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Interdisciplinary Writing Unit Presentation
By: Kayla Lear
Introduction to the Unit
Grade Level: 2nd 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!”
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 Student’s 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 Student’s 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: 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. Don’t 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”
1st Paragraph Topic:___________________________________________ Detail 1: Detail 2: Detail 3: 2nd Paragraph Topic:___________________________________________________
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 pick a third subtopic? 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. Body: Paragraph Subtopic 1/supporting details 2-3 1 Body: Paragraph Subtopic 2/supporting details Body: Paragraph Subtopic 3/supporting details Conclusion: Identifies possible ideas for conclusion including two or three topics from report. Identifies possible ideas for conclusion including one topic from report. 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 Don’t 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? _____ Does my third body paragraph have a main sub-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 2-3 1 Body: Paragraph Subtopic 2 Body: Paragraph Subtopic 3: Conclusion: Readdresses topic and 3 subtopics Readdresses topic and 1-2 subtopics Total Points: ________/54 ______X 3 ______X 2 _______X 1
Revising Add more details Delete unrelated information
Rearrange the order Change words Don’t 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
1 Does not Meet 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 Deleting All 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 (cont’d)
Rearranging All rearrangements were made as necessary Most rearrangements made to clarify writing Some rearrangements were made to clarify writing There were no rearrangements 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 Proofreading 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-Exceeds 3-Meets 2-Partially Meets 1-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 4-5 errors in punctuation 6-7 errors in punctuation 8 or more errors in punctuation Capitalization Beginning of sentences, names, and proper nouns 0-3 errors in capitalization 4-5 errors in capitalization 6-7 errors in capitalization 8 or more errors in capitalization
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-Exceeds 3-Meets 2-Partially Meets 1-Does Not Meet
Focus Maintains a focus on a single object, person, place, or event event. One or two details may not relate to the object, event. Many events and details do not relate to the object, Writing has little or no focus on a single object, No attempt Content Clear ideas are well supported with more than three, varied details that inform the reader supported with three details that inform the reader supported with two Almost no details which make it difficult for the reader to understand the information
Publishing Rubric (cont’d)
Organization Writing clearly has an introduction with many supporting details used to support the body. A conclusion is clearly defined Writing has an 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 Some sentences are complete with repeated Many incomplete sentences with many grammar making it difficult to read.
References Lipkewich, A., & Mazurenko, R. (2001). Abc's of the writing process. Retrieved from 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 /LD/ Tompkins, G. (2012). Teaching writing: balancing process and product. Fresno, CA: Pearson.
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