1. Jordan Cayton Social Studies: Capitol Buildings (National or State) Grade Level: 2 nd grade Persuasive Writing: Travel Brochure Jordan Cayton Persuasive Writing: Travel Brochure Grade Level: 2 nd grade Social Studies: Capitol Buildings (National or State)

2. Georgia Writing Assessment for 3rd Grade Four Types of writing: 1) Narrative 2) Informational 3) Persuasive 4) Response to Literature Three Performance Levels: 1) Exceeds 2) Meets 3) Does not meet Georgia Writing Assessment for 3rd Grade Four Types of Writing: 1)Narrative 2)Informational 3)Persuasive 4)Response to Literature Three Performance Levels: 1)Exceeds 2)Meets 3)Does not meet

3. Pre-assessment Prompt Travel brochure persuading others to visit Lake Park Elementary due to interesting, historical, and educational aspects. Pre-assessment Prompt Travel brochure persuading others to visit due to interesting, historical, and educational aspects

4. Prewritingpp pRE Writer Chooses: Purpose Audience Form Topic And creates a graphic organizer Prewriting

5. Grouping Options: Teacher’s Needs Whole Group Learn prewriting process collectively Following guidelines of graphic organizer with peer. Gain knowledge through modeling of others. Students are more on-task Reduce repetition or re-teaching later Maximizing the student’s zone of proximal development Instant feedback Through scaffolding, skill is mastered Grouping Options: Teacher’s Needs

6. Grouping Options: Students’ Needs Developmental: Read papers aloud, one-on-one time with the teacher, and pair up with partners. Cultural: Teacher clearly explains different topics; teacher provides stories, pictures, a video, and interesting information; and students pushed to create new experiences. Linguistic needs: Placed near other students and one-on-one help with teacher. Grouping Options: Students’ Needs Developmental: Read papers aloud, one-on-one time with the teacher, and pair up with partners. Cultural: Teacher clearly explains different topics; teacher provides stories, pictures, a video, and interesting information; and students pushed to create new experiences. Linguistic needs: Placed near other students and one-on-one help with teacher.

7. Instructional Procedures: Persuasive Writing FOorms: Editorials Book/Movie review Opinion essays Anything that argues a point of view Purpose: Change the opinion/view of others Use your opinion Use facts from: Books Internet Videos Class information Forms: Editorials Book/Movie Reviews Opinion essays Anything that argues a point of view Purpose: Change the opinion/view of others Use your opinion Use facts from: Books Internet Videos Class information Instructional Procedures: Persuasive Writing

8. Instructional Procedures: Prewriting Topic: What you’re writing about Purpose: The reason why you are writing Audience: Whom you are writing Form: Type of text being written Graphic Organizer: Organize your thoughts

9. Persuasive Writing Graphic Organizer Prewriting

10. Persuasive Writing Graphic Organizer Prewriting

11. Assessment: >Fill out your graphic organizer. +Identify: -Building contact information -Class contact information -Historical importance -Educational importance -Interesting aspect -Pictures >Persuade others of the interesting, historical, and educational aspects of a capitol building. >Use checklist for additional guidance. Assessment: Fill out your graphic organizer Identify: Building contact information Class contact information Historical importance Educational importance Interesting aspect Pictures Persuade others of the interesting, historical, and educational aspects of the capital building. Use checklist for additional guidance

12. Checklist:

13. Scoring Guide:

14. Scoring Guide cont’d

15. Accommodations/ Modifications: Developmental: Observe my modeling Large ribbed lines Big boxes “Spacing stickers” Cultural: Provide experiences Clearly explain One-on-one teacher assistance Linguistic needs: Signal Peer helpers One-on-one teacher assistance Accommodations/ Modifications: Developmental: Observe my modeling Large ribbed lines Big boxes “Spacing stickers” Linguistic needs: Signal Peer helpers One-on-one teacher assistance Cultural: Provide experiences Clearly explain One-on-one teacher assistance

16. Drafting Writer begins the “rough draft” based on information obtained from the prewriting stage. Drafting: Writer begins the “rough draft” based on information obtained from the prewriting stage.

17. Grouping Options: Teacher’s Needs Whole Group Learn prewriting process collectively Following guidelines of graphic organizer with peer. Gain knowledge through modeling of others. Students are more on-task Reduce repetition or re-teaching later Maximizing the student’s zone of proximal development Instant feedback Through scaffolding, skill is mastered Individual Complete draft individually

18. Instructional Procedures: Drafting Focus: Information used in prewriting graphic organizer Add details In sentence format Write on every other line Don’t worry about: Grammar Spelling Neatness Instructional Procedures: Drafting Focus: Information used in prewriting graphic organizer Add details In sentence format Write on every other line Don’t worry about: Grammar Spelling Neatness

19. Fill out your graphic organizer Identify: Building contact information Class contact information Historical importance Educational importance Interesting aspect Pictures Persuade others of the interesting, historical, and educational aspects of the capital building. Use checklist for additional guidance Assessment: >Fill out your travel brochure based on: +graphic organizer +checklist >Identify: +Building contact information +Class contact information +Historical importance +Educational importance +Interesting aspects +Paste resources +Pictures >Persuade others of the interesting, historical, and educational aspects of a capitol building in sentence format. >Use checklist for additional guidance. Assessment

22. Revising Reread rough draft looking for information to: Add Delete Rearrange Change Share with peer Revise based on feedback Revising Reread rough draft looking for information to: Add Delete Rearrange Change Share with peer Revise based on feedback

23. Grouping Options: Teacher’s Needs Whole Group Learn prewriting process collectively Following guidelines of graphic organizer with peer. Gain knowledge through modeling of others. Students are more on-task Reduce repetition or re-teaching later Maximizing the student’s zone of proximal development Instant feedback Through scaffolding, skill is mastered Individual Complete revision individually Peer Peer helps identify areas of needed revision. Grouping Options: Teacher’s Needs

24. Instructional Procedures: Revising Reread rough draft looking for information to: Add Delete Rearrange Change Don’t fix grammatical or spelling errors, yet. Instructional Procedures: Genre of Writing Reread rough draft looking for information to : Add Delete Rearrange Change Don’t fix grammatical or spelling errors, yet.

25. Proofreader’s Marks GTCO CalComp, Inc. (2008). Background image library - english/writing. Retrieved May 27, 2008, from InterWrite Products- Background Image Library- English/Writing Web site: http://www.gtcocalcomp.com/erc/interwritebackgrounds_writing.htmhttp://www.gtcocalcomp.com/erc/interwritebackgrounds_writing.htm Proofreader’s Marks

26. Assessment: Individual >Reread travel brochure >Make addition, subtraction, and rearranging changes Peer >Read to peer >Peer listens >Peer compliments >Ask questions, such as, “Where do I need more details?” >Peer gives suggestions >Make changes based on suggestions Assessment: Individual Reread travel brochure Make addition, subtraction, and rearranging changes Peer Read to peer Peer listens Peer compliments Ask questions, such as, “Where do I need more details?” Peer gives suggestions Make changes based on suggestions

27. Checklist:

28. Checklist cont’d:

29. Checklist Scoring Guide-Revision

30. Checklist Scoring Guide-Revision cont’d

32. ________________________________________________________ _______________________________________________________ Editing Set aside writing for a while. Proofread Locate errors Correct errors Editing Set aside writing for a while Proofread Locate errors Correct errors

33. Grouping Options: Teacher’s Needs Whole Group Learn prewriting process collectively Following guidelines of graphic organizer with peer. Gain knowledge through modeling of others. Students are more on-task Reduce repetition or re-teaching later Maximizing the student’s zone of proximal development Instant feedback Through scaffolding, skill is mastered Individual Complete editing individually Peer Peer helps identify areas of needed editing. Grouping Options: Teacher’s Needs

34. Instructional Procedures: Editing Use Proofreader’s Marks Focus on rereading for: Grammar Spelling Capitalization Punctuation Instructional Procedures: Editing Use proofreader’s marks Focus on rereading for: Grammar Spelling Punctuation Capitalization

35. Proofreader’s Marks GTCO CalComp, Inc. (2008). Background image library - english/writing. Retrieved May 27, 2008, from InterWrite Products- Background Image Library- English/Writing Web site: http://www.gtcocalcomp.com/erc/interwritebackgrounds_writing.htmhttp://www.gtcocalcomp.com/erc/interwritebackgrounds_writing.htm Proofreader’s Marks

36. Assessment > Reread revised travel brochure. > Make changes: +Grammar +Spelling +Punctuation +Capitalization >s based on peer’s suggestion: +Grammar +Spelling +Punctuation +Capitalization Assessment Reread revised travel brochure Make changes: Grammar Spelling Punctuation Capitalization Reread revised travel brochure to peer. Make corrections based on peer’s suggestions: Grammar Spelling Punctuation Capitalization

37. Checklist

38. Checklist cont’d

39. Scoring Guide

40. Scoring Guide cont’d

41. Publishing Publish work Correct any revision/editing errors Write neatly; in best handwriting Publish work Correct any revisions/editing errors Write neatly; in best handwriting Publishing

42. Grouping Options: Teacher’s Needs Whole Group Learn prewriting process collectively Following guidelines of graphic organizer with peer. Gain knowledge through modeling of others. Students are more on-task Reduce repetition or re-teaching later Maximizing the student’s zone of proximal development Instant feedback Through scaffolding, skill is mastered Individual Complete publishing individually Grouping Options: Teacher’s Needs

43. Instructional Procedures: Publishing Write final product of travel brochure. Paste pictures Write neatly; in best handwriting Share work Instructional Procedures: Publishing Write final product of travel brochure. Paste pictures Write neatly; in best handwriting Share work

44. Instructional Procedures: Editing Use Proofreader’s Marks Focus on rereading for: Grammar Spelling Capitalization Punctuation Assessment: Fill out your travel brochure based on: Graphic organizer Checklist Corrections of revisions Corrections of editing Identify: Building contact information Class contact information Historical importance Educational importance Interesting aspect Write out resources Pictures Persuade others of the interesting, historical, and educational aspects of a capital building in sentence format. Use checklist for additional guidance Publish!

45. Checklist:

46. Checklist cont’d:

47. Scoring Guide

48. Scoring Guide cont’d

49. Congratulations!! Your students and you have now completed the five stages of writing through persuasive writing! Congratulations! Your student and you have now completed the five stages of writing through persuasive writing!