READ 7140 Dr. Tonja Root Summer nd Grade Interdisciplinary Writing Unit

Grade Level: 2 nd Genre: Persuasive Writing Form: Letter Content Area Connection: Social Studies Personal Saving & Spending English/Language Arts Competency in the writing process

3 rd grade Covers 4 types of writing: Narrative Informational Persuasive Response to Literature Three performance levels: Does not meet Meets Exceeds Writing samples must be collected throughout the year. Scoring rubrics are used to score each type of writing. Georgia writing assessments. (2008). Georgia Department of Education. Retrieved May 16, 2008, from The Georgia Department of Education Testing Web Site:

Students will write a letter to the teacher trying to persuade her into letting them have a class pet. Students should include details such as what kind of pet they would like, the responsibilities involved with having a class pet, and how the class would take care of the pet.

1 st stage of the writing process

Whole Group Instruction: Used for the introduction of the writing assignment, explanation of the writing process and form of writing, read-aloud, and practice activity. All students need to receive the same basic information since this is the beginning of a persuasive unit project. Utilizing whole group instruction will enable all students to receive the same information and will enable students to have more time to work, thus increasing time on task. Independent Work: During the assessment activity (graphic organizer). Individual work will allow the teacher to assess each student and ensure that each student receives the individual attention and focus needed to complete their assignment. Individual work also allows students to work in their zone of proximal development and provides an opportunity for the teacher to scaffold individual instruction.

Developmental: preferential seating in the front of the classroom (to receive clear instruction with limited distractibility) more time for assessment activity if needed student with ADHD will be allowed to stand while completing his work or walk across the back of the room for periods of time as needed Cultural: Letter sent home to parents explaining the unit; includes details and expectations This will promote a sense of belonging for culturally diverse families (Mastropieri & Scruggs, 2007).

Linguistic: included in whole group instruction for directions, explanations, and practice activity allowed to have a partner Directions communicated in various ways: Verbally, Written on board, Hardcopy given to student for easy reference A translator will also be made available if needed, and the graphic organizer will be printed in the appropriate written language.

Introduce Persuasive writing Writer takes a position (for or against) on an issue and writes to convince reader to believe his/her opinion “Argumentative” Format: includes an introduction, body, conclusion I Wanna Iguana By: Karen Kaufmann Orloff

Decide our topic, genre of writing, purpose, and audience Topic = Money Genre = Persuasive Form = Letter Purpose = Persuade & provide facts that support opinion Audience = Someone you are writing a letter to (someone you know such as classmate, teacher, parent) Complete graphic organizer by writing down ideas Do not use complete sentences Spelling not important

Pulliam, J. (2008, May). Is it really worth it: Persuasive letter writing organizer. Unpublished graphic organizer, Valdosta State University, Valdosta, GA.

Students will independently complete the graphic organizer Students choose an item they want to buy Trying to persuade a friend, parent, teacher, etc. why the item is worth the money Cannot use the same item that was used in practice activity Include factual information to support opinion Use checklist to be sure everything is included

Pulliam, J. (2008, May). Persuasive writing: Prewriting checklist. Unpublished manuscript, Valdosta State University, Valdosta, GA.

Developmental Needs: Paired with a peer partner to assist student in staying on task Additional time Peer partner will check student’s checklist also Cultural Needs: Directions & specific instructions sent home to share with parents For students that do not understand the concept of saving and spending money, and the value of money in America, additional instruction will be provided Information from local bank about savings account

Linguistic Needs: Directions given during whole group instruction Repeated as necessary Peer partner Student may ask teacher questions; one-on-one

2 nd stage of the writing process

Whole Group Instruction: Used for the explanation of the stage of writing and the practice activity Will enable all students to receive the same information and will enable students to have more time to work, thus increasing time on task. Independent Work: During the assessment activity Will allow the teacher to assess each student and ensure that each student receives the individual attention and focus needed to complete their assignment. Allows students to work in their zone of proximal development and provides an opportunity for the teacher to scaffold individual instruction.

Developmental: preferential seating in the front of the classroom (to receive clear instruction with limited distractibility) more time for assessment activity if needed student with ADHD will be allowed to stand while completing his work or walk across the back of the room for periods of time as needed Cultural: Letter sent home to parents explaining the unit; includes details and expectations This will promote a sense of belonging for culturally diverse families (Mastropieri & Scruggs, 2007).

Linguistic: included in whole group instruction for directions, explanations, and practice activity allowed to have a partner Directions communicated in various ways: Verbally, Written on board, Hardcopy given to student for easy reference A translator will also be made available if needed

Use completed graphic organizers Write those ideas in complete sentences Spelling still not important Will use a letter format (provided by teacher) Write neat so you can read it later Walk through format with students: Write date at the top Greeting Body of letter Conclusion Closing (“Sincerely”) Signature

Students will individually complete a rough draft Students use drafting letter format provided by teacher Use checklist to be sure everything is included Will be scored using teacher’s scoring guide

Pulliam, J. (2008, May). Persuasive writing: Drafting checklist. Unpublished manuscript, Valdosta State University, Valdosta, GA.

Pulliam, J. (2008, May). Persuasive writing: Drafting scoring guide. Unpublished scoring guide, Valdosta State University, Valdosta, GA.

Developmental Needs: Paired with a peer partner to assist student in staying on task Additional time Peer partner will check student’s checklist also Cultural Needs: Directions & specific instructions sent home to share with parents For students that do not understand the concept of saving and spending money, and the value of money in America, additional instruction will be provided Information from local bank about savings account

Linguistic Needs: Directions given during whole group instruction Repeated as necessary Peer partner Student may ask teacher questions; one-on-one

3 rd stage of the writing process

Whole Group Instruction: Used for the introduction, explanation of revising stage, & practice Will enable all students to receive the same information and will enable students to have more time to work, thus increasing time on task. In pairs: During assessment activity Will peer conference with one another Provide feedback and encouragement Will be given guidelines to follow during peer conferencing

Developmental: preferential seating in the front of the classroom (to receive clear instruction with limited distractibility) more time for assessment activity if needed student with ADHD will be allowed to stand while completing his work or walk across the back of the room for periods of time as needed Cultural: Letter sent home to parents explaining the unit; includes details and expectations This will promote a sense of belonging for culturally diverse families (Mastropieri & Scruggs, 2007).

Linguistic: included in whole group instruction for directions, explanations, and practice activity allowed to have a partner Directions communicated in various ways: Verbally, Written on board, Hardcopy given to student for easy reference A translator will also be made available if needed, and the graphic organizer will be printed in the appropriate written language. Revising poster printed on 8 ½” x 11” sheet of paper to place on student’s desk

Read our writing Partner listens to our writing Partner compliments our writing Writer asks questions Listener answers questions “ARRR” Adding Replacing Removing Rearranging Use checklist to guide you

Students will revise their drafts independently first Students will work in pairs to revise their rough drafts Students will use the “ARRR” strategy: Add Replace Remove Rearrange Use checklist to be sure everything is included Will be scored using teacher’s scoring guide

Developmental Needs: Paired with a peer partner to assist student in staying on task Partner determined by the teacher Partner will provide motivation & encouragement Cultural Needs: Directions & specific instructions sent home to share with parents For students that do not understand the concept of saving and spending money, and the value of money in America, additional instruction will be provided Information from local bank about savings account

Linguistic Needs: Directions given during whole group instruction Repeated as necessary Peer partner Student may ask teacher questions; one-on-one

4 th stage of the writing process

Whole Group Instruction: Used for the introduction, explanation of editing stage, & practice Will enable all students to receive the same information and will enable students to have more time to work, thus increasing time on task. In pairs: During assessment activity Will work to edit their revised drafts “Two heads are better than one” Zone of proximal development

Developmental: preferential seating in the front of the classroom during whole group instruction more time for assessment activity if needed student with ADHD will be allowed to stand while completing his work or walk across the back of the room for periods of time as needed Cultural: Students will work in pairs to provide extra support & encouragement

Linguistic: included in whole group instruction for directions, explanations, and practice activity Directions communicated in various ways: Verbally, Written on board, Hardcopy given to student for easy reference Students will work in pairs to provide extra support & encouragement during practice & assessment activities

Wait 2 -3 days since revising Proofread (word-by-word) Use proofreader’s marks Marks corrections with a different colored pen Proofread for: Spelling Capitalization Punctuation Paragraph formation

Students will work in pairs to edit their revised copies Students/partners will make suggestions and provide compliments Students will use proofreader’s marks to edit their OWN work Editing should be completed in a different colored pen than other writing Use checklist to be sure everything is included Will be scored using teacher’s scoring guide

Students are expected to use proofreader’s marks on their revised copies of their drafts. Retrieved May 27, 2008, from: gantz/editor-marks.gif

_____ 1. Use a different colored pen. _____ 2. Correct misspelled words. _____ 3. Capitalize first letters in the first word of each sentence. _____ 4. Capitalize the first letter in proper nouns. _____ 5. Put a period at the end of sentences, unless another punctuation mark is needed. _____ 6. Make sure all sentences are complete. _____ 7. Use proofreader’s marks to correct mistakes. _____ 8. Let my partner make suggestions for changes. _____ 9. Make suggestions to my partner.

ElementsMeets CriteriaPartially Meets CriteriaDoes Not Meet Criteria PenUsed a different colorDid not use a different color SpellingCorrected most errorsCorrected few errorsDid not correct any errors CapitalizationFirst words in sentences and proper nouns First words or proper nouns Did not capitalize first words or proper nouns PunctuationUsed periods and question marks at the end of sentences appropriately. Used commas in a series and after the greeting and closing. Did not use ending punctuation correctly. Used commas in a series and after the greeting and closing of the letter. Did not use punctuation correctly. Sentence StructureWrote in complete sentences. Wrote in complete sentences most of the time. Did not write in complete sentences Proofreader’s MarksCorrect most of the time. Correct some of the time. Did not use correctly. Partner CooperationWorked with a partner to offer and accept suggestions. Worked with a partner to either offer or accept suggestions, but not both. Did not work with a partner to offer or accept suggestions.

Developmental Needs: Paired with a peer partner to assist student in staying on task Additional time Peer partner will check student’s checklist also Cultural Needs: Directions & specific instructions sent home to share with parents For students that do not understand the concept of saving and spending money, and the value of money in America, additional instruction will be provided Information from local bank about savings account

Linguistic Needs: Directions given during whole group instruction Repeated as necessary Peer partner Student may ask teacher questions; one-on-one

5 th stage of the writing process

Whole Group Instruction: Used for the introduction, explanation of publishing stage, & practice activity Will enable all students to receive the same information and will enable students to have more time to work, thus increasing time on task. Independent Work: Assessment activity Individual accountability and assessment

Developmental: preferential seating in the front of the classroom during whole group instruction more time for assessment activity if needed student may ask teacher questions; one-on-one support Cultural: Students will work with partner to provide extra support & encouragement

Linguistic: included in whole group instruction for directions, explanations, and practice activity Directions communicated in various ways: Verbally, Written on board, Hardcopy given to student for easy reference Students will work with partner to provide extra support & encouragement during practice & assessment activities if needed

Students create a final copy of their writing. written in neatest handwriting, or typed Include all corrections from revising and editing stages Share published piece with others

Students will work individually to publish their letters Students rewrite their work in their neatest handwriting Students use checklist Teachers use scoring guide to assess the publishing stage of the writing process

_______ 1. I used my best handwriting. _______ 2. I used the letter format. _______ 3. I made all of my corrections on my final copy. _______ 4. I wrote in complete sentences. _______ 5. I used correct spelling. _______ 6. I used correct capitalization. _______ 7. I used correct punctuation. _______ 8. I read over my writing one last time.

ElementsMeets CriteriaPartially Meets Criteria Does not meet Criteria HandwritingNeat, legibleSome words are not legible Not legible Revision ChangesIncluded all/most changes Included few changes Included no changes Editing ChangesIncluded all/most changes Included few changes Included no changes SignatureSigned final copy of letter Did not sign final copy of letter SharingShared letter with someone Plans to share with person to whom the letter is addressed. Did not /does not plan to share letter with anyone Comments:

Developmental Needs: Paired with a peer partner to assist student in staying on task Additional time Peer partner will check student’s checklist also Cultural Needs: Directions & specific instructions sent home to share with parents For students that do not understand the concept of saving and spending money, and the value of money in America, additional instruction will be provided Information from local bank about savings account

Linguistic Needs: Directions given during whole group instruction Repeated as necessary Peer partner Student may ask teacher questions; one-on-one