6+1 Traits Unit Assessment Plan

The 6+1 Traits writing model is imperative in helping students achieve high-quality
writing. Without trait-based instruction and assessment, writing will lack overall execution and
development. The 6+1 Traits include; Ideas, Organization, Voice, Word Choice, Sentence
Fluency, Conventions and Presentation. During this unit students will be tested on prior
knowledge of the 6-traits by taking a pre-test; this will assess current understanding of how the
traits apply to writing. The pre-test is out of fifty points and will serve as a summative grade
until students complete the post-test.
Over the course of this two week unit, students will explore each trait extensively through
instruction and application. Each lesson will provide trait information, specific trait vocabulary,
discussions, examples and application through activities and writing projects, which will all be
assessed using rubrics focused on the trait(s) being covered. Each lesson will concentrate on a
specific trait and will run the 52 minute class period. The tentative schedule for this unit is as
follows:
Day 1: Pre-test, Ideas
Day 2: Ideas
Day 3: Organization
Day 4: Organization
Day 5: Voice
Day 6: Voice/Word Choice
Day 7: Word Choice
Day 8: Sentence Fluency
Day 9: Conventions
Day 10: Presentation, Post-test
By the end of the two week unit, students will complete a 6-trait post-test focusing on all
the material learned throughout the course. They will finish with a new found knowledge of the
6+1 Traits model and how it is used effectively in writing. The post-test is out of fifty points and

will serve as the students final summative grade for this unit (unless the student scored better
on their pre-test, then that grade will be used).
Unit Objectives

Students will discuss traits and how they relate to writing, e.g., Ideas, Organization,
Voice, Word Choice, Sentence Fluency, Conventions and Presentation.
Students will define trait vocabulary, e.g., sequence, alliteration, theme, imagery, style,
etc.
Students will explore organizational techniques, e.g., sequence.
Students will list key characteristics of each trait, e.g., body, grammar, lead, engaging,
flowing, etc.
Students will identify voice for a variety of writing, e.g., summary, diary, directions,
rules, etc.
Students will identify literary devices in various texts, e.g., simile, metaphor,
personification, alliteration, etc.
Students will write using different forms and styles dependent on the trait(s) being
used.
Students will edit and revise passages using appropriate editing marks.
Students will rate example writing and personal writing on the Nebraska Department of
Education scoring guide.
Students will list ways they can efficiently use the 6-traits in their writing.
Students will examine the different leads used in expository writing.
Students will recognize grammatical errors in writing examples.
Students will select topics for personal writing.
Students will evaluate their classmates portfolios.
Students will create a portfolio of personal writing samples showcasing the 6-traits.

Name:__________________________

/50

6-Traits Exam

Period:_________

Part I: 18 pts.
Below are characteristics found within each of the 6-Traits of Writing. Place each characteristic from the word bank in the
corresponding (correct) column. Example: Spelling would be placed in the conventions column.
WORD BANK: word pictures, body, descriptive, enthusiastic, flowing, fresh vocabulary, grammar, lead, narrow topic,
strong support, perspective, proofreading, punctuation, sequence, smooth, engaging, transitions, focused

Ideas

Organization

Voice

Word Choice

Fluency

Conventions

Part II: 10 pts.

Below is a passage with 10 errors in it. Please use appropriate editing marks.
Like the giant squid, gulpers an viper fish live deep in the ocean where its very dark They attract
there prey with lights one their bodies. When a curious creature comes close too a gulpers
glowing tail, the animal is gulped right down. With their huge jaws, gulpers and viper fish can
swallow animals more big than themselvess. With a mouth that size, who needs a Lunchbox?
Part III: 5 pts.
Choose which voice is in each selection. Use the list of options to help you.
Options: research paper, summary, diary, directions, rules, newspaper story, novel segment, travel brochure.
1.

____________________ Outside, with the night finally turning coal black above her head, Tally instantly felt better.
Maybe this was a stupid plan, but anything was better than another night awake in bed feeling sorry for herself. On the
familiar leafy path down to the waters edge, it was easy to imagine Peris stealing silently behind her, stifling laughter,
ready for a night of spying on the new pretties. Together. She and Peris had figured out how to trick the house minder
back when they were twelve, when the three-month difference in their ages seemed like it would never matter.

2.

____________________ Remove chicken from marinade and shake off excess; discard remaining marinade. Cook
chicken on the preheated grill approximately 5 to 7 minutes per side, or until the juices run clear and there are no signs
of pink in the meat.

3.

____________________ The moment your toes touch sand and your gaze meets water, you know youre in The Islands
of the Bahamas. Its the comfortable ease, the instant sense of belonging. Its finding that your departure from everyday
life is also your arrival at an extraordinary place within yourself. Welcome.

4.

____________________ What weighs about three pounds but has more parts than there are starts in the Milky Way
galaxy (Flieger)? What fills the space occupied by only three pints of milk yet includes components that, laid end to end,
would stretch several hundred thousand miles (Diagram 19)? What looks like an oversized walnut made of soft,
grayish-pink cheese but contains the equivalent of 100 trillion tiny calculators (Restak, Brain 27)? What, according to

James Watson, co-discoverer of the helical structure of DNA, is the most complex thing we have yet discovered in our universe? To all four of these intriguing questions there is but one surprising answer: the human brain.
5. ____________________ Ah, Im so frustrated with Katie. She thinks she knows everything. Not only that, but she is snoopy
and wants in everybodys business. She just needs to mind her own. She is going out with Kevin, what more does she want?
And, mom is going to flip over my math score. I hate math. I hate numbers. I am beginning to hate school. But, then, I think
about English class. I have the best view...two seats behind Anthony Michael Harris. What could be better? Hopefully
tomorrow is a good day. The dance should be interesting! Signing off for now.
Part IV: 1 pts.
Using the information below, put the meal selection in order from first to last.
When I was younger, my mom and dad used to make me eat everything on my plate. I remember in 2nd grade, I got
sick after eating chicken pot pies. I hated them. In high school, I began to like more a larger variety of foods including
tuna and noodles. My favorite dish in college was grilled salmon which reminded me of kindergarten when we ate
fish sticks all the time. Now, as an adult, I love just about anything, but I look forward to pasta night the most!
_____ pasta night
_____ grilled salmon
_____ fish sticks
_____ tuna and noodles
_____ chicken pot pies
Part V: 6 pts.
Decide whether each example is a simile (S), metaphor (M), or personification (P).
_____ 1. He drank the glass of water like a camel in a desert.
_____ 2. The thunder grumbles like an old man.
_____ 3. Our cranky neighbor was a walking hurricane when he found his garden had been ruined.
_____ 4. Playing chess with Ashely is like trying to outsmart a computer.
_____ 5. Jill didnt realize her last chance was walking out the door.
_____ 6. The wind howled its mighty objection.
Part VI: 10 pts.
Write a short descriptive paragraph using 6-Trait Writing; Ideas, Organization, Voice, Fluency, Word Choice, and Conventions.

6+1 Traits Unit

Teacher: Ashley Abegglen
Class: Language Arts 8
Date: Week One/Day One
Objective(s):
Nebraska State Standards
The students will discuss word choice.
LA 8.1.5
The students will define trait vocabulary.
LA 8.2.1
The students will decide if PowerPoint examples use
LA 8.3.1
good/bad word choice.
LA 8.3.2
The students will list ways they will use efficient word choice.
The students will write a story using verbal imagery.
Vocabulary Development: word choice, imagery, figurative language, simile, metaphor, personification,
alliteration, onomatopoeia.
Vocabulary will be listed on the board for student convenience.
Class Activities: 6+1 Traits: Word Choice/Vocabulary
Transition Into Lesson: Attendance will be taken along with a daily prep grade (students should
have a pencil and paper) in Pinnacle. Discussion questions for 6-Traits: Word Choice will be written on
the board.
What is Word Choice?
How is it used in writing?
All students will write answers/opinions on the board, and then we will have a short group discussion.
Motivations, Teacher/Student Interaction(s) or methods:
Word Choice PowerPoint including definition, activity, and examples.

WORD CHOICE
6-Traits

According to the Nebraska Department of Education scoring guide how

would you rate word choice in this example?
What could be done in this example to make word choice better?
How will you use efficient word choice in your writing? List ways.

After exploring word choice, students will complete a descriptive story using verbal
imagery; simile, metaphor, personification, alliteration, onomatopoeia. Figurative
language will be highlighted in typed final drafts, and handed in at the end of class.
Special Materials Needed/Distribution and Collection:

Verbal Imagery
Special Technology Needed/Special Setup: computer, elmo, computer lab
Other-Field Trips, Speakers, Correlations With Other Teachers, etc.: Not needed
Considerations for Challenged Students: Resource assistant available during class
activities.
Considerations for Gifted/Talented Students: Students will be asked to use two
of each kinds of figurative language in their verbal imagery paper.
Assessment:
Formative: Discussion, observation, verbal imagery paper.
Summative: Not needed.
Transition Out Of Lesson: Hand in stories.

All lessons, resources, and assignments are available on class website (Google Sites).

6+1 Traits Unit

Teacher: Ashley Abegglen
Class: Language Arts 8
Date: Week One/Day Two
Objective(s):
Nebraska State Standards
The students will discuss sentence fluency.
LA 8.1.5
The students will define trait vocabulary.
LA 8.2.1
The students will decide if PowerPoint examples use
LA 8.3.1
good/bad sentence fluency.
LA 8.3.2
The students will list ways they will use efficient sentence
fluency.
The students will complete sentence fluency revision sheet.
Vocabulary Development: sentence fluency, fragments, run-on, style, rhythm.
Vocabulary will be listed on the board for student convenience.
Class Activities: 6+1 Traits: Sentence Fluency/Vocabulary
Transition Into Lesson: Attendance will be taken along with a daily prep grade (students should
have a pencil and paper) in Pinnacle. Discussion questions for 6-Traits Sentence Fluency one will be
written on the board.
What is Sentence Fluency?
How is it used in writing?
All students will write answers/opinions on the board, and then we will have a short group discussion.
Motivations, Teacher/Student Interaction(s) or methods:
Sentence Fluency PowerPoint including definition, activity, and examples.

Sentence Fluency
6-Traits

According to the Nebraska Department of Education scoring guide how

would you rate sentence fluency in this example?
What could be done in this example to make sentence fluency better?
How will you use efficient sentence fluency in your writing? List ways.

After exploring sentence fluency, students will complete a sentence fluency sheet
that helps build revision skills. We will go over some examples, and students will
hand in finished sheets at the end of class.
Special Materials Needed/Distribution and Collection:

Sentence Fluency sheet

Special Technology Needed/Special Setup:
Other-Field Trips, Speakers, Correlations With Other Teachers, etc.: Not needed
Considerations for Challenged Students: Resource assistant available during class
activities.
Considerations for Gifted/Talented Students: Students will write a story using
the sentences they complete on the sentence fluency sheet.
Assessment:
Formative: Discussion, observation, sentence fluency sheet.
Summative: Not needed.

Transition Out Of Lesson: Hand in sentence fluency sheet.

All lessons, resources, and assignments are available on class website (Google Sites).

Explanation of Assessment Plan:

This assessment plan is based on the 6+1 Traits unit. The students will complete a pretest and post-test containing the same questions to measure the growth of understanding
throughout the unit. Students will also complete formative assessments, which will be graded
by discussion, observation, completion of assignments, and rubrics for writing projects. The
summative assessment reflects the objectives listed for the unit. These objectives will be
reached through the daily lessons, which contain trait information, specific trait vocabulary,
discussions, examples and application through activities and writing projects. The pre-test and
post-test summative will be worth fifty points and serve as a summative grade the highest
grade between the pre/post-test will be used for each student. What students will expect to
see on the summative test is 6-trait questions in a variety of forms including; fill in the blank,
making corrections, sequence, matching, and short answer. All students will have the 52 minute
class period to complete the test, if any student should need more time they will need to come
in after school to complete it. Make-up tests will also need to be done before/after school. The
main goal for this unit is to familiarize students with the 6-traits and apply that knowledge to
their writing.