1. Interdisciplinary Writing Unit Presentation
By: Kayla Lear

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

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

4. 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!”

5. 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.

6. 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.

7. 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.

8. Prewriting

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

10. Prewriting: First stage of writing process
Purpose: get your ideas down on paper!
No complete sentences.
Don’t worry about spelling!
Complete graphic organizer

11. 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?

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

13. 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:_______________________________________________________

14. 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?

15. 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

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

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

18. Drafting

20. Drafting Don’t worry about grammar or spelling Skip every other line
Use your graphic organizer to help you
Write in complete sentences

21. 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?

22. 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

23. Revising

24. Revising Add more details Delete unrelated information
Rearrange the order
Change words
Don’t worry about spelling or grammar yet
Use our proofreading marks

25. 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?

26. Revising Rubric Exceeds Standard 3 Meets Standard 2 Somewhat1
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

27. 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:

28. Editing

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

30. 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?

31. 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

32. Publishing

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

34. 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?

35. 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

36. 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.

37. 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.