Heather BarnesHeather BarnesHeather BarnesHeather BarnesRead 7140 ARead 7140 ADr. Tonja RootDr. Tonja RootSummer 2008Summer 2008

22ndnd grade Interdisciplinary Writing grade Interdisciplinary Writing UnitUnit

Introduction to unit:• Grade Level: 2nd

• Genre: Persuasive Writing• Form: Letter• Content Area Connection: Social

Studies- Identify roles of elected leaders

• English/Language Arts: Competency in the writing process

Georgia Writing Assessment

• 3rd grade• Four types of writing:

– Narrative– Informational– Persuasive– Response to Literature

• Three performance levels: does not meet, meets, and exceeds

• Samples must be collected throughout the year and rubrics used to score writing

Pre-assessment Prompt

• Students will write a letter to their classmates trying to persuade them why they should be class president.

Grouping Options: Teacher’s needs

• Whole group:• This will be used during instruction time, modeling, and for the

practice activities for each stage of the writing process. Teacher will be able to monitor student’s behavior and progress. The teacher can also provide scaffolding and make sure they are using their time appropriately and can receive instant feedback.

• Independent: • This will be used during assessment activities for each stage of

the writing process. This will also allow the teacher time to give individual help to those students that need it. This will also allow the teacher to see if the students are working in their zone of proximal development.

Grouping Options: Student’s needs

• Developmental needs:– Pairing with a partner, individual assistance, extra

time if needed, and preferential seating

• Cultural needs:– Paring with a partner, connection with parents, and

individual assistance if needed

• Linguistic needs:– Paring with a partner and directions communicated in

different ways, Use a peer helper when necessary

Instructional Procedures: Genre of Writing:

• Persuasive Writing– When the writer is trying to convince the

reader about something– Could also be called “argumentative”

because it could argue a position– Must have reasons why you feel a certain

way

Prewriting

Instructional Procedures: Prewriting

• Topic: What are you writing about?• Purpose: Decide why you are writing (to

persuade or convince)• Audience: Who are you writing to or who is

going to be reading your text?• Form: The type of text you are writing

(letter) • Graphic organizer: Where you put down your

thoughts, organizational tool

Persuasive Writing-letter Organizer

Introduction: What is my topic? __________________________________________ 3 reasons I feel this way:

1. __________________________________________________________________ 2. __________________________________________________________________

3. __________________________________________________________________

Body: (provide details about each of your reason) 1.____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 2. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 3.____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Persuasive Writing-letter Organizer continued

Conclusion: (summarize your main facts and opinions)

Assessment

• Students will fill in their persuasive letter organizers.

• They will be given a checklist to make sure they have all aspects.

• Teacher will assess prewriting with rubric

Checklist for Prewriting:

1. ____ I have a topic. 2. ____ I know who I am writing my letter to. 3._____ I listed 3 reasons why I feel the way I do about the topic. 4._____ I provided details for reason # 1. 5._____ I provided details for reason #2. 6._____ I provided details for reason #3. 7._____I summarized my facts and opinion to conclude my letter.

Rubric for Prewriting Meets

Standards Partially Met Standard

Does not meet Standard

Topic Has topic Has topic, but does not stay on topic

Does not have topic

Audience Has specific audience in mind

Does not have audience in mind

Opinion Listed 3 reason

Listed 2 reasons

Listed 1 or no reasons

Reason 1 Listed 2 details to support reason

Listed 1 detail to support reason

Listed no details

Reason 2 Listed 2 details to support reason

Listed 1 detail to support reason

Listed no details

Reason 3 Listed 2 details to support reason

Listed 1 detail to support reason

Listed no details

Summary Provided a summary statement that included facts and opinion.

Provided a summary statement, but with not facts or opinion

Did not provide a summary statement

Accommodations/Modifications• Developmental needs- Developmental

delayed in reading– Seated next to a good reader who is willing

to help, can ask neighbor or peer helper questions when necessary

• Linguistic needs- two Hispanic students who are bilingual – Seated next to each other where they can

help one another, peer helpers, different modes of instructions, work provided in Spanish if necessary

Accommodations/Modifications

• Cultural needs- students from low socio-economic backgrounds– Use pictures, internet, books to

create a vivid picture of what we are talking about, clear explanation, peer helper if needed

Drafting

Instructional Procedure: Drafting

• In this stage, the writer begins a rough draft or “sloppy copy” using their completed graphic organizer.

• Feel free to add more detail!• Students will need to write in complete sentences,

but skipping every other line.• Spelling and grammar is not important in this

stage of the writing process. • Follow the correct letter format provided by the

teacher.

Persuasive Writing- Letter format

_________ (Today’s date) Dear ______________ ,

________________________________________________________

______________________________________________________ ___ _______________________________________________ __________ ________________________________________________________ _ _________________________________________________________ ________________________________________________________ _ ________________________________________________________ _ _________________________________________________________ _________________________________________________________

Introdu

ction

Bod

y Paragrap

h 1

_______________________________________________________ _________________________________________________________ ________________________________________________________ _ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _____________________________________ ____________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _______________________________________________________ __ _________________________________________________________ Sincerely, _______________ (Write your name)

Bod

y Paragrap

h 2

Bod

y Paragrap

h 3

Con

clusion

Assessment

• Students will individually complete a rough drat using the letter format provided by the teacher

• Use checklist to make sure everything is included

• Will be assessed by teacher’s rubric

Drafting Checklist 1. ___ I wrote today’s date. 2.____ I wrote the greeting (Dear _____,) 3.____ I have reason # 1 and supporting details in paragraph 1 4.____ I have reason # 2 and supporting details in paragraph 2 5. ____ I have reason #3 and supporting details in paragraph 3 6.____ I have a summary/conclusion for my letter. 7.____ I wrote a closing word or phrase (sincerely,). 8. ___ I skipped lines. 9. ___ I followed the letter writing format. 10.___ I signed my name.

Rubric for Drafting Meets Standard Partially Met

Standard Did not meet Standard

Date

Yes No

Greeting Yes No Topic/position stated First sentence

includes the topic and/or position and is a complete sentence

First sentence includes the topic and/or position and is not a complete sentence

First sentence does not include the topic and/or position.

Reasons stated Listed 3 reasons Listed 2 reasons Listed 1 or no reasons

Reason 1 Has reason 1 and supporting details

Has reason 1, but no supporting details

Did not have a reason and details

Reason 2 Has reason 2 and supporting details

Has reason 2, but no supporting details

Did not have a reason and details

Reason 3 Has reason 3 and supporting details

Has reason 3, but no supporting details

Did not have a reason and details

Conclusion/Summary Has clear conclusion stated with both facts and opinions

Has a conclusion that stated facts or opinion

No conclusion stated

Skipped Lines Skipped Lines Did not skip lines Format Followed letter

writing format Tried to follow format, but had a few mistakes

Did not follow the format

Comments:

Revising

Instructional Procedures: Revising

• During this stage, the writer rereads the rough draft, shares the rough draft in a writing group, and revises on the basis of feedback received from the writing group (Tompkins, 2004)

• During Revising:– The writer reads – Listener compliments– Writer ask questions– Listener answers questions

Assessment• Students will revise their drafts

independently• After revising independently, students

will then do peer revising.• Students will be encouraged to add,

replace, remove, and rearrange. • There will be a checklist provided and

students will be scored using revising rubric.

Revising Checklist1.___ I read my writing. 2.___ My partner listened to me read my writing. 3.___ I asked my partner questions. 4.___ My partner answered my questions. 5.___ I added details to my letter. 6. ___ I deleted parts that were not important. 7.___ I changed details in my letter. 8.___ I rearranged details in my letter. 9.___ I used proofreaders’ marks.

Revising Rubric Meets

Standard Partially Met Standard

Does not meet Standard

Adds details Adds many details to the story

Adds few details to the story

Add no details to the story

Deleted Details Deleted unimportant details

Deletes no unimportant details

Changed Details

Changed many details or words

Changed few details and words

Changed no details or words

Rearranged Details

Rearranged words or sentences that needed to rearranged

Did not rearranged words or sentences that needed to be rearranged

Proofreader’s marks

Use proofreader’s marks correctly

Use proofreader’s mark with few errors

Use proofreader’s marks, but with some errors or does not use the marks at all

Comments:

Editing

Instructional Procedures: Editing

• Editing is reading word-by-word• This is where we will locate and

correct errors• Proofread for spelling,

capitalization, and punctuation• Students use proofreaders marks

Assessment

• Student will edit writing using proofreader’s marks

• Use checklist to check for mistakes

• Teacher will use rubric to score

Proofreader’s Marks• Students will be

using proofreader's marks when editing. The simpler the better for young students.

Retrieved May 29, 2008 from:

http://www.avon.k12.oh.us/villageteachers/mrsgantz/editor-marks.gif

Editing Checklist

1. ___ Correct misspelled words 2. ___ Capitalize proper nouns 3. ___ Capitalized beginnings of sentences 4. ___ Put the correct end punctuation

5. ___ Used commas correctly in a series and after the

greeting and closing

6. ___ Wrote in complete sentences

7.___ Used proofreader’s marks to correct mistakes

Editing Rubric Meets Standard Partially met

Standard Does not meet Standard

Spelling Corrected all misspelled words

Corrected some misspelled words

Did not correct any misspelled words

Capitalization First word in sentences and proper nouns

First word or proper nouns

Did not capitalize first word proper nouns

Punctuation Used periods and question marks at end of sentences. Use commas in a series and after the greeting and closing

Did not use ending punctuation correctly. Used commas, but not correctly

Did not use punctuation correctly

Complete Sentences

Wrote in complete sentences

Wrote in complete sentences most of the time

Did not write in complete sentences

Proofreader’s marks

Correct usage of proofreading marks

Correct most of the time

Did not use correctly

Publishing

Instructional Procedures: Publishing

• Students create a final copy of their writing.

• Use your best handwriting! • Share your published piece with

others

Assessment

• Students will work individually to create their published piece.

• Re-write work in best handwriting• Use checklist as a guide• Teacher will use rubric to assess

Publishing Checklist1.___ I followed the letter format. 2.___ I made all of corrections. 3.___ I wrote in complete sentences. 4.___I did not skip lines. 5.___I used correct spelling. 6.___I used correct capitalization. 7.___ I used correct punctuation. 8___I used my best handwriting.

Publishing Rubric Meets Standard Partially met

standard Does not meet standard

Letter Format Used the letter format

Did not use the letter format

Revisions Made all revisions on final copy

Made some revisions on final copy

Made very few revisions or none at all

Complete Sentences

Wrote in complete sentences all of the time.

Wrote in complete sentences most of the time.

Did not write in complete sentences.

No Skipped Lines

Did not skip lines Skipped many lines

Spelling Student spelled most words correctly

Students spelled some words correctly

Student spelled very few words correctly

Capitalization Used correct capitalization most of the time

Used correct capitalization some of the time

Did not use correct capitalization

Punctuation Used correct punctuation most of the time

Used correct punctuation some of the time

Did not use correct punctuation

Handwriting Used legible handwriting

Did not use legible handwriting

Congrats! You have completed

the writing process!!!!