1. Interdisciplinary Writing Unit Lori Martin

2. Unit grade level- 1 st genre of writing- informational/expository content area- Social Studies topic- Students have learned about the Lewis and Clark expedition and the importance of expansion westward. Also students have previously learned about Sacagawea and her role in the journey.

3. Pre-assessment Class, today we are going to be completing a pre-assessment to look at what knowledge you have on writing an informational report. I cannot give you any details about what makes up an informational report because this is an assessment to see how much you already know. You will not be graded on this, but this writing prompt will serve as feedback for me as a teacher to see what areas we need to focus more heavily on. Also, it will show you how much you already know. I am sure many of you already know how to construct an informational essay. Try your best, even if you get stuck try to continue writing for the entire 30 minutes. You are going to write about your hero. Your hero can be anyone, from your dad, your mom, or a cartoon hero. Remember, this is an informational report, make sure you know enough information about that person where you can write for 30 minutes. I am passing out pencils that have no erasers. I will also be assessing you to see if you know any revising and editing marks for when you make a mistake on your paper. I will hand out stock paper for you to write down ideas and plan your report, you do not have to use the paper but it is recommended. Once I have handed out the pencils and paper, you may begin.

4. Instructional Grouping Instruction ▫Whole group  Includes all students  Students are all involved  Same feedback  Keeps pace of lesson  Teacher can monitor learning  Increases time on task

5. Instructional grouping (continued) Practice Activity- Sacagawea ▫Whole group  All students will be on the same page  Collaborate together  Share ideas Assessment Activity- Lewis and Clark ▫Individual  To assess individuals performance and comprehension of material.

6. Grouping based on Developmental Levels Grouping will remain the same, but students with developmental needs will be allowed to pair up with a partner during the practice activity if extra help is needed. This will be available for them in the prewriting, revising, and editing stages. Students with developmental needs may also have access to computers for extra help from word processors.

7. Grouping based on cultural or linguistic backgrounds Instruction will remain whole group, if a students has a question they may confer with a partner before assessment During editing, ELL students will have the option of joining a “writer’s workshop” where they can ask questions, and provide feedback. Computers will also be an option during the drafting and publishing stages.

8. Prewriting Genre- Informational Form- Report An informational report is a piece that will educate your reader about a certain topic.

9. Prewriting During the prewriting stage, you: decide on topic collect ideas consider audience & purpose (whom and why you are writing) use a graphic organizer

10. DiscoveriesProblemsContributions 3. 2.4. 2. Introduction: Who: What: When: Where: Conclusion: BODYBODY 1. 5. Directions: Use this graphic organizer to document important facts about your historical figures. Remember, do not use complete sentences. Martin, L. (2011). Modified from: Barnes, H. & Cayton, J. (2008). Expository writing information organizer. Published Manuscript, Valdosta State University. Valdosta, Ga. Retrieved from: http://www.valdosta.edu/~troot/writing_units_su_08.htmhttp://www.valdosta.edu/~troot/writing_units_su_08.htm

11. Background 11 th child slaves in Maryland 1849 escaped to north left everyone Events -1000 slaves escaped each year meeting places, secret routes, transportation safe houses Contributions worked for union army worker 13 trips freed 300+ slaves to go north or canada 3. 2.4. 2. Introduction: Who: Harriet Tubman What: Underground Railroad Conductor When: 1850-1860 Where: Northern America Conclusion: Provided food, shelter and assistance Key figure in fight for freedom Abolitionist Free states/canada BODYBODY 1. 5. Martin, L. (2011). Modified from: Barnes, H. & Cayton, J. (2008). Expository writing information organizer. Published Manuscript, Valdosta State University. Valdosta, Ga. Retrieved from: http://www.valdosta.edu/~troot/writing_units_su_08.htmhttp://www.valdosta.edu/~troot/writing_units_su_08.htm

12. Prewriting rubric Met Standard (3 points) Partially Met Standard (2 points) Did Not Meet Standard (1 Point) Introduction Student has a clear introduction. Introduces character, place, time and main focus. Completes 3 of points. Student attempted introduction, but only complete 2 of the points. Student did not attempt, or completed only 1 point. Student used complete sentences. Body- Point 1 Student has included 3 facts about their topic in the areas within the directions. Student attempted the first body paragraph, but only gave 2 facts. Student did not attempt, or completed only 1 point. Student wrote in complete sentences. Body- Point 2 Student has included 3 facts about their topic in the areas within the directions. Student attempted the first body paragraph, but only gave 2 facts. Student did not attempt, or completed only 1 point. Student wrote in complete sentences. Body- Point 3 Student has included 3 facts about their topic in the areas within the directions. Student attempted the first body paragraph, but only gave 2 facts. Student did not attempt, or completed only 1 point. Student wrote in complete sentences. ConclusionStudent had a conclusion with 3 points provided. Student attempted conclusion but only gave 2 points. Student did not attempt or only gave 1 point. Student also used complete sentences.

13. Accommodations or Modifications Accommodations and/or Modifications for Needs of Students with Differing Developmental Levels: For students with differing developmental needs, the teacher will give students a graphic organizer that is already filled out. This graphic organizer will be available for the student, closer than on the ELMO. Teacher will also be readily available for one on one question and help. Books with larger print and websites with bigger fonts can be preselected for the students and placed on their desks for additional resources.

14. Accommodations and/or Modifications for Needs of Students from Differing Cultural and Linguistic Backgrounds: Allow students to use the conferring strategy, as suggested by Rojas, students can pair with linguistic buddies so they can confer in their primary language while starting their graphic organizer. As the teacher you can use cooperative learning strategies for conference purposes. And also, you could use co-teaching strategies for conference strategies (Rojas, 2007).

15. Drafting During this stage, you: write a story write sentences skip lines put an “X” on lines not going to be used

16. Met Standard (3 points) Partially Met Standard (2 points) Did Not Meet Standard (1 Point) Introduction Student has a clear introduction. States the topic and three details. Has 4+ complete sentences. Student skipped lines and marked an X in lines not using. Student attempted introduction with only 2- 3 sentences. Student skipped lines but did not mark an X on the unused lines. Student did not attempt, or complete the introduction. Introduction has less than 2 sentences. Did not write in complete sentences. Did not skip lines. Body- Point 1 Student describes point one in great detail, using 4+ complete sentences. Student skipped lines, and marked an X in the unused lines. Student attempted writing the first point, using only 2-3 sentences. Lack supporting sentences. Student skipped lines but did not mark an X on the unused lines. Student did not address point 1, or provide supporting details. Point is unclear, and student did not skip lines. Body- Point 2 Student has included 3-4 facts about their topic in the areas within the directions. Student attempted the first body paragraph, but only gave 2-3 facts. Student did not attempt, or completed only 1 point. Student wrote in complete sentences. Body- Point 3Student has included 3-4 facts about their topic in the areas within the directions. Student attempted the first body paragraph, but only gave 2-3 facts. Student did not attempt, or completed only 1 point. Student wrote in complete sentences. Drafting rubric

17. Revising Time to improve your draft! Add, Delete, Rearrange and change words and sentences

18. To add information you use the caret (^) symbol. To delete information you cross through it. (word) To change information, you write the correction above the deletion line. correction (word) To rearrange you use arrows to show where you want the information to be moved to. Lewis and Clark westward traveled.

19. Revising rubric Element Meets standards (3) Partially Meets standards (2) Does not meet standards (1) Adding Added necessary information to the report. Added less related information and more unnecessary information to the report. -Either didn’t add anything to report or mostly unrelated information to report. -Incorrectly used revision marks Deleting Deleted unnecessary information. Deleted less unnecessary information and more related information. -Deleted mostly related information from the report. -Incorrectly used revision marks. Rearranging Made necessary rearrangements. Made mostly unrelated rearrangements. -Did not rearrange. -Did not use revision marks correctly Revision Marks Made less than 3errors with revision marks. Made between 6-10 errors with revision marks. Made more than 10 revision mark errors. Total Points: _________________/12 Percentage: ____________%

20. Editing Focus on mechanics ▫grammar ▫punctuation ▫spelling

22. Editing rubric Category Meets Standards 3 Partially Meets 2 Does not meet 1 Does not meet 0 Spelling 4 or less errors in spelling 5-9 errors in spelling 10-12 errors in spelling No attempt Punctuation Ending punctuation and commas in a series 4-5 errors in punctuation 6-7 errors in punctuation 8 or more errors in punctuation No attempt Capitalization Beginning of sentences 4-5 errors in capitalization 6-7 errors in capitalization 8 or more errors in capitalization No attempt Complete Sentences 4-5 incomplete sentences 6-7 incomplete sentences 8 or more incomplete sentences No attempt Total Points _____________/16 Percentage ____________%

23. Publishing Combine revisions and edits to make a finished piece. For this project we are going to be making a book.

24. Publishing rubric Total Points __________/12 Percentage ____________% CriteriaMeets Standard Partially Meets Standard Does not meet Standard Made no attempt at Standard 3210 Illustrating Student illustrated their report with detail. Students put together a clean, neat book. Student illustrated their report with little detail. Students book was partially put together. Student’s illustrations were not related to the topic. Students book was not put together properly. Student had no illustrations. Student made no attempt to put book together. Writing Students made corrections based off revising and editing stages Handwriting is legible. Students made most of the corrections from the revising and editing stages. Students did not correct half of the corrections from the editing and revising stage. Student made no corrections. Hand writing is not legible. Writing Process Completed and adequately showed knowledge of all stages in the writing process. Completed 3-4 stages of the writing process and showed adequate knowledge. Completed 2 or less stages in the writing process but did not adequately show conceptual knowledge. Did not complete any of the stages to the writing process.

25. References (Content & Modifications) Georgia Department of Education, (2008). Assistive technology resource guide. Retrieved from http://www.gpat.org/resources.aspx?PageReq=GPATConside (for modifications) Lipkewich, A.E. (2001). ABC’s of the writing process. Retrieved from: http://www.angelfire.com/wi/writingprocess/elemwplinks.ht ml Rojas, V. P. (2007). Strategies for success with English language learners. Alexandria, VA: Association for Supervision and Curriculum Development. (Accommodations for English Language Learners) Tompkins, G. (2008). Teaching writing: Balanced process and product. Upper Saddle River, New Jersey: Pearson, Merrill/Prentice Hall.

26. Graphic organizer reference Martin, L. (2011). Modified from: Barnes, H. & Cayton, J. (2008). Expository writing information organizer. Published Manuscript, Valdosta State University. Valdosta, Ga. Retrieved from: http://www.valdosta.edu/~troot/writing_units su_08.htm

27. Rubric References Prewriting Martin, L. (2011) Modified from: Cayton, J. (2008). Expository writing: checklist scoring guide. Published Manuscript, Valdosta State University. Valdosta, GA. Retrieved from: http://www.valdosta.edu/~troot/writing_units_su_08.htm Drafting Martin, L. (2011) Modified from: Cayton, J. (2008). Expository writing: checklist scoring guide. Published Manuscript, Valdosta State University. Valdosta, GA.

28. Rubric references Revising Martin, L. (2011) Informational Revising Rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA. Editing Martin, L. (2011) Editing rubric. Retrieved May 30, 2011from Dr. Root’s Web site: http://coefaculty.valdosta.edu/troot/read7140/Writing_Asse ssments.htm. Publishing Martin, L. (2011). Publishing rubric. Unpublished manuscript. Valdosta State University, Valdosta, Ga.