Interdisciplinary Writing Unit Presentation

By: Kayla LearInterdisciplinary Writing Unit Presentation1Introduction to the UnitGrade Level: 2ndGenre: Expository (informational)Content Area: Social Studies/ELATopic: Georgia Piedmont 2Pre-assessment Students will write an information piece for their pre-assessment. Materials needed: Wide Rule PaperComputer PaperPencils

3Pre-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!

4Instructional GroupingInstruction: 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.5Grouping related to Students Developmental LevelsInstruction/Practice- grouping will remain the same but student will sit near the teacher for assistance.Assessments-Prewriting- seated with teacher to dictate responses to teacher Editing- student will be allowed to use a computer.6Grouping related to Students 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.

7Prewriting 8Prewriting: Nonfiction- information is fact, not make believePurpose: to share informationAudience: teacher and classmatesTopic: Georgia PiedmontForm: Expository Report (informational) 9Prewriting:First stage of writing processPurpose: get your ideas down on paper!No complete sentences.Dont worry about spelling!Complete graphic organizer 10Graphic OrganizerAudience: 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?

11Graphic Organizer Body: peanut butter and jelly1st Paragraph Topic:___________________________________________Detail 1:Detail 2:Detail 3:2nd Paragraph Topic:___________________________________________________Detail 1:Detail 2:Detail 3:

12Graphic Organizer3rd Paragraph Topic:___________________________________________________Detail 1:Detail 2:Detail 3:

Conclusion: bottom slice of breadHow can you finish your report? Topic #1:_______________________________________________________Topic#2:______________________________________________________ Topic #3:_______________________________________________________13Prewriting Checklist Introduction:______ 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 identify three details about this topic?_____ Did I pick a third subtopic? _____ Did I identify three details about this topic?Conclusion:____ Did I restate my topic and three subtopics?14Prewriting 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.Did not attemptBody: Paragraph Subtopic 1/supporting details 2-310Body: Paragraph Subtopic 2/supporting details2-310Body: Paragraph Subtopic 3/supporting details2-310Conclusion:Identifies possible ideas for conclusion including two or three topics from report.Identifies possible ideas for conclusion including one topic from report.Did not attemptTotal Points:________/54______X 3______X 2_______X 115Accommodations: Differing Developmental Levels To reduce stress, student will dictate responses for graphic organizer to teacher.Lower level books provided for research.16Accommodations: Different Linguistic BackgroundsLower level booksWork with partnerBilingual student will provide assistance 17Drafting 18Drafting Dont worry about grammar or spellingSkip every other lineUse your graphic organizer to help youWrite in complete sentences

20Drafting: Checklist Introduction:______ 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? _____ Did I include at least three details about this topic?_____ Does my third body paragraph have a main sub-topic? _____ Did I include at least three details about this topic?Conclusion:_____ Does my conclusion restate the topic and subtopics?21Drafting: 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 Details2-310Body: Paragraph Subtopic 2Supporting Details2-310Body: Paragraph Subtopic 3:Supporting Details2-310Conclusion:Readdresses topic and 3 subtopicsReaddresses topic and 1-2 subtopicsDid not attemptTotal Points:________/54______X 3______X 2_______X 122Revising 23Revising Add more detailsDelete unrelated informationRearrange the orderChange words Dont worry about spelling or grammar yetUse our proofreading marks

24Revising 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?25Revising RubricExceeds Standard3Meets Standard2SomewhatMeets Standard1Does not Meet Standard0TeacherScoreAdding*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 made26Revising Rubric (contd)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:27Editing28EditingReread your draftCheck spelling and grammarThings to look for:End punctuationCapitalizationComplete sentences

29Editing 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?

30Editing Rubric4-Exceeds 3-Meets 2-Partially Meets 1-Does Not Meet 0-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 punctuation(E)4-5 errors in punctuation(M)6-7 errors in punctuation(PM)8 or more errors in punctuation(D)No attemptCapitalizationBeginning of sentences, names, and proper nouns0-3 errors in capitalization(E)4-5 errors in capitalization(M)6-7 errors in capitalization(PM)8 or more errors in capitalization(D)No attempt31Publishing 32Publishing Include all of your changes from revision and editing!Read your work when you are finished!Neat Handwriting!

33Publishing 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?

34Publishing Rubric 4-Exceeds 3-Meets 2-Partially Meets 1-Does Not Meet 0-Does Not Meet FocusMaintains a focus on a single object, person, place, or eventMaintains a focus on a single object, person, place, or event. One or two details may not relate to the object, person, place, or event.Many events and details do not relate to the object, person, place, or eventWriting has little or no focus on a single object, person, place, or eventNo attemptContentClear ideas are well supported with more than three, varied details that inform the readerClear ideas are well supported with three details that inform the readerClear ideas are well supported with two details that inform the readerAlmost no details which make it difficult for the reader to understand the informationNo attempt35Publishing Rubric (contd) Organization Writing clearly has an introduction with many supporting details used to support the body. A conclusion is clearly definedWriting has an introduction with supporting details used to support the body. A conclusion is present.Introduction, body, and conclusion appear disorganized with few supporting detailsIntroduction, body and conclusion are disorganized with no supporting details.No attemptConventionsAll sentences are complete with very few (0-3) or no mistakes in spelling, punctuation, or grammar.Most sentences are complete with some (4-7) mistakes in spelling, punctuation, or grammar.Some sentences are complete with repeated mistakes in spelling, punctuation, or grammar.Many incomplete sentences with many mistakes in spelling, punctuation, or grammar making it difficult to read.No attempt36References Lipkewich, A., & Mazurenko, R. (2001).Abc's of the writing process. Retrieved from http://www.angelfire.com/wi/writingprocess/Rojas, 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 http://www.washington.edu/doit/Faculty/Strategies/Disability/LD/ Tompkins, G. (2012). Teaching writing: balancing process and product. Fresno, CA: Pearson.

37