interdisciplinary writing unit: writing within language arts tracie wrye read 7140
TRANSCRIPT
Interdisciplinary Writing Unit:Writing Within Language Arts
Tracie Wrye
READ 7140
5th GradeContent Area
Reading and Language Arts
Modes of Writing
Expository and Persuasive
Stages of Writing ProcessStage 1: Prewriting getting-ready to write 70% of writing time brainstorming Use graphic organizers
Stage 2: Drafting forming ideas into complete sentences Ideas down Neatness not an issue
Stage 3: Revising Meet needs of the audience
changing, adding, deleting, and rearranging content of draft
Stage 4: Editing Students proofread and reread Pay attention to form Neatness matters
Stage 5: Publishing Rewrite piece in best handwriting Share
Grouping When grouping teacher will consider level of ability,
linguistic capabilities, and behavior. Students with low ability:
not paired with low ability student High ability student
Not paired with high ability student Students with:
EBD, ADD, ADHD not be paired together if behavior is problematic
Grouping Continued. . . Prewriting: Students work cooperatively with whole
class. Drafting: Students work cooperatively with writing
partner. Revising/Proofreading/Editing: Students work
cooperatively with writing partner. Publishing: Students work individually.
Modifications / Accommodations Teacher:
make needed modifications to ensure that all students are able to learn in least restrictive environment
Teacher makes modifications according to: SST, IEP, and 504 plans. Students having EBD or needing closer supervision or more
than the usual amount of explanation will be seated near the front of the room
Not seated with other students with behavior problems Students with visual impairments
Seated closer to the board and teacher Student with mild learning disability
Seated with partner or in small group and have peer helper during publishing stage
Methods of Instruction Model all stages whole group Practice using shared writing or shared pen
activities Allow partners to help one another during
practice Assessment activity should provide students time
to independently practice all strategies taught-scoring guide and checklists used
Georgia Writing Assessment Grade 5 Georgia writing assessment for grade five is an
evaluation of student response to an assigned prompt
Scored by trained raters Use standardized scoring system
Evaluated to determine the developmental stage writing represents There are six developmental stages.
(Georgia Department of Education, p.1-5).
Developmental Stage Scoring Guidelines for the Georgia Grade 5 Writing Assessment Stage 1 – The Emerging Writer
Stage 2 – The Developing Writer Stage 3 – The Focusing Writer Stage 4 – The Experimenting Writer Stage 5 – The Engaging Writer Stage 6 – The Extending Writer
Language Arts content connection ELA5R1
Prior to lesson teacher will: Read book by Louis Lowery “Number The Stars” with
students Researched with students this author Discussed findings with students
Expository Preassessment
Students write about a topic they learned about in Social Studies.
Holocost
Reassure, assessment not to be graded Students get no assistance
Expository Writing
Language Arts Georgia Professional Standard: ELA5W1
Reading Georgia Professional Standard: ELA5R1
Expository Writing Instruction
Teacher explains to students that expository writing must:
Have an introduction, a body, and a conclusion Engage the reader Completely address the topic Use descriptive language Same focus throughout writing Easily understood by the intended audience Conclusion gives the a sense of closure and satisfaction
Persuasive Writing
Language Arts Georgia Professional Standard: ELA5W1
Reading Georgia Professional Standard: ELA5R1
Persuasive Preassessment Students will write an opinionated essay
about the Holocaust and what could have been done to prevent it from happening.
Reassure, assessment not to be graded Students get no assistance
Persuasive Writing Instruction Teacher tells students persuasive
writing must: Have an introduction, a body, and a conclusion Engage the reader State your purpose Use descriptive language Arrange arguments for clarity Same focus throughout writing- one issue Convey a message that is appealing to audience Conclusion gives the a sense of closure and satisfaction
Before Each Unit, The Teacher Will: Expository unit:
Explain expository writing to students Introduce and explain graphic organizers
How used in prewriting and editing How to research and use different materials to
research Encyclopedias Internet Autobiographies
Before Each Unit, The Teacher Will:
Persuasive Unit: Explain persuasive writing and purpose
To convince State a position on a topic Offer information Address an issue
Introduce and explain graphic organizers How used in prewriting and editing
How to research and use different materials to research Encyclopedias Internet Autobiographies
Modeling Pre-Writing Teacher will:
Model how to fill out a graphic organizer: Go through each section What information goes where
Say “What would I put in this section?” Imitate writing in each section based on topic being
discussed Fill out completely
Writing Instruction PrewritingStudent Will:
Expository Unit: Complete expository–prewriting graphic organizer. Persuasive Unit: Complete persuasive–prewriting graphic organizer.
Practice Activity: Students and teacher (with whole group) will: Expository:
Using blank organizer Chose author and research (Louis Lowery- Chosen by teacher) Fill out organizer with researched information
Working with partner to find information on given author Persuasive:
Using blank organizer Fill out organizer with information
Working with partner to find information on given author
PERSUASIVE PLANNING SHEET
Name: ___________________________________ Date: ______________
Paragraph One: Introduction
Introductory Statement: ___________________________________________________
________________________________________________________________________
Background Information: __________________________________________________
________________________________________________________________________
________________________________________________________________________
Main Transition Sentence to Bodies (State your opinions and three reasons): ________
________________________________________________________________________
________________________________________________________________________
Paragraph Two: Body 1
Topic Sentence: __________________________________________________________
________________________________________________________________________
Support one: ____________________________________________________________
Example: _______________________________________________________________
Support two: ____________________________________________________________
Example: _______________________________________________________________
Support three: ___________________________________________________________
Example: _______________________________________________________________
Closing/Transition Sentence: _______________________________________________
Paragraph Three: Body 2
Topic Sentence: __________________________________________________________
________________________________________________________________________
Support one: ____________________________________________________________
Example: _______________________________________________________________
Support two: ____________________________________________________________
Example: _______________________________________________________________
Support three: ___________________________________________________________
Example: _______________________________________________________________
Closing/Transition Sentence: _______________________________________________
Paragraph Four: Body 3
Topic Sentence: __________________________________________________________
________________________________________________________________________
Support one: ____________________________________________________________
Example: _______________________________________________________________
Support two: ____________________________________________________________
Example: _______________________________________________________________
Support three: ___________________________________________________________
Example: _______________________________________________________________
Closing/Transition Sentence: _______________________________________________
Paragraph Five: Rebuttal
Topic Sentence: __________________________________________________________
________________________________________________________________________
Objection one: ___________________________________________________________
________________________________________________________________________
Rebuttal: _______________________________________________________________
________________________________________________________________________
Objection two: ___________________________________________________________
________________________________________________________________________
Rebuttal: _______________________________________________________________
________________________________________________________________________
Objection three: __________________________________________________________
________________________________________________________________________
Rebuttal: _______________________________________________________________
________________________________________________________________________
Closing sentence: ________________________________________________________
Paragraph Six: Conclusion
Restatement of Opinion: ___________________________________________________
________________________________________________________________________
Powerful Ending: ________________________________________________________
________________________________________________________________________
Studying an Author/illustrator Student’s Name ___________________________ Author’s Name_________________________________ Paragraph 1: Born: _________________________________ (place)______________________________ Date Died: _____________________________ Childhood: (list at least 3 facts): 1.___________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 2. __________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 3. __________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Paragraph 2- Family as an adult; Today, does he/she have a family? Family: (Married? Spouse’s name) ____________________________________________________________________________ ____________________________________________________________________________ Where does he/she live now? Or Where did he/she live? ____________________________________________________________________________ ____________________________________________________________________________ Children: ____________________________________________________________________________ ____________________________________________________________________________
What other occupations did they have before becoming a writer? _________________________ ____________________________________________________________________________ ____________________________________________________________________________ Paragraph 3: Background to become a writer School: (Did they enjoy going to school? Did they attend college? Where? If graduated, what degrees have they earned?) ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ How or when did they begin their writing career? ____________________________________________________________________________ ____________________________________________________________________________ Paragraph 4- The author’s books What was the name of the first book they wrote? ______________________________________ ____________________________________________________________________________ Have they won any awards for their books? Name the awards ____________________________ ____________________________________________________________________________ How many books have they written? _________ List two titles: _________________________________________________________________ ____________________________________________________________________________ Are the same characters in each one of the author’s books? Yes or no If yes, which characters? _________________________________________________________ ____________________________________________________________________________ Have they written a book series? (Author, Harry Potter, Hardy Boys, etc.) _________________ ____________________________________________________________________________
How many of their books do we have in our library? ___________________________________ Have you read any of their books? _________________________________________________ ____________________________________________________________________________ Other interesting facts: __________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Paragraph 5 -Conclusion Restate some topics discussed in body paragraphs and end with one interesting fact that really interested you about your author. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Assessment: Prewriting
Student: Complete organizer
Chosen author Researched and fill out organizer
Teacher: Assess students’ completion of graphic organizer using the
graphic organizer scoring guide.
Scoring Guide Expository Prewriting
4 Exceeds Standards
3 Meets Standards
2 Progress Towards Meets
Standards
1 Needs Improvement
Graphic organizer Construction
Student correctly fills out graphic organizer and follows all directions given by teacher.
Student fills out most of graphic organizer and follows most of directions given by the teacher.
Student fills out graphic organizer but does not follow all of directions given by the teacher.
Student incorrectly completes graphic organizer or does not finish graphic organizer.
Details Details show strong opinion from the writer and ideas convey a clear message.
Details are vague and do not clearly convey the message from the writer.
Reasons More than three reasons for the writing are listed in the graphic organizer.
Three clear reasons are stated as a purpose of the writing in the graphic organizer
One to two clear reasons for writing are listed in the graphic organizer.
No clear reasons for the writing are listed in the organizer.
Scoring Guide Persuasive Prewriting
4 Exceeds Standards
3 Meets Standards
2 Progress Towards Meets
Standards
1 Needs Improvement
Graphic organizer Construction
Student correctly fills out graphic organizer and follows all directions given by teacher.
Student fills out most of graphic organizer and follows most of directions given by the teacher.
Student fills out graphic organizer but does not follow all of directions given by the teacher.
Student incorrectly completes graphic organizer or does not finish graphic organizer.
Details Details show strong opinion from the writer and ideas convey a clear message.
Details are vague and do not clearly convey the message from the writer.
Reasons More than three reasons for the writing are listed in the graphic organizer.
Three clear reasons are stated as a purpose of the writing in the graphic organizer
One to two clear reasons for writing are listed in the graphic organizer.
No clear reasons for the writing are listed in the organizer.
Modeling Drafting
Teacher will: Model how to take information from organizer to:
Make sentences and paragraphs Add details
Imitate writing sentences and paragraphs
Writing Instruction Drafting
Student: Practices writing sentences from class completed
graphic organizer Practices writing paragraphs to complete draft
Practice: Students (with partner) will: Using blank organizer, create sentences and paragraphs
Working with partner, create a introduction, body, and conclusion
Assessment: DraftingStudent:
Use completed organizer Create sentences and paragraphs Create introduction, body and conclusion
Teacher: Assess, using drafting scoring guide, students’ completed
drafts made from their graphic organizer information.
Scoring Guide Expository Drafting
1 Needs
Improvement
2 Progress
Towards Meets Standards
3 Meets
Standards
4 Exceeds
Standards
Use of ideas No ideas were used from story
map.
Very few ideas were used from
story map.
Ideas were used from story map,
but no others were added.
All ideas included from
story map. Student also added more
ideas to story.
Complete Sentences
Student did not use complete
sentences.
Student used some complete sentences but had four or
more incomplete sentences.
Student used complete sentences
throughout the draft, but had three or less incomplete sentences.
Student used complete sentences
throughout the entire draft.
Introductory Paragraph
There was no evidence of an introductory paragraph.
Student included an introductory
paragraph, but there was no evidence of a
setting or characters.
Student included an introductory
paragraph with characters only.
Student included an introductory paragraph with the characters and a setting.
Body of Story The story had no body or the body did not
include complete
paragraphs.
The story included details
about each event, but not in paragraph
form.
The story included a
paragraph for each event, but the paragraphs
had three or less sentences.
The story included a
paragraph for each event taken from the story map and the
paragraphs were well developed
with a minimum of five sentences
in each.
Conclusion No clear conclusion to
story.
The story included a conclusion
paragraph with two or less sentences.
The story included a conclusion
paragraph with three or less sentences.
The story had a clear ending and
was executed well with a
minimum of five sentences.
Scoring Guide Persuasive Drafting
4 Exceeds Standards
3 Meets Standards
2 Progress Towards Meets
Standards
1 Needs Improvement
Use of ideas All ideas included from graphic organizer. Student also added more ideas to
writing.
Ideas were used from graphic organizer, but no others were added.
Very few ideas were used from graphic organizer.
No ideas were used from graphic organizer.
Introductory Paragraph
Student included an introductory paragraph..
There was no evidence of an introductory paragraph.
Body of Story The writing included a paragraph for each event taken from the graphic
organizer and the paragraphs were well developed with a minimum of five sentences
in each.
The writing included a paragraph for each
event, but the paragraphs had three or
less sentences.
The writing included details about each event, but not in
paragraph form.
The writing had no body or the body did not include complete
paragraphs.
Supporting details
Supporting details do not support the writer’s opinion.
Details are well thought out and support the opinion of the writer
Issues Essay jumps around and does not have solid stand on issue
being discussed.
Essay addresses one solid issue and writing reflects on
that issue.
Conclusion
The writing had a clear ending and was executed
well with a minimum of five sentences.
The writing included a conclusion paragraph
with three or less sentences.
The writing included a conclusion paragraph with
two or less sentences.
No clear conclusion to story.
Model Revising
Teacher will: Make a copy of draft Reread the first draft:
changing, adding, deleting, and rearranging content of draft Use different color pen
Discuss differences between the two with the class. Rewrite the rough draft with class
Writing Instruction Revising
Students will: Read through draft
changing, adding, deleting, and rearranging content of draft
Practice: Students (with partner) will:
Make photocopy to compare to draft Read their drafts and add, delete, rearrange information
using different color pen
Assessment Revising
Student: Use photo copy of their first draft to make revisions to own draft. Use different color pen
Teacher: Assess students’ revised photo copy using the revising scoring guide.
Scoring Guide Expository Revising 4
Exceeds Standards
3 Meets
Standards
2 Progress
Towards Meets Standards
1 Needs
Improvement
Details Elaborate details added exceeding five
Five or more details added
Four to five details added
No details added
Proofreaders marks
Proofreaders marks used
No proofreaders marks used
Additions Different color pen used for additions
No different color pen used
Characters New characters added or details added about characters
No details or characters added
Scoring Guide Persuasive Revising 4
Exceeds Standards
3 Meets
Standards
2 Progress
Towards Meets Standards
1 Needs
Improvement
Details Elaborate details added exceeding five
Five or more details added
Four to five details added
No details added
Proofreaders marks
Proofreaders marks used
No proofreaders marks used
Additions Different color pen used for additions
No different color pen used
Characters New characters added or details added about characters
No details or characters added
Model Editing
Teacher will: Show students proofreader marks
How to use Scan for errors Use different color pen to make corrections
Writing Instruction Editing
Students will: Read through draft
Making corrections: Spelling errors Capitalization Grammar errors
Practice: Students (with partner) will:
Read their drafts and use proofreaders marks to correct mistakes in grammar and capitalization using different color pens
Assessment Editing
Student: Edit photo copy of revised essays using a different
color pen.
Teacher: Assess students’ edited photo copies of their
revised essays using the editing scoring guide.
Scoring Guide Expository Editing 4
Exceeds Standards
3 Meets
Standards
2 Progress
Towards Meets Standards
1 Needs
Improvement
Grammar No mistakes in grammar
One or less mistakes in grammar
Three or less mistakes in grammar
More than three mistakes in grammar
Corrections Used different color pen
Nor use of colored pen
Partner Proofread
Partner read and made suggestions
Student did not have a partner read and make suggestions
Scoring Guide Persuasive Editing 4
Exceeds Standards
3 Meets
Standards
2 Progress
Towards Meets Standards
1 Needs
Improvement
Grammar No mistakes in grammar
One or less mistakes in grammar
Three or less mistakes in grammar
More than three mistakes in grammar
Corrections Used different color pen
Nor use of colored pen
Partner Proofread
Partner read and made suggestions
Student did not have a partner read and make suggestions
Model Publishing
Teacher: Explain to the students that this is the final
copy. Demonstrate how it is free of errors and
written neatly.
Writing Instruction PublishingStudent: As a class work combining the sentences into a well
written piece of work. Take their revised copies with editing marks and rewrite
the essay.
Practice Activity:
Students: Practice with partner rewriting revised draft with no
errors
Assessment Publishing
Student:Rewrite their own essay with no errors.
Present or read essay to an audience.