Presentation on theme: "Interdisciplinary Writing Unit"— Presentation transcript:
1Interdisciplinary Writing Unit Narrative WritingSocial StudiesFifthGradeCivil Rights MovementInterdisciplinary Writing UnitJalisa BrownREAD 7140
2Teacher InstructionsPre-AssessmentNote: Before beginning the assessment, make sure each student has used the restroom.Students will have thirty-five (35) minutes to write five paragraphs on an assigned prompt.Prompt: If I gave you $ to spend whatever way you wanted, what would you do with the money?
3Materials Teacher Students 36 sharpened pencils (2 per student, total of 18 students)72 sheets of lined notebook paper(4 sheets per student, total of 18students)additional lined notebook paperfor early finishers’ activitytimerstaplerTeacher2 sharpened pencils4 sheets of lined notebook paperadditional lined notebook paperfor early finishers’ activity (ifneeded)Students
4Directions Give each student a writing activity sheet. Have students write their name and the date on thepaper.Once you have passed out all of the student writing activitysheets, as they follow along, read the handout to the class.Tell the students to remain silent and in their seats untilthe time limit is up. During the thirty-five (35) minutes, students are only allowed to get up to get more notebook paper to complete the early finishers’ activity.Set the timer for thirty-five (35) minutes, and tell thestudents they may begin.
5Do not assist the students with spelling. 7. Do not prompt the students in any way. You are onlyallowed to walk around and monitor the students’progress. As you monitor, make sure the students areskipping lines.At the conclusion of the activity, have students stapletheir writing to the back of their instruction sheet.Before the students turn-in their assignment, have themcheck to see if they have their name and the date on the writing activity sheet, as well as, page numbers in the bottom right hand corner of each page of their writing assignments.10. Once this is done, pick up all of the students’ assignmentsand place them in the inbox container.
7Instructional Grouping Assessment PortionAll StagesIndividuallyTeaching and Practiceopportunity to conduct writing conferencesdetermine if fully understand and comprehendcollect accurate dataAll StagesWhole-groupopportunity to address student concerns and correct incorrect practices before assessmentCollect accurate data—important in determining if need to reteach informationTeacher’s Instructional Needs
8Grouping Developmental Levels Teaching Practice and Assessment All StagesPractice and AssessmentWhole-groupAll Stagesopportunity to address student concerns and correct incorrect practices before assessmentPaired with peerORIndividuallydictate to a peer or record responses on an audio-tapealternatives to handwriting(Faculty Room, 2004, p. 1)difficulty acquiring and using their writing abilitiesDevelopmental Levels
9Grouping Practice Teaching Cultural or Linguistic Backgrounds Prewriting, Revising, and EditingTeachingSmall GroupAll Stagesopportunity to collaborate with more knowledgeable peopleSmall GroupSmall group—two fluently speaking English and Spanish peersworking in zone of proximal developmentrange of tasks that cannot do alone but when assisted by a more knowledgeable person can be accomplish(Eggen, P. & Kauchak, D., 2007, p. 49)
10Grouping Practice Assessment Cultural or Linguistic Backgrounds Drafting and PublishingIndividuallyPracticeonly developing information from previous stages (prewriting/revising and editing)GroupingAssessmentAll StagesIndividuallyCultural or Linguistic Backgroundsdetermine if fully understand and comprehend
11Stages of the Writing Process PrewritingStages of the Writing ProcessDraftingRevisingEditingPublishing
12Prewriting Genre: Narrative beginning middle end “creative stories to capture readers’ imagination”(Tompkins, 2008, p. 94)Beginning: Introduce the characters, the setting, and the problem or conflictMiddle: Details about elements introduced in the beginningEnd: Problem being solved and the conflict resolved; tie up loose endsIn our case, become a part of the event; pretend to play an active role in the eventForm of writing: Simulated JournalAssume the role of a character and write from his or her viewpoint
13Prewriting Put ideas down on paper using graphic organizer Audience: classmates and teacherTopic: March on Washington, theVoting Rights Act, or the Civil Rights ActPurpose: tell a story“getting-ready-to-write-stage” (Tompkins, 2008, p. 8)
14Time Travelers pretend you are a time traveler Directions:Time Travelerspretend you are a time travelertravel back to Civil Rights Movementthink about the events during thattimecomplete graphic organizer on eventthat interests youMarch on Washington, theVoting Rights Act, or the Civil Rights Act
15Graphic Organizer do not use complete sentences do not worry about spelling and grammar
17Prewriting Students with Differing Developmental Levels Accommodations/Modificationsallowed to dictate to a peerrecord responses on audio-tape(alternative to handwriting)Will be given:-an audio-tape-a blank cassette tape
18English Language Learners Students with Cultural or Linguistic BackgroundsPrewritingAccommodations/ModificationsEnglish Language LearnersPaired with two other students who speak English and Spanish fluentlyStudents:assist by translatingwordsprovide definitions
19Drafting expansion of prewriting stage putting your “ideas down on paper”(Tompkins, 2008, p. 11)information from graphic organizer used to develop a drafttake your ideas and develop them into sentencesspelling and grammar unimportant
21Revising rereading and developing ideas of draft “adding, substituting, deleting, and rearranging material” (Tompkins, 2008, p. 13)revising proofreader’s marksYou all may “add words, substitute sentences, delete paragraphs, and move phrases” (Tompkins, 2008, p. 13), during this stage.Mini-lesson on rearranging words so the sentence reads better (ex. We agreed gladly!—We gladly agreed!)focus: content
24Editing Mechanics focus: mechanics editing proofreader’s marks capitalization, punctuation, spelling, sentence structure, usage, and formatting(Tompkins, 2008, p. 16)Mechanicsword by word reading(Root, 2008, p. 39)focus: mechanicsediting proofreader’s marksMini-lesson on periods (at the end of sentences and in abbreviations).correct mechanical errorsproofreading(Root, 2008, p. 39)
27Publishing rewriting piece from revising and editing stage Writers’ Showcaseinvolves putting writing “in final written form” (Root, 2008, p. 45)Writers’ Showcase—students will have the opportunity to share their pieces with the class (optional)Publishing
29Editing Practice Activity Examine the simulated journal entry, on the Montgomery Bus Boycott, for errors in mechanics.As you find the errors, correct them using the six editing proofreader’s marks (transpose, correct misspelling, insert period, capitalize, make lowercase, and insert space).
35ReferencesEggen, P. & Kauchak, D. (2007). Educational psychology: Windows on classrooms.Upper Saddle River, NJ: Pearson Education.Georgia Project for Assistive Technology. (n.d.). Supporting participation in typicalclassroom activities for students with disabilities through the use ofaccommodations, modification, and assistive technology solutions. RetrievedfromGoldman, P. L. (1965). Civil rights: The challenge of the fourteenth amendment.New York: Coward-McCann, Inc..Houston, G. (2004). The Learner/Writer: The Person How Writes. In Howwriting works: Imposing organizational structure within the writing process(pp ). Boston: Allyn and Bacon.Root, T. (2011). Revising and editing: Proofreader’s marks. Retrieved fromRoot, T. (2006, August). Structure of narratives: Fifth grade. Valdosta, GA:Valdosta State University.
36Root, T. (2008). The writing process: Instruction & assessment Root, T. (2008). The writing process: Instruction & assessment. Retrieved fromDr. Tonja Root’s Website: ECED 4300 on January 29, 2008,Shores, E.L. (2005). Rosa Parks: Civil rights pioneer. Mankato, MN: CapstonePress.Siegel, B. (1992). The year they walked: Rosa Parks and the Montgomery BusBoycott. New York: Four Winds Press.The Faculty Room. (2004). Learning disabilities. Retrieved fromTompkins, G. E. (2008). Teaching writing: Balancing process and product (5th ed.).Upper Saddle River, NJ: Prentice Hall.