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Interdisciplinary Writing Unit

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1 Interdisciplinary Writing Unit
Narrative Writing Social Studies Fifth Grade Civil Rights Movement Interdisciplinary Writing Unit Jalisa Brown READ 7140

2 Teacher Instructions Pre-Assessment 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 $ to spend whatever way you wanted, what would you do with the money?

3 Materials Teacher Students
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 2 sharpened pencils 4 sheets of lined notebook paper additional lined notebook paper for early finishers’ activity (if needed) Students

4 Directions Give each student a writing activity sheet.
Have students write their name and the date on the paper. Once you have passed out all of the student writing activity sheets, as they follow along, read the handout to the class. 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. Set the timer for thirty-five (35) minutes, and tell the students they may begin.

5 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. At the conclusion of the activity, have students staple their writing to the back of their instruction sheet. 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.

6 Student Writing Activity Sheet

7 Instructional Grouping
Assessment Portion All Stages Individually Teaching and Practice opportunity to conduct writing conferences determine if fully understand and comprehend collect accurate data All Stages Whole-group opportunity to address student concerns and correct incorrect practices before assessment Collect accurate data—important in determining if need to reteach information Teacher’s Instructional Needs

8 Grouping Developmental Levels Teaching Practice and Assessment
All Stages Practice and Assessment Whole-group All Stages opportunity to address student concerns and correct incorrect practices before assessment Paired with peer OR 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 Developmental Levels

9 Grouping Practice Teaching Cultural or Linguistic Backgrounds
Prewriting, Revising, and Editing Teaching Small Group All Stages opportunity to collaborate with more knowledgeable people Small Group Small group—two fluently speaking English and Spanish peers 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)

10 Grouping Practice Assessment Cultural or Linguistic Backgrounds
Drafting and Publishing Individually Practice only developing information from previous stages (prewriting/revising and editing) Grouping Assessment All Stages Individually Cultural or Linguistic Backgrounds determine if fully understand and comprehend

11 Stages of the Writing Process
Prewriting Stages of the Writing Process Drafting Revising Editing Publishing

12 Prewriting 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 conflict Middle: Details about elements introduced in the beginning End: Problem being solved and the conflict resolved; tie up loose ends In our case, become a part of the event; pretend to play an active role in the event Form of writing: Simulated Journal Assume the role of a character and write from his or her viewpoint

13 Prewriting Put ideas down on paper using graphic organizer
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)

14 Time Travelers pretend you are a time traveler
Directions: Time Travelers 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 March on Washington, the Voting Rights Act, or the Civil Rights Act

15 Graphic Organizer do not use complete sentences
do not worry about spelling and grammar

16 Prewriting Scoring Guide

17 Prewriting Students with Differing Developmental Levels
Accommodations/Modifications allowed to dictate to a peer record responses on audio-tape (alternative to handwriting) Will be given: -an audio-tape -a blank cassette tape

18 English Language Learners
Students with Cultural or Linguistic Backgrounds Prewriting Accommodations/Modifications English Language Learners Paired with two other students who speak English and Spanish fluently Students: assist by translating words provide definitions

19 Drafting expansion of prewriting stage
putting your “ideas down on paper” (Tompkins, 2008, p. 11) information from graphic organizer used to develop a draft take your ideas and develop them into sentences spelling and grammar unimportant

20 Drafting Scoring Guide

21 Revising rereading and developing ideas of draft
“adding, substituting, deleting, and rearranging material” (Tompkins, 2008, p. 13) revising proofreader’s marks You 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

22 Proofreader’s Marks Revising

23 Revising Scoring Guide

24 Editing Mechanics focus: mechanics editing proofreader’s marks
capitalization, punctuation, spelling, sentence structure, usage, and formatting (Tompkins, 2008, p. 16) Mechanics word by word reading (Root, 2008, p. 39) focus: mechanics editing proofreader’s marks Mini-lesson on periods (at the end of sentences and in abbreviations). correct mechanical errors proofreading (Root, 2008, p. 39)

25 Proofreader’s Marks Editing

26 Editing Scoring Guide

27 Publishing rewriting piece from revising and editing stage
Writers’ Showcase involves 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

28 Publishing Scoring Guide

29 Editing 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).

30 Proofreader’s Marks Editing

31 We will edit three pages of my draft.
1 2

32 3 4

33 5 6

34 7 8

35 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 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 ). Boston: Allyn and Bacon. Root, T. (2011). Revising and editing: Proofreader’s marks. Retrieved from Root, T. (2006, August). Structure of narratives: Fifth grade. Valdosta, GA: Valdosta State University.

36 Root, T. (2008). The writing process: Instruction & assessment
Root, T. (2008). The writing process: Instruction & assessment. Retrieved from Dr. Tonja Root’s Website: ECED 4300 on January 29, 2008, 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 Tompkins, G. E. (2008). Teaching writing: Balancing process and product (5th ed.). Upper Saddle River, NJ: Prentice Hall.

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