Presentation on theme: "Narrative Writing Social Studies Jalisa Brown READ 7140 Fifth Grade Civil Rights Movement Interdisciplinary Writing Unit."— Presentation transcript:
Narrative Writing Social Studies Jalisa Brown READ 7140 Fifth Grade Civil Rights Movement Interdisciplinary Writing Unit
Note: 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 $100.00 to spend whatever way you wanted, what would you do with the money? Teacher Instructions Pre-Assessment
2 sharpened pencils 4 sheets of lined notebook paper additional lined notebook paper for early finishers’ activity (if needed) Materials 36 sharpened pencils (2 per student, total of 18 students) 72 sheets of lined notebook paper (4 sheets per student, total of 18 students) additional lined notebook paper for early finishers’ activity timer stapler Teacher Students
1. Give each student a writing activity sheet. 2.Have students write their name and the date on the paper. 3.Once you have passed out all of the student writing activity sheets, as they follow along, read the handout to the class. 4.Tell the students to remain silent and in their seats until the 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. 5.Set the timer for thirty-five (35) minutes, and tell the students they may begin. Directions
6.Do not assist the students with spelling. 7. Do not prompt the students in any way. You are only allowed to walk around and monitor the students’ progress. As you monitor, make sure the students are skipping lines. 8.At the conclusion of the activity, have students staple their writing to the back of their instruction sheet. 9.Before the students turn-in their assignment, have them check 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’ assignments and place them in the inbox container.
Instructional Grouping Teacher’s Instructional Needs Teaching and Practice All Stages opportunity to address student concerns and correct incorrect practices before assessment Assessment Portion All Stages Individually Whole-group opportunity to conduct writing conferences determine if fully understand and comprehend collect accurate data
Developmental Levels Grouping Teaching Whole-group All Stages Practice and Assessment All Stages opportunity to address student concerns and correct incorrect practices before assessment Paired with peer Individually dictate to a peer or record responses on an audio-tape alternatives to handwriting (Faculty Room, 2004, p. 1) difficulty acquiring and using their writing abilities OR
Cultural or Linguistic Backgrounds Grouping Prewriting, Revising, and Editing Teaching All Stages Small Group Practice Small Group opportunity to collaborate with more knowledgeable people working in zone of proximal development range of tasks that cannot do alone but when assisted by a more knowledgeable person can be accomplish (Eggen, P. & Kauchak, D., 2007, p. 49)
only developing information from previous stages (prewriting/revising and editing) Assessment All Stages Individually determine if fully understand and comprehend Grouping Cultural or Linguistic Backgrounds Drafting and Publishing Individually Practice
Stages of the Writing Process Publishing Drafting Revising Editing Prewriting
beginning middle end “creative stories to capture readers’ imagination” (Tompkins, 2008, p. 94) Genre: Narrative Form of writing: Simulated Journal Assume the role of a character and write from his or her viewpoint
Prewriting Audience: classmates and teacher Topic: March on Washington, the Voting Rights Act, or the Civil Rights Act Purpose: tell a story “getting-ready-to-write-stage” (Tompkins, 2008, p. 8) Put ideas down on paper using graphic organizer
pretend you are a time traveler travel back to Civil Rights Movement think about the events during that time complete graphic organizer on event that interests you Time Travelers Directions: March on Washington, the Voting Rights Act, or the Civil Rights Act
Graphic Organizer do not use complete sentences do not worry about spelling and grammar
Accommodations/ Modifications Prewriting Students with Differing Developmental Levels allowed to dictate to a peer record responses on audio-tape (alternative to handwriting) Will be given: -an audio-tape -a blank cassette tape
Accommodations/ Modifications Prewriting Students with Cultural or Linguistic Backgrounds English Language Learners Paired with two other students who speak English and Spanish fluently Students: assist by translating words provide definitions
Drafting information from graphic organizer used to develop a draft take your ideas and develop them into sentences expansion of prewriting stage spelling and grammar unimportant putting your “ideas down on paper” (Tompkins, 2008, p. 11)
Editing capitalization, punctuation, spelling, sentence structure, usage, and formatting (Tompkins, 2008, p. 16) Mechanics focus: mechanics editing proofreader’s marks word by word reading (Root, 2008, p. 39) correct mechanical errors proofreading (Root, 2008, p. 39)
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). Editing
References Eggen, 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 typical classroom activities for students with disabilities through the use of accommodations, modification, and assistive technology solutions. Retrieved from http://www.gpat.org Goldman, 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 How writing works: Imposing organizational structure within the writing process (pp. 49-69). Boston: Allyn and Bacon. Root, T. (2011). Revising and editing: Proofreader’s marks. Retrieved from http://www.valdosta.edu/~troot/eced4300/revising_&_editing.htm Root, T. (2006, August). Structure of narratives: Fifth grade. Valdosta, GA: Valdosta State University.
Root, T. (2008). The writing process: Instruction & assessment. Retrieved from Dr. Tonja Root’s Website: ECED 4300 on January 29, 2008, http://www.valdosta.edu/~troot/eced4300/writing_process.htm Shores, E.L. (2005). Rosa Parks: Civil rights pioneer. Mankato, MN: Capstone Press. Siegel, B. (1992). The year they walked: Rosa Parks and the Montgomery Bus Boycott. New York: Four Winds Press. The Faculty Room. (2004). Learning disabilities. Retrieved from http://www.washington.edu/doit/Faculty/Strategies/Disability/LD/ Tompkins, G. E. (2008). Teaching writing: Balancing process and product (5 th ed.). Upper Saddle River, NJ: Prentice Hall.