By: Kayla Lear Interdisciplinary Writing Unit Presentation.

By: Kayla Lear Interdisciplinary Writing Unit Presentation

Introduction to the Unit Grade Level: 2 nd Genre: Expository (informational) Content Area: Social Studies/ELA Topic: Georgia Piedmont

Pre-assessment Students will write an information piece for their pre-assessment. Materials needed: Wide Rule Paper Computer Paper Pencils

Pre-assessment Verbal Prompt: Today, you will write an informational paper. This paper will not be graded but I will use it to see what areas we still need to work on in our writing. Before you begin to write on the topic I give you, brainstorm some ideas and plan your paper on this blank computer paper. Then begin to write your paper on this notebook paper and remember to skip lines. When you finish writing you may go back and make changes if you wish to. Here is your writing prompt: Write the story of your life story! Include real facts like where and when you were born and how many brothers and sisters you have. Write as much as you can!

Instructional Grouping Instruction: Whole group setting to ensure the accuracy of delivery of instruction to all students and to allow all students to receive the same information at the same time. Practice: Whole group setting-interactive writing. Assessment- Individual- this will allow teacher to see students progress and to scaffold as needed to meet students needs.

Grouping related to Students Developmental Levels Instruction/Practice- grouping will remain the same but student will sit near the teacher for assistance. Assessments- Prewriting- seated with teacher to dictate responses to teacher Editing- student will be allowed to use a computer.

Grouping related to Students Linguistic Backgrounds Instruction/Practice- grouping will remain the same but student will sit near other Spanish speaking students for support. Assessment- ELL students will be seated together so that they may converse in Spanish. A bilingual student may also sit with them if they need the additional support.

Prewriting

Prewriting: Nonfiction- information is fact, not make believe Purpose: to share information Audience: teacher and classmates Topic: Georgia Piedmont Form: Expository Report (informational)

Prewriting: First stage of writing process Purpose: get your ideas down on paper! No complete sentences. Dont worry about spelling! Complete graphic organizer

Graphic Organizer Audience: Who is your audience? Purpose: What is your purpose for writing this report? Introduction: top slice of bread- What is a catchy way to start your report? What is the topic of your report?

Graphic Organizer Body: peanut butter and jelly 1 st Paragraph Topic:___________________________________________ Detail 1: Detail 2: Detail 3: 2 nd Paragraph Topic:___________________________________________________ Detail 1: Detail 2: Detail 3:

Graphic Organizer 3rd Paragraph Topic:___________________________________________________ Detail 1: Detail 2: Detail 3: Conclusion: bottom slice of bread How can you finish your report? Topic #1:_______________________________________________________ Topic#2:______________________________________________________ Topic #3:_______________________________________________________

Prewriting Checklist Introduction: ______ Did I state my topic? ______ Did I create a hook? ______ Did I identify my audience and purpose? Body: _____ Did I pick a first subtopic? _____ Did I identify three details about this topic? _____ Did I pick a second subtopic? _____ Did I identify three details about this topic? _____ Did I pick a third subtopic? _____ Did I identify three details about this topic? Conclusion: ____ Did I restate my topic and three subtopics?

Prewriting Rubric Meets Standard (3) Partially Meets Standard (2) Does Not Meet Standard (1) Audience and Purpose Clearly identifies audience and purpose Identifies either audience or purpose Did not attempt Introduction Identifies topic and creates a hook. Identifies topic or creates a hook. Did not attempt Body: Paragraph Subtopic 1/supporting details 2-310 Body: Paragraph Subtopic 2/supporting details 2-310 Body: Paragraph Subtopic 3/supporting details 2-310 Conclusion: Identifies possible ideas for conclusion including two or three topics from report. Identifies possible ideas for conclusion including one topic from report. Did not attempt Total Points: ________/54 ______X 3______X 2_______X 1

Accommodations: Differing Developmental Levels To reduce stress, student will dictate responses for graphic organizer to teacher. Lower level books provided for research.

Accommodations: Different Linguistic Backgrounds Lower level books Work with partner Bilingual student will provide assistance

Drafting

Dont worry about grammar or spelling Skip every other line Use your graphic organizer to help you Write in complete sentences

Drafting: Checklist Introduction: ______ Did I state my topic? ______ Did I create a hook? ______ Did I remember my audience and purpose? ______ Did I stay focused on my topic throughout the draft? Body paragraphs: _____ Does my first body paragraph have a main sub-topic? _____ Did I include at least three details about this topic? _____ Does my second body paragraph have a main sub-topic? _____ Did I include at least three details about this topic? _____ Does my third body paragraph have a main sub-topic? _____ Did I include at least three details about this topic? Conclusion: _____ Does my conclusion restate the topic and subtopics?

Drafting: Rubric Meets Standard (3) Partially Meets Standard (2) Does Not Meet Standard (1) Focus Stays on topic throughout report. Student stays on topic for most of the report with a little variation. Student does not stay on topic during report. Introduction Identifies topic and creates a hook. Identifies topic or creates a hook. Did not attempt Body: Paragraph Subtopic 1 Supporting Details 2-310 Body: Paragraph Subtopic 2 Supporting Details 2-310 Body: Paragraph Subtopic 3: Supporting Details 2-310 Conclusion: Readdresses topic and 3 subtopics Readdresses topic and 1-2 subtopics Did not attempt Total Points: ________/54 ______X 3______X 2_______X 1

Revising

Add more details Delete unrelated information Rearrange the order Change words Dont worry about spelling or grammar yet Use our proofreading marks

Revising Checklist ____ Did I add information to draft to make it flow together better? ____ Did I delete any unnecessary information from my draft? ____ Did I rearrange information in my draft to make my draft flow better? ____ Did I change information in my draft to make the draft better? ____ Did I use the correct revision marks?

Revising Rubric Exceeds Standard 3 Meets Standard 2 Somewhat Meets Standard 1 Does not Meet Standard 0 Teacher Score Adding *6 or more additions were made *Additions varied (words, sentences, etc.) 5-8 additions were made 3-5 additions were made 2 or less additions were made DeletingAll unnecessary information or words were deleted Most unnecessary information or words were deleted Some unnecessary information or words were deleted There is information (or words) that needs to be deleted, yet no deletions were made

Revising Rubric (contd) Rearranging All rearrangeme nts were made as necessary Most rearrangemen ts made to clarify writing Some rearrangemen ts were made to clarify writing There were no rearrangemen ts that were needed were not made Color of revision marks All revisions are made using a different colored pen Most revisions are made using a different colored pen Revisions are made with same color pen/pencil in which draft was written Proofreadin g Marks All proofreading marks are used correctly Most proofreading marks are used correctly Some proofreading marks are used correctly No proofreading marks have been used or all have been used incorrectly Total Score:

Editing

Reread your draft Check spelling and grammar Things to look for: End punctuation Capitalization Complete sentences

Editing Checklist ____ Did I capitalize the first word in every sentence? ____ Did I capitalize proper nouns? ____ Did I correct any spelling mistakes? ____ Did I use the correct punctuation mark at the end of each sentence? ____ Did I use correct grammar? ____ Do I have subject/verb agreement in every sentence? ____ Did I use the correct editing marks?

Editing Rubric 4-Exceeds3-Meets 2-Partially Meets 1-Does Not Meet 0-Does Not Meet Spelling 0-3 errors in spelling (E) 4-5 errors in spelling (M) 6-7 errors in spelling (PM) 8 or more errors in spelling (D) No attempt Punctuation Commas, apostrophes, ending punctuation 0-3 errors in punctuation (E) 4-5 errors in punctuation (M) 6-7 errors in punctuation (PM) 8 or more errors in punctuation (D) No attempt Capitalization Beginning of sentences, names, and proper nouns 0-3 errors in capitalizatio n (E) 4-5 errors in capitalization (M) 6-7 errors in capitalization (PM) 8 or more errors in capitalization (D) No attempt

Publishing

Include all of your changes from revision and editing! Read your work when you are finished! Neat Handwriting!

Publishing Checklist ____ Did I use my best handwriting? ____ Did I keep focused on my topic? ____ Do I have an introduction? ____ Do I have three subtopics? ____ subtopic 1 ____ subtopic 2 ____ subtopic 3 ____ Did I use correct grammar? ____ Do I have subject/verb agreement in every sentence? ____ Did I check my spelling?

Publishing Rubric 4-Exceeds3-Meets2-Partially Meets1-Does Not Meet 0-Does Not Meet Focus Maintains a focus on a single object, person, place, or event Maintains a focus on a single object, person, place, or event. One or two details may not relate to the object, person, place, or event. Many events and details do not relate to the object, person, place, or event Writing has little or no focus on a single object, person, place, or event No attempt Content Clear ideas are well supported with more than three, varied details that inform the reader Clear ideas are well supported with three details that inform the reader Clear ideas are well supported with two details that inform the reader Almost no details which make it difficult for the reader to understand the information No attempt

Publishing Rubric (contd) Organization Writing clearly has an introduction with many supporting details used to support the body. A conclusion is clearly defined Writing has an introduction with supporting details used to support the body. A conclusion is present. Introduction, body, and conclusion appear disorganized with few supporting details Introduction, body and conclusion are disorganized with no supporting details. No attempt Conventions All sentences are complete with very few (0-3) or no mistakes in spelling, punctuation, or grammar. Most sentences are complete with some (4-7) mistakes in spelling, punctuation, or grammar. Some sentences are complete with repeated mistakes in spelling, punctuation, or grammar. Many incomplete sentences with many mistakes in spelling, punctuation, or grammar making it difficult to read. No attempt

References Lipkewich, A., & Mazurenko, R. (2001). Abc's of the writing process. Retrieved from http://www.angelfire.com/wi/writingprocess/ http://www.angelfire.com/wi/writingprocess/ Rojas, V.P. (2007). Strategies for success with English language learners. Alexandria, VA: Association for Supervision and Curriculum Development. The Faculty Room. (2004). Learning disabilities. Retrieved from http://www.washington.edu/doit/Faculty/Strategies/Disability /LD/ http://www.washington.edu/doit/Faculty/Strategies/Disability /LD/ Tompkins, G. (2012). Teaching writing: balancing process and product. Fresno, CA: Pearson.

By: Kayla Lear Interdisciplinary Writing Unit Presentation.

Documents

prewriting slide

informational paper

georgia piedmont slide

preassessment students

classmates topic

assessment ell students

notebook paper

students progress