Heather BarnesHeather BarnesHeather BarnesHeather BarnesRead 7140 ARead 7140 ADr. Tonja RootDr. Tonja RootSummer 2008Summer 2008
22ndnd grade Interdisciplinary Writing grade Interdisciplinary Writing UnitUnit
Introduction to unit:• Grade Level: 2nd
• Genre: Persuasive Writing• Form: Letter• Content Area Connection: Social
Studies- Identify roles of elected leaders
• English/Language Arts: Competency in the writing process
Georgia Writing Assessment
• 3rd grade• Four types of writing:
– Narrative– Informational– Persuasive– Response to Literature
• Three performance levels: does not meet, meets, and exceeds
• Samples must be collected throughout the year and rubrics used to score writing
Pre-assessment Prompt
• Students will write a letter to their classmates trying to persuade them why they should be class president.
Grouping Options: Teacher’s needs
• Whole group:• This will be used during instruction time, modeling, and for the
practice activities for each stage of the writing process. Teacher will be able to monitor student’s behavior and progress. The teacher can also provide scaffolding and make sure they are using their time appropriately and can receive instant feedback.
• Independent: • This will be used during assessment activities for each stage of
the writing process. This will also allow the teacher time to give individual help to those students that need it. This will also allow the teacher to see if the students are working in their zone of proximal development.
Grouping Options: Student’s needs
• Developmental needs:– Pairing with a partner, individual assistance, extra
time if needed, and preferential seating
• Cultural needs:– Paring with a partner, connection with parents, and
individual assistance if needed
• Linguistic needs:– Paring with a partner and directions communicated in
different ways, Use a peer helper when necessary
Instructional Procedures: Genre of Writing:
• Persuasive Writing– When the writer is trying to convince the
reader about something– Could also be called “argumentative”
because it could argue a position– Must have reasons why you feel a certain
way
Instructional Procedures: Prewriting
• Topic: What are you writing about?• Purpose: Decide why you are writing (to
persuade or convince)• Audience: Who are you writing to or who is
going to be reading your text?• Form: The type of text you are writing
(letter) • Graphic organizer: Where you put down your
thoughts, organizational tool
Persuasive Writing-letter Organizer
Introduction: What is my topic? __________________________________________ 3 reasons I feel this way:
1. __________________________________________________________________ 2. __________________________________________________________________
3. __________________________________________________________________
Body: (provide details about each of your reason) 1.____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 2. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 3.____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
Assessment
• Students will fill in their persuasive letter organizers.
• They will be given a checklist to make sure they have all aspects.
• Teacher will assess prewriting with rubric
Checklist for Prewriting:
1. ____ I have a topic. 2. ____ I know who I am writing my letter to. 3._____ I listed 3 reasons why I feel the way I do about the topic. 4._____ I provided details for reason # 1. 5._____ I provided details for reason #2. 6._____ I provided details for reason #3. 7._____I summarized my facts and opinion to conclude my letter.
Rubric for Prewriting Meets
Standards Partially Met Standard
Does not meet Standard
Topic Has topic Has topic, but does not stay on topic
Does not have topic
Audience Has specific audience in mind
Does not have audience in mind
Opinion Listed 3 reason
Listed 2 reasons
Listed 1 or no reasons
Reason 1 Listed 2 details to support reason
Listed 1 detail to support reason
Listed no details
Reason 2 Listed 2 details to support reason
Listed 1 detail to support reason
Listed no details
Reason 3 Listed 2 details to support reason
Listed 1 detail to support reason
Listed no details
Summary Provided a summary statement that included facts and opinion.
Provided a summary statement, but with not facts or opinion
Did not provide a summary statement
Accommodations/Modifications• Developmental needs- Developmental
delayed in reading– Seated next to a good reader who is willing
to help, can ask neighbor or peer helper questions when necessary
• Linguistic needs- two Hispanic students who are bilingual – Seated next to each other where they can
help one another, peer helpers, different modes of instructions, work provided in Spanish if necessary
Accommodations/Modifications
• Cultural needs- students from low socio-economic backgrounds– Use pictures, internet, books to
create a vivid picture of what we are talking about, clear explanation, peer helper if needed
Instructional Procedure: Drafting
• In this stage, the writer begins a rough draft or “sloppy copy” using their completed graphic organizer.
• Feel free to add more detail!• Students will need to write in complete sentences,
but skipping every other line.• Spelling and grammar is not important in this
stage of the writing process. • Follow the correct letter format provided by the
teacher.
Persuasive Writing- Letter format
_________ (Today’s date) Dear ______________ ,
________________________________________________________
______________________________________________________ ___ _______________________________________________ __________ ________________________________________________________ _ _________________________________________________________ ________________________________________________________ _ ________________________________________________________ _ _________________________________________________________ _________________________________________________________
Introdu
ction
Bod
y Paragrap
h 1
_______________________________________________________ _________________________________________________________ ________________________________________________________ _ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _____________________________________ ____________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________________________________________ __ _________________________________________________________ Sincerely, _______________ (Write your name)
Bod
y Paragrap
h 2
Bod
y Paragrap
h 3
Con
clusion
Assessment
• Students will individually complete a rough drat using the letter format provided by the teacher
• Use checklist to make sure everything is included
• Will be assessed by teacher’s rubric
Drafting Checklist 1. ___ I wrote today’s date. 2.____ I wrote the greeting (Dear _____,) 3.____ I have reason # 1 and supporting details in paragraph 1 4.____ I have reason # 2 and supporting details in paragraph 2 5. ____ I have reason #3 and supporting details in paragraph 3 6.____ I have a summary/conclusion for my letter. 7.____ I wrote a closing word or phrase (sincerely,). 8. ___ I skipped lines. 9. ___ I followed the letter writing format. 10.___ I signed my name.
Rubric for Drafting Meets Standard Partially Met
Standard Did not meet Standard
Date
Yes No
Greeting Yes No Topic/position stated First sentence
includes the topic and/or position and is a complete sentence
First sentence includes the topic and/or position and is not a complete sentence
First sentence does not include the topic and/or position.
Reasons stated Listed 3 reasons Listed 2 reasons Listed 1 or no reasons
Reason 1 Has reason 1 and supporting details
Has reason 1, but no supporting details
Did not have a reason and details
Reason 2 Has reason 2 and supporting details
Has reason 2, but no supporting details
Did not have a reason and details
Reason 3 Has reason 3 and supporting details
Has reason 3, but no supporting details
Did not have a reason and details
Conclusion/Summary Has clear conclusion stated with both facts and opinions
Has a conclusion that stated facts or opinion
No conclusion stated
Skipped Lines Skipped Lines Did not skip lines Format Followed letter
writing format Tried to follow format, but had a few mistakes
Did not follow the format
Comments:
Instructional Procedures: Revising
• During this stage, the writer rereads the rough draft, shares the rough draft in a writing group, and revises on the basis of feedback received from the writing group (Tompkins, 2004)
• During Revising:– The writer reads – Listener compliments– Writer ask questions– Listener answers questions
Assessment• Students will revise their drafts
independently• After revising independently, students
will then do peer revising.• Students will be encouraged to add,
replace, remove, and rearrange. • There will be a checklist provided and
students will be scored using revising rubric.
Revising Checklist1.___ I read my writing. 2.___ My partner listened to me read my writing. 3.___ I asked my partner questions. 4.___ My partner answered my questions. 5.___ I added details to my letter. 6. ___ I deleted parts that were not important. 7.___ I changed details in my letter. 8.___ I rearranged details in my letter. 9.___ I used proofreaders’ marks.
Revising Rubric Meets
Standard Partially Met Standard
Does not meet Standard
Adds details Adds many details to the story
Adds few details to the story
Add no details to the story
Deleted Details Deleted unimportant details
Deletes no unimportant details
Changed Details
Changed many details or words
Changed few details and words
Changed no details or words
Rearranged Details
Rearranged words or sentences that needed to rearranged
Did not rearranged words or sentences that needed to be rearranged
Proofreader’s marks
Use proofreader’s marks correctly
Use proofreader’s mark with few errors
Use proofreader’s marks, but with some errors or does not use the marks at all
Comments:
Instructional Procedures: Editing
• Editing is reading word-by-word• This is where we will locate and
correct errors• Proofread for spelling,
capitalization, and punctuation• Students use proofreaders marks
Assessment
• Student will edit writing using proofreader’s marks
• Use checklist to check for mistakes
• Teacher will use rubric to score
Proofreader’s Marks• Students will be
using proofreader's marks when editing. The simpler the better for young students.
Retrieved May 29, 2008 from:
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Editing Checklist
1. ___ Correct misspelled words 2. ___ Capitalize proper nouns 3. ___ Capitalized beginnings of sentences 4. ___ Put the correct end punctuation
5. ___ Used commas correctly in a series and after the
greeting and closing
6. ___ Wrote in complete sentences
7.___ Used proofreader’s marks to correct mistakes
Editing Rubric Meets Standard Partially met
Standard Does not meet Standard
Spelling Corrected all misspelled words
Corrected some misspelled words
Did not correct any misspelled words
Capitalization First word in sentences and proper nouns
First word or proper nouns
Did not capitalize first word proper nouns
Punctuation Used periods and question marks at end of sentences. Use commas in a series and after the greeting and closing
Did not use ending punctuation correctly. Used commas, but not correctly
Did not use punctuation correctly
Complete Sentences
Wrote in complete sentences
Wrote in complete sentences most of the time
Did not write in complete sentences
Proofreader’s marks
Correct usage of proofreading marks
Correct most of the time
Did not use correctly
Instructional Procedures: Publishing
• Students create a final copy of their writing.
• Use your best handwriting! • Share your published piece with
others
Assessment
• Students will work individually to create their published piece.
• Re-write work in best handwriting• Use checklist as a guide• Teacher will use rubric to assess
Publishing Checklist1.___ I followed the letter format. 2.___ I made all of corrections. 3.___ I wrote in complete sentences. 4.___I did not skip lines. 5.___I used correct spelling. 6.___I used correct capitalization. 7.___ I used correct punctuation. 8___I used my best handwriting.
Publishing Rubric Meets Standard Partially met
standard Does not meet standard
Letter Format Used the letter format
Did not use the letter format
Revisions Made all revisions on final copy
Made some revisions on final copy
Made very few revisions or none at all
Complete Sentences
Wrote in complete sentences all of the time.
Wrote in complete sentences most of the time.
Did not write in complete sentences.
No Skipped Lines
Did not skip lines Skipped many lines
Spelling Student spelled most words correctly
Students spelled some words correctly
Student spelled very few words correctly
Capitalization Used correct capitalization most of the time
Used correct capitalization some of the time
Did not use correct capitalization
Punctuation Used correct punctuation most of the time
Used correct punctuation some of the time
Did not use correct punctuation
Handwriting Used legible handwriting
Did not use legible handwriting