Interdisciplinary Writing Unit Dave McGovern Valdosta State University Summer 2006

Interdisciplinary Writing Unit

Dave McGovern

Valdosta State University

Summer 2006

DEVELOPMENTAL STAGE SCORING GUIDELINES FOR THEGEORGIA GRADE 5 WRITING ASSESSMENT

Stage 1 The Emerging Writer

Writing samples produced by students at this stage exhibit most or all of the following characteristics:

• Little or no evidence of topic development, organization, and/or detail.

• Little awareness of the audience or the writing task.

• Errors in surface features that prevent the reader from understanding the writer’s message.

Stage 2 The Developing Writer


• A topic that is beginning to be developed.

• The beginning of an organizational plan.

• Limited awareness of the audience and/or the task.

• Simple word choice and simple sentence patterns.

• Errors in surface features that interfere with communication.

Stage 3 The Focusing Writer


• A clear topic although development of the topic is incomplete.

• An apparent plan with loosely organized ideas.

• A sense of audience and/or task.

• Minimal variety of vocabulary and of sentence patterns.

• Errors in surface features that interrupt the flow of communication.

Stage 4 The Experimenting Writer


• A clear and developed topic although the development may be uneven.

• A clear plan with a beginning, middle, and end. The beginning and/or ending may be clumsy.

• Evidence of writing for an audience.

• Evidence of experimentation with language and sentence patterns.

• Word combinations and word choice may be novel.

• Errors in surface features that may interrupt the flow of communication.

Stage 5 The Engaging Writer


• A topic that is well developed.

• A plan with a clear beginning, middle, and end. Organization that sustains the writer’s purpose.

• Audience awareness techniques that engage the reader.

• Effective use of varied language and sentence patterns.

• Errors in surface features that do not interfere with the reader’s understanding of the writer’s message.

Stage 6 The Extending Writer


• A topic that is fully elaborated with rich details.

• Organization that sustains the writer’s purpose and moves the reader through the piece.

• Audience awareness techniques that engage and sustain the reader’s interest.

• Effective use of varied sentence patterns.

• Creative and novel language.

• Errors in surface features that do not interfere with the reader’s understanding of the writer’s message.

1st Unit

Grade level - 5th

Mode of Writing - Expository Form of Writing - Compare and Contrast

Content Area Integration - Social Studies

Grouping Options Prewriting - Whole group - everyone will hear the same instructions and student question. Drafting - Independent with the option to discuss their progress with their writing partner. Revising - Paired with writing partner. Editing - Paired with writing partner. Publishing - Independent with the option to discuss their progress with their writing partner.

Pre-assessment prompt In order to assess where the students are currently in their understanding of expository writing I will give them a short assignment that will have them demonstrate the skills that we will use during the lessons. As we are going to use the format of compare and contrast we will also use that same form with the pre-assessment. "I want everyone to clear your desks. You will have 40 minutes to compare and contrast your teacher from third grade to your teacher from fourth grade. I want these papers to be appropriate and positive. I do not want to see any negative remarks at all on these papers. When we write a compare and contrast paper, we look at what these people have in common and what their differences are.

You should spend most of your time brainstorming what facts you will use on your paper. I have a compare and contrast graphic organizer that you will turn in with your first draft. You will only need to write a first draft and do not need to be concerned with grammar. I do want to see completed sentences and completed paragraphs. After you finish your drafts you can take out an A.R. book and read, I would suggest that you use the full time to work on your drafts and make changes that you feel are needed. At anytime you have a question raise your hand and I will be over to assist you."

Prewriting•This stage is the getting ready to write stage.•This stage is where the writer decides on an audience, collects their ideas, and organizes them. •In this stage the writer uses a graphic organizer to help put their thoughts together.

Students will read articles on the life of Martin Luther King Jr. and Malcolm X.I will model the use of the graphic organizer.We will complete a graphic organizer together.They will complete the graphic organizer.

Compare and Contrast Graphic Organizer Name_________________________________ Date_____________

Martin Luther King Jr. Malcolm X How are they alike?

Item: Father They are both sons of Ministers Item: Purpose in life Both wanted to improve the lives of African Americans Item: How they died Both were assassinated Item: Item: Item:

How are they different? Item: Education Received a college education

Item: Education Dropped out of school in the eighth grade

Item: Home life Married family man

Item: Home life Used and sold drugs. Went to prison for burglary.

Item: Resolving differences Used a non-violent peaceful approach to resolving differences.

Item: Resolving differences Used an inflammatory style of confrontation to resolve differences.

Item: How they got their message out Worked with church and civil rights leaders.

Item: How they got their message out Took his message directly to the streets.

Item:

Item:

McGovern, D. (2006) Compare and contrast graphic organizer Valdosta State University

Compare and Contrast Pre-writing Rubric5th Grade

Name__________________________________ Date_____________________

Compare and Contrast Pre-writing Rubric

Exceeds standard5

Meets standard4

Partially Meets Standard

3


2

Does Not Meet Standard

1 - 0

Student Information

The heading Name and Date are completed

One of the headings is completed

No headings completed

How are they alike?

More than three items that

demonstrates areas of similarities

Three items that demonstrates areas

of similarities

Two items that demonstrates areas

of similarities

One item that demonstrates areas

of similarities

No items that demonstrates areas

of similarities

How are they

different?

More than three items that

demonstrates areas of difference

Three items that demonstrates areas

of difference

Two items that demonstrates areas

of difference

One item that demonstrates areas

of difference

No items that demonstrates areas

of difference

Drafting•Drafting converts ideas from the prewriting stage into complete sentences.•This is where we concentrate on the content of the piece being written.•Punctuation is not the emphasis during Drafting.

I will model transferring the information from my graphic organizer to a first draft.We will transfer the information from our class graphic organizer to a first draft.The students will transfer the information from their graphic organizer to a first draft.

Compare and Contrast Drafting Rubric5th Grade

Name_________________________________ Date________________

Compare and Contrast Drafting Rubric

Exceeds standard5

Meets standard4


3


2


1 - 0

Opening paragraph Opening paragraph introduces both subjects equally and catches the readers interest

Opening paragraph introduces both

subjects and catches the readers

interest

Opening paragraph catches readers

interest but does not introduce both

subjects

Opening paragraph does not catch

readers interest and does not introduce

both subjects

Opening paragraph missing.

Items transferred from graphic

organizer

More than 6 items transferred from

graphic organizer

At least 6 items transferred from

graphic organizer


graphic organizer


graphic organizer

Only 1 or no items transferred from graphic organizer

Subjects are discussed in an

organized progression

Both subjects discussed in the order they were introduced with

many details in an organized

progression

Both subjects are discussed with

details in an organized

progression

Both subjects are discussed with few


progression

Both subjects are discussed but the

organization is hard to follow

The organization is hard to follow and it is not clear what

items belong to what subject

Conclusion demonstrates how

both subjects contributed to the

Civil Rights movement.

Conclusion is clear and not repetitive.

Both subjects contributions were

demonstrated towards the Civil Rights movement with many details



demonstrated towards the Civil Rights movement

Conclusion is clear. Both subjects

contributions were demonstrated

towards the Civil Rights movement

Conclusion is unclear. Both

subjects contributions were


Conclusion is unclear. Subjects

contributions were not demonstrated towards the Civil Rights movement

Total points

McGovern, D. (2006) Compare and contrast Pre-writing rubric Valdosta State University

Revising•Refines ideas and content.•The writer focuses on the needs of the reader.•We change, add, delete, and rearrange content to refine the content to make it easier for the reader to understand.

I will model asking for a compliment, the appropriate way to respond, ask for suggested changes, and how to make the changes the writer feels are appropriate.I will use the class draft and ask for compliments, ask for suggested changes, and we will make the changes we feel are appropriate.The students will get with their writing partners and ask for compliments, ask for suggested changes, and make the changes the writer feels are appropriate.

Compare and Contrast Revising Rubric

Exceeds standard5

Meets standard4


3


2


1 - 0

Revises the draft by adding, deleting, consolidating, clarifying, and rearranging words and sentences.

Used all five components

Used four of the five components

Used three of the five components

Used two of the five components

Used one or zero of the five

components

Proofreaders marks Used proofreaders marks

Used proofreaders marks more than 50% of the time

Used proofreaders marks less than

50% of the time.

Did not use proofreaders marks




interest



subjects



both subjects






progression



progression



progression






















Editing•Editing is proofreading for errors.•The writer focuses on capitalization, spelling, and punctuation.•Set the revised piece aside for at least a day so we can see it fresh.

I will explain the use of Proofreader’s Marks and handout a guide.I will model editing using my revised paper showing the common errors that writers make and how to use proofreader’s marks.We will edit the class revised paper and I will ask the students what changes we should make and what proofreader’s marks we should use.The students will edit their papers using proofreader’s marks.

Compare and Contrast Editing Rubric

Exceeds standard5

Meets standard4


3


2


1 - 0

Edits to correct errors in spelling, punctuation, and grammar, and capitalization

Edited 100% of errors




Edited less than 40% of errors

Proofreaders marks Used proofreaders marks

Used proofreaders marks more than 50% of the time


50% of the time.

Did not use proofreaders marks

Publishing•This is where we put the piece in the final written form.•Add visuals if needed.•This is where we share the final piece with others.

I will model asking for any final revisions that students might notice or changes that I see that need to be made.We will use the class paper to make any final revisions that need to be made.The students will make their final revisions with the option to use their writing partner.

Compare and Contrast Publishing Rubric

Exceeds standard5

Meets standard4


3


2


1 - 0




interest



subjects



both subjects






progression



progression



progression






















Accommodations and Modifications

My class has 21 students. I have 18 of the 21 students receiving free or reduced meals. Many of these children have had limited experiences outside of the rural town they reside in. I make sure to use as many photos of other places as I can find to try and give them a visual of places and people that we discuss. I use my personal experiences as well as student experiences to try and gap the lack of experiences outside of the children's homes. I have two students with a learning disability. Both students have specific modifications that must be met on their IEP. I also make sure to group them with children that they feel comfortable with receiving scholastic advice from. I check on their work more frequently to keep them on task and at the class pace. I have one student with an emotional behavioral disability. Although it is rare that this becomes an issue, I monitor her daily to make sure that she is comfortable and on task in this classroom. She also has specific modifications that must be met.

2nd Unit

Grade level - 5th

Mode of Writing - Persuasive

Form of Writing – Persuasive Essay

Content Area Integration - Social Studies

Grouping Options

Prewriting - Whole group - everyone will hear the same instructions and student question.

Drafting - Independent with the option to discuss their progress with their writing partner.

Revising - Paired with writing partner.

Editing - Paired with writing partner.

Publishing - Independent with the option to discuss their progress with their writing partner.

Pre-assessment prompt In order to assess where the students are currently in their understanding of expository writing I will give them a short assignment that will have them demonstrate the skills that we will use during the lessons. As we are going to use the format of persuasive writing we will also use that same form with the pre-assessment. "I want everyone to clear your desks. You will have 40 minutes write a paper trying to convince me as to why we should continue to have afternoon recess. I want an opening paragraph with the reason stated and some background information on why we have recess. I then want at least three reasons why you think we should have recess. There are of course people that do not like or want recess, I want you to give a few reasons why they do want recess and why you think that is not right. I want you to finish with a concluding paragraph. I will list all these things on the white board. Please raise your hand if you need help. When you are finished you may read your A.R. book, but I would suggest you use that time to check your paper."

Prewriting

•This stage is the getting ready to write stage.

•This stage is where the writer decides on an audience, collects their ideas, and organizes them.

•In this stage the writer uses a graphic organizer to help put their thoughts together.

Students will read the article Depression-era Soup Kitchens.I will model the use of the graphic organizer.We will complete a graphic organizer together.They will complete the graphic organizer.

CONCEPT MAP Name: ___________________________________ Date: ______________

Reason #1 Reason #2 25% of the population out of work. Soup Kitchens served mostly soup -Over 12 million people -soup was inexpensive, mostly water -work force lost jobs because of the stock -More water could be added for more market crash people

My Opinion: We needed soup kitchens in the Great Depression

to help keep Americans from starving. Reason #3 Reason #4 Every town had a soup kitchen -people traveling looking for work could get a meal -people did not to give up their homes to receive help

Persuasive prewriting rubric5th Grade

Name___________________________________ Date____________________

Pre-writing Concept Map rubric

Exceeds standard5

Meets standard4


3


2


1 - 0

Student Information

The heading Author and Title are completed



Reason 1 Reason is clear and more than two supporting details

Reason is clear and two supporting details

Reason is clear and one supporting detail

Reason is unclear and one supporting detail

Reason is unclear and no supporting detail











Total points

McGovern d. (2006) Student scoring guide persuasive writing, unpublished paper. Valdosta, Ga. Valdosta state University

Drafting•Drafting converts ideas from the prewriting stage into complete sentence.•This is where we concentrate on the content of the piece being written.•Punctuation is not the emphasis during Drafting.

I will model the use of the drafting graphic organizer.We will complete the class drafting graphic organizer.The students will complete their graphic organizers. I will model transferring the information from my graphic organizer to a first draft.We will transfer the information from our class graphic organizer to a first draft.The students will transfer the information from their graphic organizer to a first draft.

Persuasive drafting rubric5th Grade

Name___________________________________ Date____________________

Pre-writing Concept Map rubric

Exceeds standard5

Meets standard4


3


2


1 - 0

Student Information

The heading Author and Title are completed



My opinion and background information

Opinion clearly stated and background information has many details

Opinion clearly stated and background information

Stated but opinion is unclear, background information is given

Stated but opinion is unclear, background information is notgiven

No opinion or background information given
















Rebuttal Counter opinions and rebuttals are given both clearly stated

Counter opinions and rebuttals are given

Either opinions or rebuttals missing

Both opinions or rebuttals missing

Total points

Revising

•Refines ideas and content.

•The writer focuses on the needs of the reader.

•We change, add, delete, and rearrange content to refine the content to make it easier for the reader to understand.

I will model asking for a compliment, the appropriate way to respond, ask for suggested changes, and how to make the changes the writer feels are appropriate.I will use the class draft and ask for compliments, ask for suggested changes, and we will make the changes we feel are appropriate.The students will get with their writing partners and ask for compliments, ask for suggested changes, and make the changes the writer feels are appropriate.

Persuasive revising rubric5th Grade

Name___________________________________ Date____________________

Persuasive revising rubric

Exceeds standard5

Meets standard4


3


2


1 - 0

Revises the draft by adding, deleting, consolidating, clarifying, and rearranging words and sentences.

Used all five components

Used four of the five components

Used three of the five components

Used two of the five components

Used one or zero of the five components

Proofreaders marks Used proofreaders marks 100% of the time.

Used proofreaders marks 90% of the time.

Used proofreaders marks more than 50% of the time.

Used proofreaders marks less than 50% of the time.

Did not use proofreaders marks.


























Total points

Editing

•Editing is proofreading for errors.

•The writer focuses on capitalization, spelling, and punctuation.

•Set the revised piece aside for at least a day so we can see it fresh.

I will explain the use of Proofreader’s Marks and handout a guide.I will model editing using my revised paper showing the common errors that writers make and how to use proofreader’s marks.We will edit the class revised paper and I will ask the students what changes we should make and what proofreader’s marks we should use.The students will edit their papers using proofreader’s marks.

Persuasive editing rubric

Exceeds standard5

Meets standard4

Partially meets standard

3

Partially meets standard

2

Does not meet standard

1-0

Edits to correct errors in spelling, punctuation, and

grammar, and capitalization

Edited 100% of errors.




Edited less than 40% of errors.

Proofreaders marks Used proofreaders marks 100% of the

time.

Used proofreaders marks 90% of the

time.

Used proofreaders marks more than 50% of the time.


50% of the time.

Did not use proofreaders

marks.

Publishing

•This is where we put the piece in the final written form.

•Add visuals if needed.

•This is where we share the final piece with others.

I will model asking for any final revisions that students might notice or changes that I see that need to be made.We will use the class paper to make any final revisions that need to be made.The students will make their final revisions with the option to use their writing partner.

Persuasive revising rubric5th Grade

Name___________________________________Date____________________

Persuasive publishing rubric

Exceeds standard5

Meets standard4


3


2


1 - 0


























Total points

Accommodations and Modifications

My class has 21 students. I have 18 of the 21 students receiving free or reduced meals. Many of these children have had limited experiences outside of the rural town they reside in. I make sure to use as many photos of other places as I can find to try and give them a visual of places and people that we discuss. I use my personal experiences as well as student experiences to try and gap the lack of experiences outside of the children's homes. I have two students with a learning disability. Both students have specific modifications that must be met on their IEP. I also make sure to group them with children that they feel comfortable with receiving scholastic advice from. I check on their work more frequently to keep them on task and at the class pace. I have one student with an emotional behavioral disability. Although it is rare that this becomes an issue, I monitor her daily to make sure that she is comfortable and on task in this classroom. She also has specific modifications that must be met.

Documents

Interdisciplinary Writing Unit Dave McGovern Valdosta State University Summer 2006