Content Standard: E. Processes of Writing and Speaking
Students will demonstrate the ability to use the skills and strategies of the writing process.
Common Assessment(s):

Performance Indicators Students will be able to:	Essential Elements			Suggested Performance Activities	Suggested Classroom Assessments	Vocabulary
1. Identify specific personal strategies, strengths, and weaknesses in writing, and use direct feedback from peers and teachers to revise and polish the content of their finished pieces.	Students will be able to identify the strengths and weaknesses of their writing based on Spandel's Six Traits Model. use feedback to revise their writing			.	.	ideas organization voice word choice fluency conventions
2. Use planning, drafting, and revising to produce, on demand, a well-developed, organized piece that demonstrates effective language use, voice, and command of mechanics.	Students will use their knowledge of the writing process to produce a piece based on the 6 traits.			.	.	.
3. Ask questions and apply personal interpretations in class discussion following speeches and oral presentations.	Students will formulate relevant questions and apply personal connections to their writing.			Gerplotz (Spandel) Taking the nonsense word "Gerplotz," students write an advertisement based on what they think geiplotz is. (see also ELA G3, 4, 5, 8, 10)	Students deliver an oral presentation to "sell" their gerplotz to peers.	audience purpose