseline?
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Practice and master
writing lowercase
cursive g and o.
Practice and master
lowercase cursive c
and q.
Where does the loop
in g close? How does
o end?
How does c end?
Where does the loop
in q close?
Letter Models and Formations:
Students will practice writing
lowercase cursive g and o on page
17.
Model, Practice, Evaluate.
Students will evaluate their writing
by asking themselves the following
questions:
Are your letters closed at the top?
Does the loop in your g end near
the baseline?
Do your letters have correct slant?
Letter Models and Formations:
Students will practice writing
lowercase c and q on page 18.
Model, Practice, Evaluate.
Students will evaluate their writing
by asking themselves the following
questions:
Do your letters have smooth lines?
Does the loop of your q close near
the baseline?
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Practice writing
words using legible
manuscript
handwriting.
Review lowercase
cursive a, d, g, o, c,
and q.
What are the Keys to
Legibility for
manuscript writing?
What is a
homophone?
Practice: Manuscript Maintenance.
Students will practice writing
words using legible manuscript
handwriting on page 19.
Model, Practice, Evaluate.
Students will keep track of foods
they eat during one day. Students
will research the foods to determine
which ones were the healthiest and
why. Students will write an
informative/ explanatory journal
entry about which foods were
healthiest and which foods they
might replace with healthier
choices.
Students will evaluate their
manuscript handwriting by focusing
on the basic strokes and the shape
and size of their letters to determine
whether their manuscript letters are
legible.
Review: Students will complete the
lowercase cursive review for the
letters a, d, g, o, c, and q on page
20.
Model, Practice, Evaluate.
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Write a personal
narrative using
legible handwriting.
What is the
importance of legible
writing in all areas of
the school
curriculum? Talk
about how illegible
words might be
mistaken for
misspellings and the
kinds of problems this
can pose for students.
Students will evaluate their writing
by asking themselves the following
questions:
Did you write with correct strokes
so your letters have good shape?
Did you write letters with good size
to fit the writing space?
Did you follow the models for
correct spacing?
Does your writing have uniform
slant?
Apply: Students will write a
personal narrative using legible
handwriting on page 21.
Model, Practice, Evaluate.
Create an anchor chart in the
classroom focusing on featured tips
for legible writing.
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Practice and master
lowercase cursive n
and m.
Practice and master
lowercase cursive y
and x.
How do the letters
begin? How many
overcurves are in n?
Which letter has a
lift? How many
overcurves are there
in y? How does y
end?
Letter Models and Formations:
Students will practice and master
writing the lowercase cursive n and
m on page 22.
Model, Practice, Evaluate.
Students will evaluate their own
writing by asking themselves the
following questions:
Are your short letters about half the
height of your tall letters?
Is each letter about the same width
as the model?
Letter Models and Formations:
Students will practice and master
lowercase cursive y and x on page
23.
Model, Practice, Evaluate.
Students will evaluate their own
lowercase cursive y and x by asking
themselves the following questions:
Is your x crossed near the middle of
the diagonal stroke?
Does the loop in your y close near
the baseline?
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Practice and master
lowercase cursive v
and z.
Practice writing
manuscript letters.
How does v end?
How is the beginning
stroke in z like the
ending stroke?
What are ways that
we can improve
legibility?
Write: Students will practice and
master lowercase cursive v and z on
page 24.
Model, Practice, Evaluate.
Students will evaluate their own
lowercase cursive v and z by asking
themselves the following questions:
Is each letter about the same width
as the model?
Does your v end with a
checkstroke?
Does the loop in your z close near
the baseline?
Manuscript Maintenance: Students
will practice writing manuscript
letters on page 25.
Model, Practice, Evaluate.
Students will use the information
they wrote in the chart on page 25
to write complete sentences about
each constellation. Provide more
information on the constellations
and ask them to write sentences
about two more constellations.
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Practice the
different types of
joinings.
Review lowercase
cursive: n, m, y, x,
v, and z.
What are joining
letters and why are
they important?
What is an adverb?
Give an example of
Write: Students will practice in
joining letters smoothly so their
cursive handwriting flows easily on
pages 26 and 27.
Model, Practice, Evaluate.
Write: Students will evaluate their
different types of joining by asking
themselves the following questions:
Does your undercurve swing wide
to form the next letter?
Does your checkstroke deepen a
little before swinging into the
undercurve of the next letter?
Does your checkstroke swing right
to form the top of a downcurve?
Does your overcurve turn at the
baseline to form an undercurve?
Does your overcurve continue up to
form the top of a downcurve?
Does your overcurve turn quickly
into the overcurve of the next
letter?
Review: Students will review
lowercase cursive letters n, m, y, x,
v, and z on page 28.
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Write notes using
legible handwriting.
Practice writing
using the four Keys
to Legibility.
an adverb.
What featured tips for
legible writing will
help you in writing
notes using legible
handwriting?
What are the four
Keys to Legibility:
Shape, Size, Spacing,
and Slant.
Model, Practice, Evaluate.
Students will evaluate their
lowercase cursive letters by asking
themselves the following questions:
Did you write letters with good size
to fit the writing space?
Did you follow the models for
correct spacing?
Does your writing have uniform
slant?
Apply: Students will write notes
using legible handwriting on pages
29.
Model, Practice, Evaluate.
Students will evaluate their
handwriting by using the anchor
chart on featured tips for legible
writing.
Evaluate: Students will read and
write a paragraph about typewriters
on pages 30 and 31.
Teachers will observe as students
complete student pages. Informally
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30 | P a g e
Identify the impact
of proper cursive
writing.
Examine common
errors that occur
during cursive
writing.
Develop N-Z upper
case and lower case
letters using down-
curve, over-curve,
slant and straight.
Analyze the
creation of letters in
cursive writing to
create multiple
sentences.
What are some of the
common errors with
cursive writing?
How are cursive
letters connected to
create words?
How is my cursive
writing different from
when I initially
learned it?
assess students’ speed and
automaticity.
Students will look over their
paragraph, identifying their best
letter and word. Students will use
the Key prompts at the bottom of
page 31.
Write lower case and upper case
letters in cursive by memory
Write and create words using letters
N-Z and connect them in cursive
Keep a journal using print and
follow proper form
Make a list of letters that follow the
same type of writing angles
Create a poster that is labeled using
lines in cursive
Reader’s Response Notebook
Journals
Blogging
Quick Writes
Interactive Writing
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31 | P a g e
Grade: 6 Unit: 3
Topic: Writing Uppercase Cursive Letters
Downcurve, Curve Forward, Overcurve,
Doublecurve, Undercurve-Loop, and
Undercurve-Slant Letters
Short Story/Journal Entry/Report/Literacy
Analysis Task
Cursive Writing Application
Please Note: When conducting handwriting instruction teachers should model the letter creation, followed by student describing the process
of forming the letter. Students will practice and evaluate their cursive handwriting.
Student Learning
Objective Essential Question Activities and Task Resources
Practice and master
uppercase cursive A
and O.
In what ways are the
letters alike? How
many pauses are in
O?
Letter Models and Formations:
Students will practice and master
uppercase cursive A and O on page
32.
Model, Practice, Evaluate.
Students will evaluate their
uppercase cursive A and O by
asking themselves the following
questions:
Did you pull your downstrokes in
the proper direction?
Does your writing have uniform
forward slant?
http://www.MyZBPortal.com
http://www.kidzone.ws/cursive/
http://www.artofmanliness.com/2014/12/16/improve-your-cursive-
handwriting/
https://www.peterson-
handwriting.com/Publications/PDF_versions/ReviewAdvancedLessons.pdf
http://writeanalog.com/learning-cursive-handwriting/
http://www.k12reader.com/handwriting/cursive_practice_a_z.pdf
http://www.tvdsb.ca/webpages/craigg/language.cfm?subpage=157023
https://student.unsw.edu.au/note-taking-skills
https://student.unsw.edu.au/note-taking-skills
http://www.kidzone.ws/cursive/http://www.artofmanliness.com/2014/12/16/improve-your-cursive-handwriting/http://www.artofmanliness.com/2014/12/16/improve-your-cursive-handwriting/https://www.peterson-handwriting.com/Publications/PDF_versions/ReviewAdvancedLessons.pdfhttps://www.peterson-handwriting.com/Publications/PDF_versions/ReviewAdvancedLessons.pdfhttp://writeanalog.com/learning-cursive-handwriting/http://www.k12reader.com/handwriting/cursive_practice_a_z.pdfhttp://www.tvdsb.ca/webpages/craigg/language.cfm?subpage=157023https://student.unsw.edu.au/note-taking-skillshttps://student.unsw.edu.au/note-taking-skills
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32 | P a g e
Practice and master
uppercase cursive
D, C, and E.
Review uppercase
cursive A, O, D, C,
and E.
How many times does
D touch the baseline?
How does C begin?
How many loops are
in E?
What are present and
past tense verbs?
Letter Models and Formations:
Students will practice and master
uppercase cursive D, C, and E on
page 33.
Model, Practice, Evaluate.
Students will evaluate their
uppercase cursive letters D, C, and
E by asking themselves the
following questions:
Are your letters the correct size?
Does your D touch the baseline
twice?
Do your C and E have correct
slant?
Review: Students will complete the
review on page 34.
Model, Practice, Evaluate.
Students will evaluate their
sentences using the past tense of the
verb by asking themselves the
following questions:
Did you write with correct strokes
so your letters have good shape?
Did you write letters with good size
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Write a short story
using legible
handwriting.
Practice and master
uppercase cursive N
and M.
What are the elements
of a good short story?
W does N differ from
M? How many
diagonal strokes does
each letter have?
to fit the writing space?
Did you follow the models for
correct spacing?
Does your writing have uniform
slant?
Apply: Students will complete
writing a short story on page 35.
Model, Practice, Evaluate.
Students will evaluate their short
story handwriting by focusing on
the featured tips for legible writing.
Students may add more featured
tips to their anchor chart.
Students will write their own
original short story.
Letter Models and Formations:
Students will practice and master
uppercase cursive N and M on page
36.
Model, Practice, Evaluate.
Students will evaluate their
uppercase cursive N and M by
asking themselves the following
questions:
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Practice and master
uppercase cursive H
and K.
Practice and master
uppercase cursive
U, Y, and Z.
How are H and K
alike?
How many loops are
in H?
How do both U and Y
begin? Which letters
end with an
overcurve?
Is each letter about the same width
as the model?
Are your diagonal strokes parallel?
Letter Models and Formations:
Students will practice and master
uppercase cursive H and K on page
37.
Model, Practice, Evaluate.
Students will evaluate their
uppercase cursive H and K by
asking themselves the following
questions:
Do your letters rest on the baseline?
Are your strokes smooth and even?
Letter Models and Formations:
Students will practice uppercase
cursive U, Y, Z on page 38.
Model, Practice, Evaluate.
Students will evaluate their
uppercase cursive U, Y, and Z
letters by asking themselves the
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Practice and master
uppercase cursive
V, W, and X.
Review uppercase
cursive N, M, H, K,
U, Y, Z, V, W, and
X.
How does each letter
begin? How many
undercurves are in
W? Where is the lift
in X?
What is a semicolon
and when do we use
it?
following questions:
Are your short letters about half the
height of your tall letters?
Is each letter about the same width
as the model?
Letter Models and Formations:
Students will practice uppercase
cursive letters V, W, and X on page
39.
Model, Practice, Evaluate.
Students will evaluate their
uppercase cursive V, W, and X
letters by asking themselves the
following questions:
Do your letters rest on the baseline?
Are your strokes smooth and even?
Review: Students will complete
uppercase cursive letters N, M, H,
K, U, Y, Z, V, W, and X on page
40.
Model, Practice, Evaluate.
Students will evaluate their cursive
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36 | P a g e
Write a journal
entry using legible
handwriting.
Practice and master
When did the Civil
War happen? Why
did it happen? Who
was the president of
the United States
when the war started?
What was his role in
the beginning and end
of the war? Who were
the leaders of each
side?
How des Q begin?
Where do I and J
review of letters N, M, H, K, U, Y,
Z, V, W, and X by asking
themselves the following questions:
Did you write with correct strokes
so your letters have proper shape?
Did you write letters with good size
to fit the writing space?
Did you follow the models for
correct spacing?
Does your writing have uniform
slant?
Apply: Students will write a brief
summary of the Civil War based on
the discussion questions.
Students will complete a journal
entry on page 41.
Model, Practice, Evaluate.
Students will evaluate their journal
entry based on the featured tip for
legible writing anchor chart.
Students may add to the featured tip
anchor chart posted in the
classroom.
Letter Models and Formations:
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37 | P a g e
uppercase cursive I,
J, and Q.
Practice and master
uppercase cursive T
and F.
begin? How does J
end?
How do the letters
begin? How are T and
F alike? How are they
different?
Students will practice uppercase
cursive I, J, and Q on page 42.
Model, Practice, Evaluate.
Students will evaluate their
uppercase cursive letters I, J, and Q
by asking themselves the following
questions:
Did you use consistent spacing
between your letters and words?
Is your writing easy to read?
Letter Models and Formations:
Students will practice uppercase
cursive T and F on page 43.
Model, Practice, Evaluate.
Students will evaluate their
uppercase cursive T and F by
asking themselves the following
questions:
Does the last stroke in your T curve
right?
Does your F have a slide right
stroke?
Display a few photos for several of
the locations listed on pages 42-43.
Have students select one of the
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38 | P a g e
Review uppercase
cursive, I, J, Q, T,
and F.
Why are the four
Keys to Legibility so
important?
Why is it important to
write legibly?
locations and write an argument
paragraph about why it would be
the best place to do something they
enjoy. For example, if students
enjoy going to a beach, they might
write about Jamaica and why it is
the best place for beachgoers.
Review: Students will review
uppercase cursive letters I, J, Q, T,
and F on page 44.
Model, Practice, Evaluate.
Students will evaluate their
uppercase cursive letters I, J, Q, T,
and F by asking themselves the
following questions: Did you write
with correct strokes so your letters
have good shape?
Did you write letters with good size
to fit the writing space?
Did you follow the models for
correct spacing?
Does your writing have uniform
slant?
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39 | P a g e
Write a report using
legible handwriting.
Practice and master
uppercase cursive
G, S, and L.
Practice and master
uppercase cursive P,
R, and B.
Which letters curve
forward and back
from the diagonal
stroke? Which letter
curves forward and
loops?
Apply: Students will write a report
using legible handwriting on page
45.
Model, Practice, Evaluate.
Students will evaluate their report
by focusing on the featured tips for
legible writing anchor chart.
Letter Models and Formations:
Students will practice uppercase
cursive letters G, S, and L on page
46.
Model, Practice, Evaluate.
Students will evaluate their
uppercase cursive G, S, and L by
asking themselves the following
questions:
Does your writing have uniform
forward slant?
Did you position your paper
correctly to help you achieve good
slant?
Letter Models and Formations:
Students will practice uppercase
cursive P, R, and B on page 47.
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40 | P a g e
Practice and master
the different types
of joinings.
What is the
importance of
practicing joining
letters?
Model, Practice, Evaluate.
Students will evaluate their
uppercase cursive letters P, R, and
B by asking themselves the
following questions: Do your letters
have correct slant?
Is each letter about the same width
as the model?
Are the forward curves of your B
parallel with the diagonal stroke?
Joinings: Students will practice the
different types of joinings on pages
48 and 49.
Model, Practice, Evaluate.
Students will evaluate their work on
the different types of joinings by
asking themselves the following
questions:
Do your undercurves swing to form
the fist curve of the next letter?
Do your letters and joinings look
like the models?
Are your undercurves wide enough
to allow room for joining the next
letter?
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41 | P a g e
Review uppercase
cursive G, S, L, P,
R, and B.
Write a report using
legible handwriting.
Why might one letter
be better than
another?
What types of
problems can arise
Do your loops swing across and
slightly down to allow room for
joining the next letter?
Do your overcurves continue up to
form the next downcurve letter?
Review: Students will review
uppercase cursive letters G, S, L, P,
R, and B on page 50.
Model, Practice, Evaluate.
Students will evaluate their
uppercase cursive letters G, S, L, P,
R and B by asking themselves the
following questions:
Did you write with correct strokes
so your letters have proper shape?
Did you write letters with good size
to fit the writing space?
Did you follow the models for
correct spacing?
Does your writing have uniform
slant?
Apply: Students will write a report
using legible handwriting on page
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42 | P a g e
Practice writing
using the four Keys
to Legibility
Evaluate text in
preparation for a
literary analysis
essay.
Examine the use of
script writing when
completing quick
writes and note-
taking in
preparation for a
writing piece.
Determine the
impact cursive
from illegible
handwriting?
How are the Keys to
Legibility used to
evaluate cursive
handwriting
How does cursive
writing improve your
essay outline?
How do you identify
the claims you will
use in your essay to
support your
analysis?
Do you prefer to
write in print or
cursive when creating
a rough draft?
51.
Model, Practice, Evaluate.
Students will evaluate their report
using the featured tips for legible
writing anchor chart.
Evaluate: Students will practice
writing a paragraph on pages 52
and 53.
Model, Practice, Evaluate.
Students will evaluate their cursive
handwriting paragraph by using the
four Keys to Legibility.
Use cursive writing to complete the
following reading analysis and
writing task:
Reading Paired Texts for LAT
Creating an Outline for LAT
The Introductory Paragraph for
LAT
First Body Paragraph for LAT
The Second Body Paragraph for
LAT
Using Transitions
Concluding Paragraph for LAT
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43 | P a g e
writing has on your
essay.
Reader’s Response Notebook
Journals
Blogging
Quick Writes
Interactive Writing
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Grade: 6 Unit: 4
Topic: Using What You Have Learned
Cursive in the Real World/Reading Historical
Documents/Informative/Explanatory/Editorial/.Science
Essay/Argument/Narrative/Short Story
Cursive Writing Application
Please Note: When conducting handwriting instruction teachers should model the letter creation, followed by student describing the process
of forming the letter. Students will practice and evaluate their cursive handwriting.
Student Learning
Objective
Essential
Question Activities and Task Resources
Identify one’s personal
handwriting style.
Practice writing legibly in
other languages.
What is the
difference
between legibility
and personal
style?
Is your
handwriting
legible, why or
why not?
Apply: Cursive in the Real
World. Students will practice
their handwriting by rewriting
riddles and answers in cursive
on pages 54.
Model, Practice, Evaluate.
Students will evaluate their
own personal handwriting
style by the shape of their
writing.
Apply: Cursive in the Real
World. Students will practice
their handwriting by writing
legibly in other languages on
http://www.MyZBPortal.com
http://www.kidzone.ws/cursive/
http://www.artofmanliness.com/2014/12/16/improve-your-cursive-handwriting/
https://www.peterson-
handwriting.com/Publications/PDF_versions/ReviewAdvancedLessons.pdf
http://writeanalog.com/learning-cursive-handwriting/
http://www.k12reader.com/handwriting/cursive_practice_a_z.pdf
http://www.tvdsb.ca/webpages/craigg/language.cfm?subpage=157023
http://www.kidzone.ws/cursive/http://www.artofmanliness.com/2014/12/16/improve-your-cursive-handwriting/https://www.peterson-handwriting.com/Publications/PDF_versions/ReviewAdvancedLessons.pdfhttps://www.peterson-handwriting.com/Publications/PDF_versions/ReviewAdvancedLessons.pdfhttp://writeanalog.com/learning-cursive-handwriting/http://www.k12reader.com/handwriting/cursive_practice_a_z.pdfhttp://www.tvdsb.ca/webpages/craigg/language.cfm?subpage=157023
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Read a historical
document and transcribe
the hand-written text
using legible cursive
handwriting.
What is the shape,
size, spacing, and
slant of the
document’s
handwritten
words on pages
56 and 57?
page 55.
Model, Practice, Evaluate.
Students will evaluate their
own personal handwriting by
using the four Keys to
Legibility checklist on the
bottom of page 55.
Apply: Reading Historical
Documents. Students will
transcribe the handwritten text
using legible cursive
handwriting on pages 56 and
57.
Model, Practice, Evaluate.
Students will evaluate their
own cursive handwriting by
asking themselves the
following questions:
Did you write with correct
strokes so your letters have
good shape?
Are your letters the correct
size?
Did you use proper spacing?
Did you write with correct
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46 | P a g e
Complete an outline in
preparation for writing a
science essay.
What are some of
the most familiar
science topics?
slant?
Did you write with correct
strokes so your letters have
good shape?
Are your letters the correct
size?
Did you use proper spacing?
Did you write with correct
slant?
Apply:
Informative/Explanatory.
Students will complete an
outline based on a familiar
science topic on page 60.
Model, Practice, Evaluation.
Students will complete an
outline based on a familiar
science topic in preparation for
writing a science essay.
Students will use the
information from their outline
to write an
informative/explanatory essay
about a familiar science topic.
Students will evaluate their
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47 | P a g e
Write a science essay that
includes domain-specific
vocabulary and that
maintains a formal style.
What are some of
the domain-
specific
vocabulary words
specific to your
science topic?
science essay by asking
themselves the following
questions:
Did you from your letters
carefully so they are easy to
read?
Are your letters the correct
size?
Is there proper space between
each letter and word?
Did you use proper slant?
Apply:
Informative/Explanatory.
Students will use information
from their outline to write an
informative/explanatory essay
about a familiar science topic
on page 61.
Students will evaluate their
science essay that includes
domain-specific vocabulary
that maintains a formal style
by asking themselves the
following questions:
Does your writing have
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Complete a graphic
organizer in preparation
for writing an argument
essay.
Which is more
important: Talent
or hard work?
uniform forward slant?
Did you pull your downstrokes
in the proper direction?
Apply: Argument. Students
will complete a graphic
organizer in preparation for
writing an argument essay
with a claim, supporting
reasons, and evidence (facts or
examples) on page 62.
Model, Practice, Evaluate.
Students will evaluate their
graphic organizer with a
claim, supporting reasons, and
evidence (facts or examples),
by asking themselves the
following questions:
Did you from your letters
carefully so they are easy to
read?
Are your letters the correct
size?
Is there proper space between
each letter and word?
Did you use proper slant?
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Write an essay arguing
whether talent or hard
work is more important,
supporting the claim with
reasons and evidence
(facts or examples).
Write a short story that
includes real or imagined
experiences or events,
making sure to include
dialogue and a
conclusion.
What is an
argument essay?
What is a
transition? When
do we use
transitions?
Apply: Students will use the
information from their graphic
organizer to write an argument
essay. Students will introduce
their claim and organize their
reasons and evidence clearly
on page 63.
Model, Practice, Evaluate.
Students will evaluate their
argument essay and the shape
of their letters by asking
themselves the following
questions:
Does each letter have its own
clear shape?
Did you form your letters
using correct strokes?
Apply: Students will write a
narrative short story that
includes real or imagined
experiences or events.
Students will include dialogue
to develop characters on pages
64 and 65.
Model, Practice, Evaluate.
Students will evaluate the size
of their letters in their
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50 | P a g e
Complete a posttest and
assess year-long
improvement.
Have you
compared your
writing from the
beginning of the
year to now?
narrative by asking themselves
the following questions:
Do your tall letters not quite
reach the headline?
Are our short letters half as tall
as your tall letters?
Do your letters with
descenders go below the
baseline?
Evaluate: Posttest. Students
will read the poem,
“Metaphor.” Students will
then take part in a discussion
about the poem on page 66.
The following are questions
based on the poem: What is
the main metaphor, or
comparison, in the poem? Do
you think it is a good
description of life? Why or
why not? Do the lines rhyme?
Students will then write an
argument paragraph in which
they give a short description of
the poem’s message and tell
whether or not they liked the
poem and why on pages 66
and 67.
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51 | P a g e
Using Cursive writing
develop and organize
your writing in a way that
makes sense for the
audience and purpose by
using a triple column
graphic organizerin
preparation for an
explanatory/informational
essay.
Know how to write in
cursive to produce a
Are you writing
to prove
something?
How will cursive
writing enhance
the reader’s
experience?
How will you
organize your
writing?
Is there a graphic
organizer that can
assist you in your
writing?
Is there
information you
need to include?
Students will evaluate their
cursive handwriting by using
the four Keys to Legibility.
Students will discuss how their
writing has changed.
Teachers will meet
individually with students to
help them asses their progress.
Writing claims in cursive
using researched based articles
Prepare a speech in cursive
Note take in cursive in
preparation for your writing
Use of graphic organizers
cursive to complete your
writing
Reader’s Response Notebook
Journals
Blogging
Quick Writes
Interactive Writing
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52 | P a g e
logical, sequential
manner using proper
writing conventions.
Using cursive, develop
claims that are supported
by textual evidence.
Where will you
add that
information?
Culminating Assignment
Note: This culminating assignment should be completed in conjunction with the English Language Arts teacher.
In Language Arts class, we read the novel Before We Were Free by Julia Alvarez.
The setting for this novel is The Dominican Republic in the 1960's. Discuss the following before responding to each question in
essay form. The essay will be written in your best cursive handwriting. Remember all that you learned throughout this year
while practicing cursive writing.
1. Research the setting of The Dominican Republic in the 1960's and write a brief description of the area, its climate, the
primary means of livelihood, and its location within the world.
2. Do you think The Dominican Republic is a good choice for the setting of this novel? Why or why not?
3. How different do you think the Dominican Republic in the 1960's is from The Dominican Republic of today? Explain some
differences and similarities.
4. Examine three scenes in the novel and explain how the setting influences what happens in the action of those scenes.
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Zaner-Bloser Cursive Keys to Legibility
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