Interdisciplinary Writing UnitLori Martin

Unit

•grade level- 1st

•genre of writing- informational/expository•content area- Social Studies•topic- Students have learned about the

Lewis and Clark expedition and the importance of expansion westward. Also students have previously learned about Sacagawea and her role in the journey.

Pre-assessment• Class, today we are going to be completing a pre-assessment to look at

what knowledge you have on writing an informational report. I cannot give you any details about what makes up an informational report because this is an assessment to see how much you already know. You will not be graded on this, but this writing prompt will serve as feedback for me as a teacher to see what areas we need to focus more heavily on. Also, it will show you how much you already know. I am sure many of you already know how to construct an informational essay. Try your best, even if you get stuck try to continue writing for the entire 30 minutes. You are going to write about your hero. Your hero can be anyone, from your dad, your mom, or a cartoon hero. Remember, this is an informational report, make sure you know enough information about that person where you can write for 30 minutes. I am passing out pencils that have no erasers. I will also be assessing you to see if you know any revising and editing marks for when you make a mistake on your paper. I will hand out stock paper for you to write down ideas and plan your report, you do not have to use the paper but it is recommended. Once I have handed out the pencils and paper, you may begin.

Instructional Grouping

•Instruction▫Whole group

Includes all students Students are all involved Same feedback Keeps pace of lesson Teacher can monitor learning Increases time on task

Instructional grouping (continued)•Practice Activity- Sacagawea

▫Whole group All students will be on the same page Collaborate together Share ideas

•Assessment Activity- Lewis and Clark▫Individual

To assess individuals performance and comprehension of material.

Grouping based on Developmental Levels•Grouping will remain the same, but

students with developmental needs will be allowed to pair up with a partner during the practice activity if extra help is needed. This will be available for them in the prewriting, revising, and editing stages.

•Students with developmental needs may also have access to computers for extra help from word processors.

Grouping based on cultural or linguistic backgrounds•Instruction will remain whole group, if a

students has a question they may confer with a partner before assessment

•During editing, ELL students will have the option of joining a “writer’s workshop” where they can ask questions, and provide feedback.

•Computers will also be an option during the drafting and publishing stages.

Prewriting

•Genre- Informational•Form- Report

•An informational report is a piece that will educate your reader about a certain topic.

Prewriting

During the prewriting stage, you:•decide on topic•collect ideas•consider audience & purpose (whom and

why you are writing)•use a graphic organizer

Discoveries Problems Contributions3.2. 4.

2.

Introduction:Who:What:When:Where:

Conclusion:

BODY

1.

5.

Directions: Use this graphic organizer to document important facts about your historical figures. Remember, do not use complete sentences.

Martin, L. (2011). Modified from: Barnes, H. & Cayton, J. (2008). Expository writing information organizer. Published Manuscript, Valdosta State University. Valdosta, Ga. Retrieved from: http://www.valdosta.edu/~troot/writing_units_su_08.htm

Background•11th child•slaves in Maryland•1849 escaped to north•left everyone

Events•-1000 slaves escaped each year •meeting places, secret routes, transportation•safe houses

Contributions•worked for union army•worker•13 trips•freed 300+ slaves•to go north or canada

3.2. 4.

2.

Introduction:Who: Harriet TubmanWhat: Underground Railroad ConductorWhen: 1850-1860Where: Northern America

Conclusion:•Provided food, shelter and assistance•Key figure in fight for freedom•Abolitionist•Free states/canada

BODY

1.

5.

Martin, L. (2011). Modified from: Barnes, H. & Cayton, J. (2008). Expository writing information organizer. Published Manuscript, Valdosta State University. Valdosta, Ga. Retrieved from: http://www.valdosta.edu/~troot/writing_units_su_08.htm

Prewriting rubricMet Standard

(3 points)Partially Met Standard

(2 points)Did Not Meet Standard

(1 Point)

Introduction Student has a clear introduction. Introduces character, place, time and main focus. Completes 3 of points.

Student attempted introduction, but only complete 2 of the points.

Student did not attempt, or completed only 1 point. Student used complete sentences.

Body- Point 1 Student has included 3 facts about their topic in the areas within the directions.

Student attempted the first body paragraph, but only gave 2 facts.

Student did not attempt, or completed only 1 point. Student wrote in complete sentences.

Body- Point 2 Student has included 3 facts about their topic in the areas within the directions.

Student attempted the first body paragraph, but only gave 2 facts.

Student did not attempt, or completed only 1 point. Student wrote in complete sentences.

Body- Point 3 Student has included 3 facts about their topic in the areas within the directions.

Student attempted the first body paragraph, but only gave 2 facts.

Student did not attempt, or completed only 1 point. Student wrote in complete sentences.

Conclusion Student had a conclusion with 3 points provided.

Student attempted conclusion but only gave 2 points.

Student did not attempt or only gave 1 point. Student also used complete sentences.

Accommodations or Modifications

• Accommodations and/or Modifications for Needs of Students with Differing Developmental Levels: For students with differing developmental needs, the teacher will give students a graphic organizer that is already filled out. This graphic organizer will be available for the student, closer than on the ELMO. Teacher will also be readily available for one on one question and help. Books with larger print and websites with bigger fonts can be preselected for the students and placed on their desks for additional resources.

• Accommodations and/or Modifications for Needs of Students from Differing Cultural and Linguistic Backgrounds: Allow students to use the conferring strategy, as suggested by Rojas, students can pair with linguistic buddies so they can confer in their primary language while starting their graphic organizer. As the teacher you can use cooperative learning strategies for conference purposes. And also, you could use co-teaching strategies for conference strategies (Rojas, 2007).

Drafting

During this stage, you:•write a story•write sentences•skip lines•put an “X” on lines not going to be used

Met Standard

(3 points)

Partially Met Standard

(2 points)

Did Not Meet Standard

(1 Point)

Introduction Student has a clear introduction. States the topic and three details. Has 4+ complete sentences. Student skipped lines and marked an X in lines not using.

Student attempted introduction with only 2-3 sentences. Student skipped lines but did not mark an X on the unused lines.

Student did not attempt, or complete the introduction. Introduction has less than 2 sentences. Did not write in complete sentences. Did not skip lines.

Body- Point 1 Student describes point one in great detail, using 4+ complete sentences. Student skipped lines, and marked an X in the unused lines.

Student attempted writing the first point, using only 2-3 sentences. Lack supporting sentences. Student skipped lines but did not mark an X on the unused lines.

Student did not address point 1, or provide supporting details. Point is unclear, and student did not skip lines.

Body- Point 2 Student has included 3-4 facts about their topic in the areas within the directions.

Student attempted the first body paragraph, but only gave 2-3 facts.

Student did not attempt, or completed only 1 point. Student wrote in complete sentences.

Body- Point 3 Student has included 3-4 facts about their topic in the areas within the directions.

Student attempted the first body paragraph, but only gave 2-3 facts.

Student did not attempt, or completed only 1 point. Student wrote in complete sentences.

Drafting rubric

Revising

•Time to improve your draft!

•Add, Delete, Rearrange and change words and sentences

To add information you use the caret (^) symbol.

To delete information you cross through it. (word)

To change information, you write the correction above the deletion line.

correction (word)

To rearrange you use arrows to show where you want the information to be moved to.

Lewis and Clark westward traveled.

Revising rubricElement

Meets standards

(3)

Partially Meets standards

(2)

Does not meetstandards

(1)

AddingAdded necessary information to the

report.

Added less related information and more

unnecessary information to the

report.

-Either didn’t add anything to report or

mostly unrelated information to report.

-Incorrectly used revision marks

DeletingDeleted unnecessary

information.Deleted less unnecessary

information and more related information.

-Deleted mostly related information from the

report. -Incorrectly used revision marks.

RearrangingMade necessary rearrangements.

Made mostly unrelated rearrangements.

-Did not rearrange. -Did not use revision

marks correctly

Revision MarksMade less than 3errors with revision marks.

Made between 6-10 errors with revision

marks.

Made more than 10 revision mark errors.

Total Points: _________________/12 Percentage: ____________%

Editing

•Focus on mechanics▫grammar▫punctuation▫spelling

Editing rubricCategory Meets

Standards3

Partially Meets

2

Does not meet

1

Does not meet0

Spelling 4 or less errors in spelling

5-9 errors in spelling

10-12 errors in spelling

No attempt

Punctuation Ending

punctuation and commas in

a series

4-5 errors in punctuation

6-7 errors in punctuation

8 or more errors in punctuation

No attempt

CapitalizationBeginning of

sentences

4-5 errors in capitalization

6-7 errors in capitalization

8 or more errors in capitalization

No attempt

Complete Sentences

4-5 incomplete sentences

6-7 incomplete sentences

8 or more incomplete sentences

No attempt

Total Points _____________/16 Percentage ____________%

Publishing

•Combine revisions and edits to make a finished piece.

•For this project we are going to be making a book.

Publishing rubric

Total Points __________/12 Percentage ____________%

Criteria Meets Standard Partially Meets Standard

Does not meet Standard

Made no attempt at Standard

3 2 1 0Illustrating Student illustrated

their report with detail.

Students put together a clean,

neat book.

Student illustrated their report with little

detail.

Students book was partially put

together.

Student’s illustrations were not related to the topic.

Students book was not put together

properly.

Student had no illustrations.

Student made no attempt to put book

together.

Writing Students made corrections based off revising and editing

stages

Handwriting is legible.

Students made most of the

corrections from the revising and editing stages.

Students did not correct half of the

corrections from the editing and revising

stage.

Student made no corrections.

Hand writing is not legible.

Writing Process

Completed and adequately showed

knowledge of all stages in the writing

process.

Completed 3-4 stages of the

writing process and showed

adequate knowledge.

Completed 2 or less stages in the writing process but did not

adequately show conceptual knowledge.

Did not complete any of the stages to the writing process.

References (Content & Modifications)Georgia Department of Education, (2008). Assistive

technology resource guide. Retrieved from http://www.gpat.org/resources.aspx?PageReq=GPATConside (for modifications)

Lipkewich, A.E. (2001). ABC’s of the writing process. Retrieved from: http://www.angelfire.com/wi/writingprocess/elemwplinks.html

Rojas, V. P. (2007). Strategies for success with English language learners. Alexandria, VA: Association for Supervision and Curriculum Development. (Accommodations for English Language Learners)

Tompkins, G. (2008). Teaching writing: Balanced process and product. Upper Saddle River, New Jersey: Pearson, Merrill/Prentice Hall.

Graphic organizer reference

Martin, L. (2011). Modified from: Barnes, H. & Cayton, J. (2008). Expository writing information organizer. Published Manuscript, Valdosta State University. Valdosta, Ga. Retrieved from:

http://www.valdosta.edu/~troot/writing_units su_08.htm

Rubric References

PrewritingMartin, L. (2011) Modified from: Cayton, J. (2008).

Expository writing: checklist scoring guide. Published Manuscript, Valdosta State University. Valdosta, GA. Retrieved from: http://www.valdosta.edu/~troot/writing_units_su_08.htm

DraftingMartin, L. (2011) Modified from: Cayton, J. (2008).

Expository writing: checklist scoring guide. Published Manuscript, Valdosta State University. Valdosta, GA.

Rubric referencesRevisingMartin, L. (2011) Informational Revising Rubric. Unpublished

manuscript. Valdosta State University, Valdosta, GA.

EditingMartin, L. (2011) Editing rubric. Retrieved May 30,

2011from Dr. Root’s Web site: http://coefaculty.valdosta.edu/troot/read7140/Writing_Assessments.htm.

PublishingMartin, L. (2011). Publishing rubric. Unpublished

manuscript. Valdosta State University, Valdosta, Ga.