1. READ 7140, Summer 2005, Green Interdisciplinary Writing Unit Leigh Green READ 7140A Summer 2005

2. READ 7140, Summer 2005, Green The Writing Process Step 1: Prewriting – Get your ideas on paper Step 1: Prewriting – Get your ideas on paper Step 2: Drafting – Turn your ideas into sentences and paragraphs Step 2: Drafting – Turn your ideas into sentences and paragraphs Step 3: Revising – Organize paragraphs, find your voice, appeal to the reader Step 3: Revising – Organize paragraphs, find your voice, appeal to the reader Step 4: Editing – Proofreading – fix mistakes Step 4: Editing – Proofreading – fix mistakes Step 5: Publishing – Your best work Step 5: Publishing – Your best work

3. READ 7140, Summer 2005, Green Eng/Lang. Arts Web Resources Dr. Root's ECED 4300 site Dr. Root's ECED 4300 site Dr. Root's ECED 4300 site Dr. Root's ECED 4300 site Writing process information, graphic organizers Writing process information, graphic organizers English/Lang. Arts GPS English/Lang. Arts GPS English/Lang. Arts GPS English/Lang. Arts GPS Kim's Korner Teacher Resources Kim's Korner Teacher Resources Kim's Korner Teacher Resources Kim's Korner Teacher Resources Useable printables, techniques Useable printables, techniques Laura Candler's Site Laura Candler's Site Laura Candler's Site Laura Candler's Site A wealth of teacher friendly resources A wealth of teacher friendly resources Middle Grades Writing Assessment Info Middle Grades Writing Assessment Info Middle Grades Writing Assessment Info Middle Grades Writing Assessment Info Guidelines of Georgia MGWA & HSWT Guidelines of Georgia MGWA & HSWT Writing Within a Balanced Literacy Program Writing Within a Balanced Literacy Program Writing Within a Balanced Literacy Program Writing Within a Balanced Literacy Program

4. READ 7140, Summer 2005, Green Unit Background Knowledge Before teaching this unit students should already be familiar with: Before teaching this unit students should already be familiar with: The writing process The writing process Tuck Everlasting Tuck Everlasting Or other novel read as a class Or other novel read as a class

5. READ 7140, Summer 2005, Green Unit Overview Mode of Writing: Narrative Mode of Writing: Narrative Objective: Students will complete a character analysis in essay form on the character of their choice from Tuck Everlasting. Objective: Students will complete a character analysis in essay form on the character of their choice from Tuck Everlasting.

6. READ 7140, Summer 2005, Green Unit Overview How? Teacher will guide students as they complete each stage of the writing process. Each stage should last 1 ½ - 2 class periods in length. How? Teacher will guide students as they complete each stage of the writing process. Each stage should last 1 ½ - 2 class periods in length.

7. READ 7140, Summer 2005, Green Unit Overview GPS for Unit: GPS for Unit: ELA6W1 a (selects organizational structure) ELA6W1 a (selects organizational structure) ELA6W2 b (Organizes appropriate to purpose) ELA6W2 b (Organizes appropriate to purpose) ELA6W2 b ( Demonstrates an understanding of literary work ELA6W2 b ( Demonstrates an understanding of literary work ELA6W2 c (…interpretive, analytic, …reflective) ELA6W2 c (…interpretive, analytic, …reflective) ELA6W4 a (plans independently & resourcefully) ELA6W4 a (plans independently & resourcefully)

8. READ 7140, Summer 2005, Green Unit Overview Instruction: Instruction: Direct Instruction: teach mode of writing Direct Instruction: teach mode of writing Whole Group Discussion: review writing process Whole Group Discussion: review writing process Whole Group Discussion: modeling prewriting Whole Group Discussion: modeling prewriting Independent: prewriting, drafting Independent: prewriting, drafting Small Group: revising & editing Small Group: revising & editing Independent: publishing Independent: publishing

9. READ 7140, Summer 2005, GreenAssessment Students will be given pre/post tests to measure gains/mastery of chosen GPS related to unit. Students will be given pre/post tests to measure gains/mastery of chosen GPS related to unit. The students will receive a checklist for each step of the writing process to turn in daily. Student work and checklist will be given back each day at the beginning of class. The students will receive a checklist for each step of the writing process to turn in daily. Student work and checklist will be given back each day at the beginning of class. The students will receive a rubric for the overall assignment. The students will receive a rubric for the overall assignment. This overall rubric will be discussed, distributed, and posted in the classroom. This overall rubric will be discussed, distributed, and posted in the classroom.

10. READ 7140, Summer 2005, GreenGrouping When grouping teacher will consider level of ability, linguistic capabilities, and behavior. When grouping teacher will consider level of ability, linguistic capabilities, and behavior. Bilingual with high ability Bilingual with high ability High ability with high ability High ability with high ability High ability with average ability High ability with average ability Average ability with average ability Average ability with average ability Average ability with low ability Average ability with low ability Low ability will not be paired with another low ability student or high ability student. Low ability will not be paired with another low ability student or high ability student. Students with EBD, ADD, ADHD, or other categories of the like should not be paired together if behavior is a problem. Students with EBD, ADD, ADHD, or other categories of the like should not be paired together if behavior is a problem. Cooperative Learning Management Techniques Cooperative Learning Management Techniques Cooperative Learning Management Techniques Cooperative Learning Management Techniques

11. READ 7140, Summer 2005, GreenModifications Teacher will make needed modifications to ensure that all students are able to learn in an environment that is least restrictive to them. Teacher may take modification ideas/requirements from such documents as SST, IEP, and 504 plans. Teacher will make needed modifications to ensure that all students are able to learn in an environment that is least restrictive to them. Teacher may take modification ideas/requirements from such documents as SST, IEP, and 504 plans. Websites with helpful ideas for modifications: Websites with helpful ideas for modifications: ADD & ADHD ADD & ADHD ADD & ADHD ADD & ADHD OCD & Tourettes OCD & Tourettes OCD & Tourettes OCD & Tourettes Autism; Learning & Physical Disabilities; Communication, Hearing, & Speech Disorders Autism; Learning & Physical Disabilities; Communication, Hearing, & Speech Disorders Autism; Learning & Physical Disabilities; Communication, Hearing, & Speech Disorders Autism; Learning & Physical Disabilities; Communication, Hearing, & Speech Disorders

12. READ 7140, Summer 2005, GreenModeling Introduce narrative writing Introduce narrative writing Review writing process Review writing process Read “The Jumping Frog” Read “The Jumping Frog” Model Graphic Organizer Model Graphic Organizer Discuss transfer of modeling to independent work Discuss transfer of modeling to independent work Monitor students as they begin prewriting independently Monitor students as they begin prewriting independently

13. READ 7140, Summer 2005, Green TheEnd