interdisciplinary writing unit danielle tapp read 7140 maymester 2008
TRANSCRIPT
Interdisciplinary Writing Unit
Danielle TappREAD 7140
Maymester 2008
Introduction
• Grade level4th
• GenreExpository Writing
• Content area Connection Social Studies
•American Indians
Georgia Writing Assessment
• 5th Grade writing test
• Evaluates student’s response to an assigned prompt.
• Students have 120 minutes to write essays.
• Based on writing part of Georgia language arts curriculum.
• Scored by trained raters throughout the state.
Georgia Writing Assessment
• Prompts cover the following genres of writing:InformationalPersuasive‘Narrative
Georgia Writing Assessment
• Analytic Scoring4 Domains
•Ideas•Organization•Style•Conventions
Pre-assessment prompts
• Used to determine students’ current performance
• Used to help set writing goals
• Teacher will introduce pre-assessmentStudents will choose a prompt
from a list of promptsWrite from the perspective of a
newspaper reporter
Pre-assessment prompts
• List of prompt choices:Write an article about what you
think is the greatest invention of all times? Why?
Write an article about what qualities are needed to be a firefighter? What characteristics should he or she have?
Write an article explaining how you should get along with your teacher. Share it with younger students.
Pre-assessment promptsThe local newspaper is having a
“Good Citizen” contest. Write an article and explain what a good citizen should act like.
In a article to be read by your classmates, explain the steps needed for a seed to germinate and complete it’s life cycle.
The Writing Process
• Prewriting
• Drafting
• Revising
• Editing
• Publishing
Prewriting
Prewriting• Grouping options related to the
teacher’s instructional needs:Practice Activity – whole group
instruction will be used to complete class graphic organizer
Assessment Activity – students will complete individual graphic organizers independently
Prewriting• Grouping options related to students’
needs:Developmental – students will be
placed near the teacher during whole group instruction for additional support
Cultural – students will work in pairs to provide extra support during activities
Linguistic – students will work in pairs to provide extra support during activities
Prewriting
• Instructional procedures for the stage of writing:First and most important stage
of writing processOrganize thoughts on a
graphic organizer•Use short phrases•Do not worry about punctuation and spelling
Prewriting
Pick a topic•Arctic (Inuit) American Indians
Format•5 paragraphs with a beginning, middle, and end
•Introduce topic•Include vivid details•Support opinion with facts•Summarize
Prewriting
Form•Newspaper article
Audience•Classmates, parents, pen pals, etc.
Purpose•Inform and entertain audience
Prewriting
• Practice activity - students will complete a graphic organizer as a class
• Assessment activity - students will complete a graphic organizer individually
Prewriting
• ModelingStudents will complete a class
story map using the Smartboard•Shared pen technique•Topic - Arctic (Inuit) American Indians use of sled dogs
Teacher will go over each section•Use short phrases•Do not worry about punctuation and spelling
Prewriting
• ModelingWill be provided an Inuit sled
dog information sheet Teacher provide reinforcement
and feedback about the completed graphic organizer
Leave completed graphic organizer on Smartboard during assessment activity
Prewriting Graphic Organizer
Who is in the story?
When did the storytake place?
How did it happen?
What happened in the story?
Where did it take place?
Why is this topic important?
Five Ws and One HAuthor_________________Title___________________Reporters make sure their newsarticles have the five Ws and one H (who, what, when, where,and why plus how). Use your topic and fill in the informationbelow.
Topic
Tapp, D. (2008). Five ws and one h. Unpublished Graphic Organizer, Valdosta State University, Valdosta, Georgia.
Inuit Sled Dog Information SheetI nuit Sled Dogs
1. On land, the I nuit used dog sleds, called qamutik, f or transportation.
2. The husky dog breed comes f rom I nuit breeding of dogs f or transportation.
3. A team of dogs in either a tandem/ side-by-side or f an f ormation would pull a sled made of wood or animal bones, over the snow and ice.
4. They used stars to navigate at sea and landmarks to navigate on land.
5. Where there were no natural landmarks, the I nuit would build an pile of stones called an inukshuk.
6. During the summer, sled dogs became pack animals, dragging up to 44 lbs of baggage.
7. I n the winter, they pulled the sled and yearlong they assisted with hunting by sniffi ng out seal's holes and pestering polar bears.
8. They loyally protected the I nuit villages by barking at bears and strangers.
9. The I nuit generally f avored and tried to breed the most striking and handsome of dogs, especially ones with bright eyes and a healthy coat.
10. Common husky dog breeds used by the I nuit were the Canadian Eskimo Dog the Greenland Dog, the Siberian Husky and the Alaskan Malamute.
11. When the dog was newborn, the I nuit would perf orm rituals on the dog to give the pup f avourable qualities.
12. I ts legs were pulled to make it grow strong and its nose was poked with a pin to enhance its sense of smell.
Hamilton, M. & Hamilton, S. (1998). Sled dog central. Retrieved May 26, 2008, from http://www.sleddogcentral.com/inuit.htm.
Prewriting
• Assessment activityIndividually complete a
graphic organizerWill be provided a list of
remindersWill be provided an Inuit
information sheetWill be scored using teacher’s
scoring guide
Prewriting Graphic Organizer
Who is in the story?
When did the storytake place?
How did it happen?
What happened in the story?
Where did it take place?
Why is this topic important?
Five Ws and One HAuthor_________________Title___________________Reporters make sure their newsarticles have the five Ws and one H (who, what, when, where,and why plus how). Use your topic and fill in the informationbelow.
Topic
Tapp, D. (2008). Five ws and one h. Unpublished Graphic Organizer, Valdosta State University, Valdosta, Georgia.
Prewriting List of RemindersList of Reminders for
Prewriting A Newspaper Article
1. Fill out the author (you) and the title
information. 2. * REMEMBER * you do not use complete
sentences when you are fi lling out your graphic organizer.
3. Fill out each section of the graphic organizer
with f acts about your topic. 4. Make sure to use true f acts about your topic.
5. Give at least 3 details about your topic in each
section. 6. Be creative and include interesting details.
Tapp, D. (2008). List of reminders for prewriting a newspaper article. Unpublished Checklist, Valdosta State University, Valdosta, Georgia.
Inuit Information Sheet
Arctic (I nuit) American I ndians
1. Hunters who fi sh and hunt whale, walrus, and seal by kayak, boat, or by waiting at airholes the seals make in the ice.
2. Use igloos as hunting or emergency shelters. 3. Make use of animal skins in their clothing. 4. Dog sleds, known as qamutiit, are used f or travel pulled
by I nuit Sled Dogs. 5. I n I nuktitut, the language of the I nuit people, "I nuit"
means "the people". 6. The men are traditionally hunters of seals, whales,
walrus, and caribou, using harpoons, canoes, dogs, and sleds.
7. Fishing is also important. 8. The women take care of the children, clean the house
and cook. 9. Made knives out of walrus ivory. 10.Clothes and f ootwear were made f rom animal skins, sewn together using needles made f rom animal bones and threads made f rom other animal products. 11.Lived in temporary shelters made f rom snow in winter 12.During the f ew months of the year when temperatures were above f reezing, they lived in tents made of animal skins and bones.
Inuit. (2008). Retrieved May 26, 2008, from http://en.wikipedia.org/wiki/Inuit.
Prewriting Scoring GuideRubric for Expository Prewriting Stage Grade level 4th__________ Name of student_ _________________________
Graphic Organizer
Student Exceeded
PLO
Student Met PLO
Student Partially Met
PLO
Student Did Not Meet PLO
Topic - Stated -Provided three details
- Stated -Provided two details
- Stated or -Provided one detail
- Not stated -Did not provide details
Who - Stated -Provided three details
- Stated -Provided two details
- Stated or -Provided one detail
- Not stated -Did not provide details
When - Stated -Provided three details
- Stated -Provided two details
- Stated or -Provided one detail
- Not stated -Did not provide details
What - Stated -Provided three details
- Stated -Provided two details
- Stated or -Provided one detail
- Not stated -Did not provide details
Where - Stated -Provided three details
- Stated -Provided two details
- Stated or -Provided one detail
- Not stated -Did not provide details
Why - Stated -Provided three details
- Stated -Provided two details
- Stated or -Provided one detail
- Not stated -Did not provide details
How - Stated -Provided three details
- Stated -Provided two details
- Stated or -Provided one detail
- Not stated -Did not provide details
Structure -Stated author -Stated title -Used short phrases
Did two of the following: -Stated author -Stated title -Used short phrases
Did one of the following: -Stated author -Stated title -Used short phrases
Did not state author, title or use short phrases
Tapp, D. (2008). Rubric for expository prewriting stage. Unpublished Rubric, Valdosta State University, Valdosta, Georgia.
Prewriting
• Accommodations and/or ModificationsDevelopmental needs – allowed
additional time to complete graphic organizer, use of appropriate assistive technology devices (i.e., slant board, pencil grip)
Cultural needs – provided additional resources (i.e., news article example, websites, books), paired with peer for support
PrewritingLinguistic needs – simplified and
explained instructions with one on one instruction, speak clearly and slowly and repeat as needed, provide written instructions, Spanish/English thesaurus, paired with peer for support
Drafting
Drafting
• Grouping options related to the teacher’s instructional needs:Practice Activity – whole group
instruction will be used to complete class rough draft
Assessment Activity – students will complete individual rough draft independently
Drafting• Grouping options related to students’
needs:Developmental – students will be
placed near the teacher during whole group instruction for additional support
Cultural – students will work in pairs to provide extra support during activities
Linguistic – students will work in pairs to provide extra support during activities
Drafting
• Instructional procedures for the stage of writing:Second stage of writing processTake ideas and put them on
paper•Use information from graphic organizer
•Do not worry about punctuation and spelling
Drafting
• Instructional procedures for the stage of writing:Format
•Label “draft” at the top of paper• Skip lines (easier to edit)•Introduce topic•Write a paragraph for each important fact (3 paragraphs)
•Summarize
Drafting
• Practice activity - students will complete a rough draft using a graphic organizer as a class
• Assessment activity - students will individually complete a rough draft using their graphic organizer
Drafting
• Assessment activityIndividually complete a rough
draftWill be provided a list of
reminders and a handy reminder sheet
Will be scored using teacher’s scoring guide
List of RemindersList of Reminders for Drafting
A Newspaper Article
1. Set up your paper by labeling it “draf t” in the corner of your paper.
2. Put the title of your story on the top line.
3. Skip a line and write your name as the author.
4. Mark every other line with and X to remind you
not to write on those lines.
5. Be sure to label every page of your rough draf t with your name and the page number.
6. Write f rom the viewpoint of a newspaper
reporter.
7. Stay on topic and include inf ormation f rom your graphic organizer.
8. * REMEMBER * Do not f ocus on spelling and punctuation when you are writing your rough draf t. Focus on the content, which is the inf ormation on your graphic organizer.
Tapp, D. (2008). List of reminders for drafting a newspaper article. Unpublished Checklist, Valdosta State University, Valdosta, Georgia.
Handy Reminders
Give Me Five! Write five paragraphs about your topic.
Thumbs Up! Write an introductory paragraph that grabs your reader’s attention and makes them want to keep reading. You will have a topic sentence and at least three supporting sentences. This is the “beginning” of your essay.
Three Points! Your next three paragraphs will make three diff erent points about your topic. They are the “middle” of your essay.
Close! Write your closing by summarizing everything you have written. This is the “end” of your essay.
Tapp, D. (2008). Handy reminders. Unpublished Reminder Sheet, Valdosta State University, Valdosta, Georgia.
Scoring GuideRubric for Expository Drafting Stage Grade level:_4th______ Name of student _______________________________________________
Exceeded PLO
Met PLO
Partially Met PLO
Did Not Meet PLO
Topic -Stayed on topic throughout draft
-Stayed on topic more than half of the draft
- Stayed on topic less than half of the draft
-Did not stay on topic
Point of View – a newspaper
reporter
Throughout draft
More than half of the draft
Less than half of the draft
Did not write from the viewpoint of a reporter
Labeled Paper “Draft”
Yes
No
Marked every other line “X”
Yes
No
Skipped Lines
Yes
No
Complete Sentences
Yes Some complete sentences
No
Use of graphic organizer in
drafting
Used all ideas and/or supporting details
Used six ideas and/or supporting details
Used three ideas and/or supporting details
Did not use any ideas or supporting details
Format Requirements -
article
Throughout draft
More than half of the draft
Less than half of the draft
Did not write in the format of an article
Tapp, D. (2008). Rubric for expository drafting stage. Unpublished Rubric, Valdosta State University, Valdosta, Georgia.
Drafting
• Accommodations and/or ModificationsDevelopmental needs – allowed
additional time to write rough draft using graphic organizer, use of appropriate assistive technology devices (i.e., slant board, pencil grip)
Cultural needs – provided additional resources (i.e., news article example, websites, books), paired with peer for support
DraftingLinguistic needs – simplified and
explained instructions with one on one instruction, speak clearly and slowly and repeat as needed, provide written instructions, Spanish/English thesaurus, paired with peer for support
Revising
Revising
• Grouping options related to the teacher’s instructional needs:Practice Activity – whole group
instruction will be used to revise the class rough draft
Assessment Activity – students will work in pairs to revise their rough drafts
Revising• Grouping options related to students’
needs:Developmental – students will be
placed near the teacher during whole group instruction for additional support.
Cultural – students will work in pairs to provide extra support during activities.
Linguistic – students will work in pairs to provide extra support during activities.
Revising
• Instructional procedures for the stage of writing:Third stage of writing processRereading your writing
•Make a copy and label “revision”•Correct mistakes using a different color pen
•Add, replace, remove, and/or rearrange text
Revising
• Instructional procedures for the stage of writing:Wait 2 – 3 days to rereadRefine content and ideasRead word by wordMake notes, questions, and
changes
Revising
• Ways to change your rough draft:ARRR
•A – adding•R – replacing•R – removing•R - rearranging
Revising
• Practice activity - students will revise class rough draft
• Assessment activity - students will be grouped in pairs to revise their own rough drafts
Revising
• Assessment activityGrouped in pairs to revise
rough draftsWill be provided a list of
remindersWill be provided proofreading
marksWill be scored using teacher’s
scoring guide
List of RemindersList of Reminders for Revising
A Newspaper Article
1. Reread your article to a partner. 2. Have your partner give you at least one compliment about
your article. 3. Have your partner give you suggestions about how you can
change your article. 4. Listen to your partner read his/ her article. 5. Give your partner one compliment about his/ her article. 6. Give your partner suggestions about how he/ she can change
his/ her article. 7. Stayed on topic. 8. Made sure my information was organized. 9. Used ARRR to revise my rough draf t.
A – adding R – replacing R – rearranging R – removing
10. WOWed your audience.
Tapp, D. (2008). List of reminders for revising a newspaper article. Unpublished Checklist, Valdosta State University,
Valdosta, Georgia.
Proofreader Marks
GTO CalComp. (n.d.) Proofreader’s Marks. Retrieved May 22, 2007, from the GTO CalComp Web site: http://www.gtcocalcomp.com/erc/interwritebackgrounds/proofreader_marks.gif
Scoring GuideRubric for Expository Revising Stage Grade level:_4th______ Name of student _______________________________________________
Exceeded PLO
Met PLO
Partially Met PLO
Did Not Meet PLO
Worked well with
partner Yes Most of the
time No
Topic
Stayed on topic throughout the article
Stayed on topic more than half of the article
Stayed on topic less than half of the article
Did not stay on topic
Included Additions
Yes No
Replaced Information
(where needed)
Yes No
Rearranged Information
(where needed)
Yes No
Removed Information
(where needed)
Yes No
Organization
Information was organized
Information was not organized
WOWed Audience
Included interesting information
Did not include interesting information
Tapp, D. (2008). Rubric for expository revising stage. Unpublished Rubric, Valdosta State University, Valdosta, Georgia.
Revising
• Accommodations and/or ModificationsDevelopmental needs – allowed
additional time to revise rough drafts, use of appropriate assistive technology devices (i.e., slant board, pencil grip)
Cultural needs – provided additional resources (i.e., news article example, websites, books), paired with peer for support
RevisingLinguistic needs – simplified and
explained instructions with one on one instruction, speak clearly and slowly and repeat as needed, provide written instructions, Spanish/English thesaurus, paired with peer for support
Editing
Editing
• Grouping options related to the teacher’s instructional needs:Practice Activity – whole group
instruction will be used to edit the revised draft
Assessment Activity – students will work in pairs to edit their revised drafts
Editing• Grouping options related to students’
needs:Developmental – students will be
placed near the teacher during whole group instruction for additional support.
Cultural – students will work in pairs to provide extra support during activities.
Linguistic – students will work in pairs to provide extra support during activities.
Editing
• Instructional procedures for the stage of writing:Fourth stage of writing processEditing your writing
•Proofread•Correct mechanical mistakes
Editing
• Instructional Procedures for the stage of writing:Wait 2 – 3 days to editProofreadRead word by wordUse proofreader’s marksMark corrections with a
different color pen
Editing
• Proofreading for:Spelling CapitalizationPunctuationParagraph formation
Editing
• Practice activity - students will edit the class revised draft
• Assessment activity - students will be grouped in pairs to edit their revised drafts
Editing
• Assessment activityGrouped in pairs to edit their
revised draftsWill be provided a list of
remindersWill be provided proofreader
marksWill be scored using teacher’s
scoring guide
List of RemindersList of Reminders for Editing
A Newspaper Article
1. Reread your article. 2. Use a diff erent color pen.
3. Make corrections using your proof reader’s marks. 4. Switch articles with your partner. 5. Read your partner’s article
6. Give your partner one compliment about his/ her article.
7. Give your partner suggestions about how he/ she can edit
his/ her article.
8. Capitalization: Proper nouns are capitalized Beginning of sentences are capitalized
9. Punctuation:
Ending punctuation is used correctly Commas are used correctly (date, city & state, commas in a series) Apostrophes are used correctly (contractions)
10. Correct misspelled words. Tapp, D. (2008). List of reminders for editing a newspaper article. Unpublished Checklist, Valdosta State University,
Valdosta, Georgia.
Proofreader Marks
GTO CalComp. (n.d.) Proofreader’s Marks. Retrieved May 22, 2007, from the GTO CalComp Web site: http://www.gtcocalcomp.com/erc/interwritebackgrounds/proofreader_marks.gif
Scoring GuideRubric for Expository Editing Stage Grade level:_4th______ Name of student _______________________________________________
Met PLO
Partially Met PLO
Did Not Meet PLO
Worked well with
partner Yes Most of the time No
Gave partner Compliment / Suggestions
Yes Gave compliment or suggestion
No
Used Different Color Pen
Yes No
Proofreader’s Marks
Used Did not use
Capitalized Proper Nouns
Yes Some are capitalized
No
Capitalized Beginning of
Sentences
Yes Some are capitalized
No
Ending Punctuation
Used correctly Used correctly some of the time
Did not used correctly
Commas in Dates Used correctly Used correctly some of the time
Did not used correctly
Commas in City and State
Used correctly Used correctly some of the time
Did not used correctly
Commas in a Series
Used correctly Used correctly some of the time
Did not used correctly
Apostrophes in Contractions
Used correctly Used correctly some of the time
Did not used correctly
Spelling Corrected spelling Corrected some spelling
Did not correct spelling
Paragraph Format
Used correct paragraph format
Did not used correct paragraph format
Tapp, D. (2008). Rubric for expository editing stage. Unpublished Rubric, Valdosta State University, Valdosta, Georgia.
Editing
• Accommodations and/or ModificationsDevelopmental needs – allowed
additional time to edit revised draft, use of appropriate assistive technology devices (i.e., slant board, pencil grip)
Cultural needs – provided additional resources (i.e., news article example, websites, books), paired with peer for support
EditingLinguistic needs – simplified and
explained instructions with one on one instruction, speak clearly and slowly and repeat as needed, provide written instructions, Spanish/English thesaurus, paired with peer for support
Publishing
Publishing
• Grouping options related to the teacher’s instructional needs:Practice Activity – whole group
instruction will be used to publish class article
Assessment Activity – students will work in individually to publish their article
Publishing• Grouping options related to students’
needs:Developmental – students will be
placed near the teacher during whole group instruction for additional support.
Cultural – students will work in pairs to provide extra support during activities.
Linguistic – students will work in pairs to provide extra support during activities.
Publishing
• Instructional procedures for the stage of writing:Fifth and final stage of writing
processCopy article in final formUse handwriting skillsDo not skip lines
Publishing
• Instructional procedures for the stage of writing:Include editing correctionsUse pictures where neededShare published piece with
others
Publishing
• Practice activity - students will publish class article and share with another class
• Assessment activity - students will publish their article individually
Publishing
• Assessment activityStudents will publish articles
individuallyWill be provided a list of
remindersWill be scored using teacher’s
scoring guide
List of Reminders
List of Reminders for Publishing A Newspaper Article
1. Copy article in fi nal f orm.
2. Use handwriting skills.
3. Do not skip lines.
4. I nclude corrections f rom your editing.
5. Use pictures to go with your article.
6. Share your published piece with others.
Tapp, D. (2008). List of reminders for publishing a newspaper article. Unpublished Checklist, Valdosta State University, Valdosta, Georgia.
Scoring GuideRubric for Expository Publishing Stage Grade level:_4th______ Name of student _______________________________________________
Met PLO
Partially Met PLO
Did Not Meet PLO
Final Form Copied article in
final form Did not copy article
in final form Handwriting Legible Legible some of
the time Illegible
Did Not Skip Lines
Yes No
Included Corrections from
Editing
Yes Included some corrections
No
Pictures
Included pictures Did not include pictures
Published Piece Shared with others Did not share with others
Tapp, D. (2008). Rubric for expository publishing stage. Unpublished Rubric, Valdosta State University, Valdosta, Georgia.
Publishing
• Accommodations and/or ModificationsDevelopmental needs – allowed
additional time to publish newspaper article, use of appropriate assistive technology devices (i.e., slant board, pencil grip)
Cultural needs – provided additional resources (i.e., news article example, websites, books), paired with peer for support
PublishingLinguistic needs – simplified and
explained instructions with one on one instruction, speak clearly and slowly and repeat as needed, provide written instructions, Spanish/English thesaurus, paired with peer for support