6+1 Traits of Writing Unit

By: Samantha Brandt

Unit overview
In this unit I have provided the lessons that I use in order to teach my
class the 6+1 traits of writing. These lessons may be used individually or as
a while unit. I teach these lessons at the beginning of the year with an
accompanying writing project. The rest of the school year I refer to these
lessons when we are writing. I will pull lessons for re-teaching as needed.
I designed this unit to be used with any writing project that the
instructor wants. I reference our Fractured Fairy-tale assignment but again
you can use whatever writing assignment works with your room.

Unit Objective:
Using the 6+1 traits of writing students will write a piece on a topic
given by the instructor with the instructors specifications.
Students will edit their own and a peers writing and prove that they
have contributed and made meaningful changes to their work.

Lesson 1 Ideas
Objective:
1. Students will identify main ideas and themes with 80% accuracy on a
teacher created test with paragraphs and stories written out.
2. Students will create their own list of ideas for a written assignment,
choose one and develop that idea
Montana Common Core Standards:
5th- W 5.3; W 5.4; W 5.9a
6th- W 6.3; W 6.4; W 6.9a
Materials:
-Notebook for each student
- Teacher created worksheets
- Graphic Organizers
Anticipatory set:
1. Begin lesson by asking students, what is an idea? What ideas have
you had before? Are there some ideas that are better than others?
Use examples from your own childhood. I find that sharing a funny
story about a bad idea from your past gets the kids engaged.
2. Pass out the idea journal/notebook.
Procedure:
1. Pass out the Idea trait worksheet and go over it. Discuss with the class
what ideas are in writing. What makes a good story? Write the
students responses to that question on the board or a large piece of
paper.
2. Read the book The Best Story by Eileen Spinelli. This story tells of a
little girl who is trying to find the answer to the question, what makes
a good story? Discuss what the protagonist found out compared to
what the class came up with.
3. Next introduce the idea journal. The idea journal is there for students
to jot down ideas for writing. As a class go over what makes a good
idea. For example writing down cat is not a well-developed idea, but
writing down a one eyed cat with three legs that is best friends with a
squirrel is more developed. I have my students record at least 4 ideas

4.

5.

6.

7.

in their journal a week. In your classroom you can have them record
as many as you want.
Switching gears speak with the class about finding the ideas in others
writing. The main idea is the main topic that is being written about.
How can we identify the main idea? What is the main Idea in Harry
Potter? Percy Jackson? (or any books you have read as a class)
a. Pass out main idea worksheet
Finally use this trait to begin your writing project. The kids will
generate at least 3 ideas for their fractured fairy-tales and begin to
develop these ideas. From those three ideas the students will choose
one to write about.
Students will then complete an outline for their fairytale. Have
students write down their setting, characters, which fairytale they are
fracturing, details that are changing and basic plot.
Conference with students about their ideas to make sure they are on
the right track.

Closure/Assessment:
Students will have several assignments for this lesson, the first will be
to write at least 4 ideas in their journal by the end of the week. The next
assignment will be to complete a main idea worksheet. I use a main idea
worksheet given to me by our English curriculum but you may create your
own. The final assignment is to complete a well-developed outline of a
fractured fairytale.

Lesson 2 Organization
Objective:
1. Students will identify the correct sequence of a story on an
assignment with 90% accuracy.
2. Students will demonstrate their knowledge of organization by
writing a paper that has a logical sequence
Montana Common Core Standard:
5TH- W 5.1; W 5.2a; W 5.3a; W 5.4
6th- W 6.1; W 6.2a; W 6.3a; W 6.4
Materials:
-

Organization Worksheet
Transitions Worksheet
Document Camera
Sequence Worksheet (teacher created or out of a workbook)

Anticipatory Set:
Begin by asking why organization is important? Why do we need
organization in life? In writing? How can we tell a piece of writing is well
organized? Record student responses on the board.
Procedure:
1. Using the document camera look at a story that is out of sequence.
Ask students to follow along with you as you read the story. Does it
make sense? Why not? Now we are going to put this story in an
order that makes sense. Then have the class put the story in the
correct order with you.
a. Pass out the sequence worksheet
2. Pass out the organization worksheet. How do you organize your
paper? Make sure you have an introduction, body and conclusion.
Provide thoughtful transitions in your paper.
a. Pass out transitions worksheet
i. This worksheet is a list of transitions to use so that the
students do not have to use the same ones over and
over. There will be a copy of this in the resource section
of my website.
3. Read the story Probuditi by Chris Van Allsburg. Discuss how the
author organizes their piece.

4. Students will then begin writing the first draft of their Fractured
Fairytale. Remind students that they need to keep in mind how their
story is organized. Does the story have a beginning, middle and
end? Are the elements of story included and presented in a logical
way?
Closure/Assessments:
Students will be assessed by a few different assignments. The first will
be completing a worksheet placing a story in the correct order. The second
assignment will be to complete the first draft of their fractured fairytale.

Lesson 3 Voice
Objective
1. Students will identify the authors voice and tone in at least 5 short
stories with 85% accuracy.
2. Students will demonstrate their own voice in a written piece with a
given topic.
Montana Common Core Standards:
5th- W 5.2d; W 5.3d; W 5.4; W 5.9a
6th- W 6.2d; W 6.3d; W 6.4; W 6.9a
Materials:
-

Voice Worksheet
Book Arnie the Doughnut: by Laurie Keller
Document Camera
Authors Tone worksheet

Anticipatory Set:
Brainstorm with students about what voice is? Can you hear an
authors voice? Record students response on the board or on a large piece
of paper.
Procedure:
1. Discuss what voice is/means. Is your thoughts clearly expressed? Is
the reader engaged in your writing? Keep the reader interested in the
topic. Encourage the reader to respond to the topic. Did you
demonstrate a sense of energy in your writing? Make sure your own
personality is in your writing!!!
a. Pass out voice worksheet
2. Read the book Arnie the Doughnut by Laurie Keller. Discuss how you
can hear the authors voice. Did the author include everything that is
on the voice worksheet that was passed out?
a. Pass out worksheet to identify authors voice and tone (note I
got my worksheet from our reading curriculum)
3. Have students look at their first draft of their story. They need to reread the draft and adjust it to make sure they are using the voice trait.
If there were places that needed clarification or if they needed to
adjust the writing to make it sound more like them then they will do so
and rewrite the draft.

a. Make sure students know that the most important part of

Voice is that the reader can hear THEIR voice!

Closure/Assessments:
Students will be assessed in two manners. The first will be the
worksheet where students need to identify the authors voice and tone. The
second assessments will be the second draft of the fractured fairytale. How
you grade each of these is up to you. I make all writing drafts worth 15
points. Worksheets are one point per problem.

Lesson 4 Word Choice

Objective:
1. Students will identify 3 synonyms of a word on a list that are more
descriptive and interesting.
2. Students will create a written paper on a given topic that will
contain descriptive language and interesting word choice without
repeating the same words over and over.
Montana Common Core Standard:
5th- W 5.2d; W 5.3c; W 5.4
6th- W 6.2d; W 6.3c; W 6.4
Materials:
-

Thesaurus; class set

Word Choice Worksheet
YouTube Video clip (link found in resources of my page)

Anticipatory Set:
Students will watch a YouTube video clip from the TV show Friends. In
this clip Joey tries to sound smart when writing a letter. As a result he writes
a letter than is extremely over the top with way too much academic
language. This video is a great way to review authors voice (does the letter
sound like Joey?) and a great way to introduce word choice. Discuss with the
kids how Joeys word choice was wrong? How could he have made it better?
Procedure:
1. What is word choice? What do I mean when I say word choice?
Introduce what students should consider when writing. For
example, provide a good use of everyday words. Use interesting
words and phrasing to hook your reader. Help the reader see the
topic by using creative and descriptive words. Did you choose words
that clarify and expand ideas? Remember to avoid using repeated
words or phrases.
a. Pass out Word Choice worksheet
2. Read the book Boris Ate a Thesaurus by Neil Steven Klayman.
Talk to the kids about what a thesaurus is? What can you find in
them? How are they useful to you?
a. Assign word list and have students write at least 3 synonyms
for each word

3. Students will read over their draft of their fractured fairytale for
word choice. Students will read their draft and find places that need
to improve. Drafts will be re-written.
Closure/Assessments:
Students will be assessed on two assignments. The first is the
assignments to demonstrate their ability to use a thesaurus and use
synonyms. The second assessment will be the students re-reading their draft
and correcting what needs to be corrected.

Lesson 5 Sentence Fluency

Objectives:
1. Students will identify and correct sentences that are run-ons and
fragments with 90% accuracy
2. Students will examine a paper authored by themselves and identify
and correct sentences that do not flow fluently.
Montana Common Core Standard:
5th- W 5.4; W 5.5
6th- W 6.4; W 6.5
Materials:
-

Sentence Fluency Worksheet

Sentence Fluency homework (teacher created)
Document Camera
Book The Wall by Eve Bunting

Anticipatory Set:
Begin the class by discussing what is sentence fluency? Are there any
examples? How can I tell if my writing has sentence fluency? What are some
non-examples? Record what students respond during the discussion on the
board.
Procedure:
1. Introduce what sentence fluency looks like in writing. For example
sentences are written so they can easily be read out loud and vary in
length. Sentences begin in different ways, use interesting language
and are creative. Awkward word patterns have been avoided.
a. Pass out Sentence Fluency worksheet
2. Using the document camera pull up a paragraph that was pre written.
Together as a class we will go over any corrections that can be made.
Students need to use the sentence fluency worksheet to help them
identify problem areas. Remind students that even though we are
fixing sentence fluency they still need to look for ways to improve the
paragraph with voice word choice etc.
a. Pass out assignment with correcting sentences
3. Read The Wall by Eve Bunting. Using the book have students identify
parts that where sentence fluency was excellent. If students are
having a hard time with this have certain parts mapped out ahead of

time so that you can point them out. While reading stop, pause and
point out when there is an example.
4. Students will end the lesson by looking at their rough draft and
correcting it for sentence fluency. Drafts will rewritten as needed.
Closure/Assessment:
Students will be assessed on their re-written drafts and the
assignment where students will correct sentences on a teacher created
worksheet.

Lesson 6 Conventions
Objectives:
1. Students will identify and use the editing marks in correcting a
paragraph given to them with 90% accuracy.
2. Students will criticize their and a peers paper using the editors
tools and marks with 90% accuracy.
Montana Common Core Standard:
5th- W 5.5
6th- W 6.5
Materials:
-

Book Twenty Odd Ducks

Conventions worksheet
Grammar Correction worksheets
Paragraphs to edit worksheet

Anticipatory Set:
Begin the lesson by handing out a correct the sentence grammar page
from a worksheet that I have in a workbook. Doing this will allow students to
refresh their memories on what common grammar mistakes are and how to
fix them. For example, capitalize proper nouns, run-on sentences,
punctuation etc. Go over the hand out as a class before introducing the
conventions traits.
Procedure:
1. Have a class discussion of the conventions of writing. When editing for
conventions you are looking for spelling, grammar. Does the piece flow
together? Does each paragraph make sense? Do you ramble or are
your ideas concise?
a. Pass out convention worksheet
2. Have students take notes on editing marks and how to use them. Pass
out reference sheet that has the editing marks and how to use them.
a. Hand out students homework. Worksheets will have paragraphs
that need editing. Worksheet is from the English curriculum at
my school but you can make your own.
3. Read the book Twenty Odd Ducks by Lynne Truss and Bonnie
Timmons. This book is a cute and funny example on why punctuation
is important. It is a great closing activity for the class.

4. Students will do one final revision of their paper looking for mistakes in
conventions. After this rewrite students will give there draft to a peer
to peer edit.
a. NOTE: How to structure a peer editing session is a
separate lesson
Closure/Assessment:
Students will be assessed on their performance on the editing
worksheet and on their rewritten draft of their fractured fairytale.

Lesson 7 Presentation
Objective:
1. Students will create an interesting way to present their writing
project including an interesting title and illustration to accompany
the story.
Montana Common Core State Standard:
5th- W 5.4; W 5.6
6th- W 6.4; W 6.6
Materials:
-

Presentation Worksheet

Anticipatory Set:
Begin the lesson my asking the students what presentation is? What
do they think it means? In any subject? In writing? Write responses on the
board.
Procedure:
1. Go over what the presentation means. Is your handwriting or type
easy to read? The spacing of words makes sense. If graphics or bullets
are used they are easy to understand.
a. Pass out Presentation worksheet
2. Students will write or type their final draft of their fractured fairytale.
Closure/Assessment:
Students will turn in their final copy of their written piece of literature.
Teachers will grade on the rubric that they created. I have included my
rubric that I created for fractured fairytales in my resource page.

NOTE: This lesson seems short because there is not much too it. This lesson
is used to finalize their written project that they have been working on for
the last lessons.