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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


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Cursive in the Real World/Reading Historical Documents/Informative/Explanatory/Editorial/.Science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



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.artofmanliness.com/2014/12/16/improve-your-cursive-handwriting/


https://www.peterson-handwriting.com/Publications/PDF_versions/ReviewAdvancedLessons.pdf






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Review correct positions

for writing cursive; review

the basic strokes.


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


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?


Review uppercase and

lowercase cursive letters and

numerals 1-10 on the student

page.

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.


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)



Student Learning


Practice and master

lowercase cursive i

and t.


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.kidzone.ws/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.myzbportal.com/

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Practice and master

lowercase cursive u

and w.

Practice and master

lowercase cursive e

and l.


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:


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



questions:


to 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?


Students will practice writing

lowercase cursive b, h, and f on

page 11.

Model, Practice, Evaluate.



questions:


to the baseline?


Are all your letters the correct size?



lowercase cursive k, r, and s on

page 12.




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?



lowercase cursive j and p on page

13.




questions:

Do the loops of your j and p close

near the baseline?


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.




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.



lowercase cursive a and d on page

16.


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?



lowercase cursive g and o on page

17.



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?



lowercase c and q on page 18.




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.


words using legible manuscript

handwriting on page 19.


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.


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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.



questions:






correct spacing?


slant?

Apply: Students will write a

personal narrative using legible

handwriting on page 21.


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?


Students will practice and master

writing the lowercase cursive n and

m on page 22.


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?



lowercase cursive y and x on page

23.



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.



lowercase cursive v and z by asking



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.


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.


Write: Students will evaluate their

different types of joining by asking


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


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.



lowercase cursive letters by asking





correct spacing?


slant?

Apply: Students will write notes

using legible handwriting on pages

29.



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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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


Journals

Blogging

Quick Writes

Interactive Writing

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




Student Learning


Practice and master

uppercase cursive A

and O.

In what ways are the

letters alike? How

many pauses are in

O?



uppercase cursive A and O on page

32.



uppercase cursive A and O by


questions:

Did you pull your downstrokes in

the proper direction?


forward slant?




handwriting/






https://student.unsw.edu.au/note-taking-skills












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?



uppercase cursive D, C, and E on

page 33.



uppercase cursive letters D, C, and

E by asking themselves the


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.



sentences using the past tense of the

verb by asking themselves the





33 | P a g e

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?



correct spacing?


slant?

Apply: Students will complete

writing a short story on page 35.


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.



uppercase cursive N and M on page

36.



uppercase cursive N and M by


questions:

34 | P a g e

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?


as the model?

Are your diagonal strokes parallel?



uppercase cursive H and K on page

37.



uppercase cursive H and K by


questions:




Students will practice uppercase

cursive U, Y, Z on page 38.



uppercase cursive U, Y, and Z

letters by asking themselves the

35 | P a g e

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?


Are your short letters about half the

height of your tall letters?


as the model?



cursive letters V, W, and X on page

39.



uppercase cursive V, W, and X

letters by asking themselves the




Review: Students will complete

uppercase cursive letters N, M, H,

K, U, Y, Z, V, W, and X on page

40.


Students will evaluate their cursive

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



so your letters have proper shape?




correct spacing?


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.


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.


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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?


cursive I, J, and Q on page 42.



uppercase cursive letters I, J, and Q


questions:

Did you use consistent spacing

between your letters and words?

Is your writing easy to read?



cursive T and F on page 43.



uppercase cursive T and F by


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

38 | P a g e

Review uppercase

cursive, I, J, Q, T,

and F.

Why are the four

Keys to Legibility so

important?


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.


uppercase cursive letters I, J, Q, T,

and F on page 44.



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?




correct spacing?


slant?

39 | P a g e

Write a report using


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.


Students will evaluate their report

by focusing on the featured tips for

legible writing anchor chart.



cursive letters G, S, and L on page

46.



uppercase cursive G, S, and L by


questions:


forward slant?

Did you position your paper

correctly to help you achieve good

slant?



cursive P, R, and B on page 47.

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Practice and master

the different types

of joinings.

What is the

importance of

practicing joining

letters?



uppercase cursive letters P, R, and

B by asking themselves the

following questions: Do your letters

have correct slant?


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.


Students will evaluate their work on

the different types of joinings by


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?

41 | P a g e

Review uppercase

cursive G, S, L, P,

R, and B.

Write a report using


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?


uppercase cursive letters G, S, L, P,

R, and B on page 50.



uppercase cursive letters G, S, L, P,

R and B by asking themselves the



so your letters have proper shape?




correct spacing?


slant?

Apply: Students will write a report

using legible handwriting on page

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.


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.


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

43 | P a g e

writing has on your

essay.


Journals

Blogging

Quick Writes

Interactive Writing

44 | P a g e

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




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.



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
















45 | P a g e

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.



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.



own cursive handwriting by

asking themselves the


Did you write with correct

strokes so your letters have

good shape?

Are your letters the correct

size?

Did you use proper spacing?


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Complete an outline in

preparation for writing a

science essay.

What are some of

the most familiar

science topics?

slant?


strokes so your letters have

good shape?


size?

Did you use proper spacing?


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.


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?


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.


science essay that includes

domain-specific vocabulary

that maintains a formal style

by asking themselves the


Does your writing have

48 | P a g e

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.



graphic organizer with a

claim, supporting reasons, and

evidence (facts or examples),

by asking themselves the


Did you from your letters

carefully so they are easy to

read?


size?

Is there proper space between

each letter and word?

Did you use proper slant?

49 | P a g e

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.



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.


Students will evaluate the size

of their letters in their

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.

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?


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


Journals

Blogging

Quick Writes

Interactive Writing

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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