Presentation on theme: "Interdisciplinary Writing Unit Presentation"— Presentation transcript:
1 Interdisciplinary Writing Unit Presentation By: Kayla Lear
2 Introduction to the Unit Grade Level: 2ndGenre: Expository (informational)Content Area: Social Studies/ELATopic: Georgia Piedmont
3 Pre-assessmentStudents will write an information piece for their pre-assessment.Materials needed:Wide Rule PaperComputer PaperPencils
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 teacherEditing- 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.
9 Prewriting: Nonfiction- information is fact, not make believe Purpose: to share informationAudience: teacher and classmatesTopic: Georgia PiedmontForm: 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?
13 Graphic Organizer3rd 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 ChecklistIntroduction: ______ 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 PurposeClearly identifies audience and purposeIdentifies either audience or purposeDid not attemptIntroductionIdentifies topic and creates a hook.Identifies topic or creates a hook.Body: Paragraph Subtopic 1/supporting details2-31Body: Paragraph Subtopic 2/supporting detailsBody: Paragraph Subtopic 3/supporting detailsConclusion: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 booksWork with partnerBilingual student will provide assistance
20 Drafting Don’t worry about grammar or spelling Skip every other line Use your graphic organizer to help youWrite in complete sentences
21 Drafting: ChecklistIntroduction: ______ 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)FocusStays 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.IntroductionIdentifies topic and creates a hook.Identifies topic or creates a hook.Did not attemptBody: Paragraph Subtopic 1Supporting Details2-31Body: Paragraph Subtopic 2Body: Paragraph Subtopic 3:Conclusion:Readdresses topic and 3 subtopicsReaddresses topic and 1-2 subtopicsTotal Points:________/54______X 3______X 2_______X 1
24 Revising Add more details Delete unrelated information Rearrange the orderChange wordsDon’t worry about spelling or grammar yetUse 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 Somewhat 1Does not MeetTeacherScoreAdding*6 or more additions were made*Additions varied (words, sentences, etc.)5-8 additions were made3-5 additions were made2 or less additions were madeDeletingAll unnecessary information or words were deletedMost unnecessary information or words were deletedSome unnecessary information or words were deletedThere is information (or words) that needs to be deleted, yet no deletions were made
27 Revising Rubric (cont’d) RearrangingAll rearrangements were made as necessaryMostrearrangements made to clarify writingSome rearrangements were made to clarify writingThere were no rearrangements that were needed were not madeColor of revision marksAll revisions are made using a different colored penMost revisions are made using a different colored penRevisions are made with same color pen/pencil in which draft was writtenProofreading MarksAll proofreading marks are used correctlyMost proofreading marks are used correctlySome proofreading marks are used correctlyNo proofreading marks have been used or all have been used incorrectlyTotal Score:
29 Editing Reread your draft Check spelling and grammar Things to look for:End punctuationCapitalizationComplete 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 Spelling0-3 errors in spelling(E)4-5 errors in spelling(M)6-7 errors in spelling(PM)8 or more errors in spelling(D)No attemptPunctuationCommas, apostrophes, ending punctuation0-3 errors in punctuation4-5 errors in punctuation6-7 errors in punctuation8 or more errors in punctuationCapitalizationBeginning of sentences, names, and proper nouns0-3 errors in capitalization4-5 errors in capitalization6-7 errors in capitalization8 or more errors in capitalization
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 FocusMaintains a focuson a single object,person, place, oreventevent. One or twodetails may notrelate to the object,event.Many events anddetails do not relateto the object,Writing has littleor no focus on asingle object,No attemptContentClear ideas are wellsupported with morethan three, varied detailsthat inform the readersupported with threedetails that inform thereadersupported with twoAlmost no details whichmake it difficult for thereader to understand theinformation
36 Publishing Rubric (cont’d) OrganizationWriting clearly has anintroduction withmany supportingdetails used to supportthe body. A conclusionis clearly definedWriting has ansupporting details usedto support the body. Aconclusion is present.Introduction, body,and conclusion appeardisorganized with fewsupporting detailsIntroduction, body and conclusion are disorganized with no supporting details.No attemptConventionsAll sentences arecomplete with very few(0-3) or no mistakes inspelling, punctuation, orgrammar.Most sentences arecomplete with some (4-7)mistakes in spelling,punctuation, orSome sentences arecomplete with repeatedMany incompletesentences with manygrammar making itdifficult to read.
37 ReferencesLipkewich, A., & Mazurenko, R. (2001). Abc's of the writing process. Retrieved fromRojas, 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.