Interdisciplinary Writing Units Presentation - Narrative- 5 th grade - Informational – 5 th grade Erica Dean READ 7140 Valdosta State University Summer

Interdisciplinary Writing Units Presentation

- Narrative- 5th grade- Informational – 5th grade

Erica DeanREAD 7140

Valdosta State University

Summer 2006

Georgia Writing Test- 5th Grade

When in 5th grade students are given the Georgia Grade Five Writing Assessment. They are tested on their ability to be able to write a narrative piece. The student writes about a personal experience or they can be creative and create an imaginary story. The tests are given out randomly with each student obtaining a single topic.

Narrative Writing Unit Introduction

• Grade Level: 5th Grade• Writing mode: Narrative• Content Area Integration:

SS5H4 The student will describe U.S. involvement in World War I and post World War I America.

b. Describe the cultural developments and individual contributions in the 1920s of the jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and the airplane (Charles Lindbergh).

Pre-assessment Prompt

• For the preassessment, I will give each of the students a paper with the following writing prompts:

Prompt # 1: Think of a childhood memory that you recall clearly. Write a story about what happened.

Prompt # 2: Imagine that you could be invisible for one day. Write a story about that day.

Grouping Options

• Prewriting, Revising, Editing- whole-modeling, small-practicing, individual-assessment

• Drafting- whole-during modeling/practicing, individual-during assessment

• Publishing- whole-during modeling/practicing, individual-during assessment

Prewriting• Getting-ready-to-write stage

(Tompkins, 2004, p. 10)• Decide what to write on• Use graphic organizer• Jot ideas down• Pick your audience• Decide on how it will be

published• Remember you do not have

to write in complete sentences.

Modeling-Show copy of completed Henry Ford prewriting graphic organizer.

Practice Activity

• Students get into groups-discussed what they wanted to put on the graphic organizer

• We filled out a graphic organizer together using shared writing on the transparency sheet

• Made copies of the group graphic organizer for all the students

Prewriting Graphic Organizer

Influential People of the 1920s -Prewriting Graphic Organizer

Name:________________ Date: __________

Adapted by Dean, E. from http://www.eduplace.com/graphicorganizer/pdf/storymap2_eng.pdf

Setting: Characters:

Problem:

Event 1: Event 2: Event 3:

Event 5: Event 4:

Outcome:

Assessment Activity-students filled out prewriting

graphic organizerName:_______________ Teacher:______________Date: ____________

Scoring Guide for Prewriting- Influential People of the 1920s Category Exceptionally

Met 3 Points

Met 2 Points

Partially Met 1 Point

Not Met 0 Points

Graphic Organizer

The graphic organizer was

filled out completely

and additional details were

added.


filled out completely (all

9 parts).


partially completed (8

and below parts were

completed).

The graphic organizer was not filled out.

Characters The student listed and thoroughly

described at least 2

characters.

The student listed and


characters.


described only 1 character.

The student did not list or describe

any characters.

Setting The student listed and thoroughly


elements of the setting.



elements of the setting.

The student only listed and

described 1 element of the

setting.

The student did not list or describe

any elements of the setting.

Problem The student listed an

exceptional problem for

the story and added many

details.

The student listed a problem

for the story and added

details.

The student partially listed a

problem that will occur in the story, but they

did not add any details.

The student did not

develop a problem.

Events The student listed more

than 5 events and details that would happen in their story.

The student listed 5 events

that would happen in their

story.

The student listed less than 5 events that occurred in their story.

The student did not list

any events.

Outcome The student developed an outcome for their story.

The student partially

developed an outcome for their story.

The student did not

develop an outcome for their story.

Score Dean, E. (2006). Scoring guide for prewriting: Influential people of the 1920s. Unpublished manuscript. Valdosta State University (READ 7140), GA.

Drafting

• Focus on getting ideas on paper

• No concern about grammar, spelling, or punctuation

• Use all parts of graphic organizer

Modeling-For my model, I wrote a story about a day in the life of Henry Ford.

Practice Activity- We wrote a story together using shared writing on a day in the life of

Louis Armstrong.

Assessment Activity- The students used the person that they chose and wrote a draft about a day in the life of them.

Name:______________ Teacher:___________________ Date:________ Scoring Guide for Drafting- Influential People of the 1920s

Category Exceptionally Met

3 Points

Met 2 Points


Not Met 0 Points

Ideas from prewriting graphic

organizer

Thoroughly used all 9

elements of the graphic organizer in their rough

draft.

Used all 9 elements of the graphic organizer in their rough

draft.

Thoroughly used 8 and below of the elements of the graphic organizer in their rough

draft.

Did not use any of the


draft.

Beginning of the Story

In the introduction the student thoroughly

described the characters, the setting,

and the problem.

In the introduction the student

described the characters, the

setting, and the problem.


partially described the

characters, the setting, and the problem.


did not described the characters,

the setting, or the problem.

Events Thoroughly used at least 5 events in the rough

draft of their story.

Used 5 events in the rough draft of their

story.

Used less than 5 events in the rough draft of

their story.

Did not use any events in

the rough draft of their

story.

Characters’ Dialogue

Had their characters thoroughly

communicate through out the story.

Had their characters

communicate through out the story.

Had their characters

partially communicate through out the story.

Characters did not

communicate.

Conclusion Had a conclusion in their rough

draft.

Had a partially developed

conclusion in their rough

draft.

Did not have a conclusion in their rough

draft.

Skip lines Skips lines during their rough draft.

Partially skips lines during their rough

draft.

Did not skip lines during their rough

draft. Score

Dean, E. (2006). Scoring guide for drafting: Influential People of the 1920s. Unpublished manuscript. Valdosta State University (READ 7140), GA.

Revising

• Clarify and refine ideas• Add, substitute, delete,

and rearrange as needed• Revise beginning, middle,

and end of story

Modeling• Showed students how to

revise my model and handed out revising symbols charts

Practice Activity-We used shared writing to

revise our group story about Louis Armstrong on chart

paper.

Assessment Activity

• Student used the revision symbols chart to revise their own paper

• Get into writing groups of 4 students to go through revising together

Name:_______________ Teacher:___________Date:___________ Scoring Guide for Revising- Influential People of the 1920s


3 Points

Met 2 Points


Not Met 0 Points

Setting-Add details or changed

Thoroughly added details

about the setting or

changed it if needed

Added details about the setting or

changed it if needed

Partially added details

about the setting

Did not added

details about the setting.

Characters-details/dialogue

Thoroughly added details

about characters and made sure that there was dialogue included

Added details about

characters and made sure that

there was dialogue included.

Partially added details

about characters and made

sure that there was minimal

dialogue

Did not add details about characters and there was no

dialogue included

Events/actions-details

Thoroughly added or deleted

details about events or actions

Added or deleted details about events

or actions

Partially added or

deleted details about events

or actions

Did not add or delete

details about events or actions

Word use Word use was above the 5th grade level.

Word use was appropriate

Word use was partially

appropriate

Word use was not

considered appropriate

Sequence of events

Sequence was appropriate

Sequence was partially appropriate

Story sequence was not in

order Revision of

beginning and ending

Exceeded the expectations of revision in the beginning and ending of

the story

Revised the beginning and ending of the

story

Partially revised the

beginning and ending of the

story

Did not revise the beginning

and ending of the story

Use of proofreaders’

marks

Thoroughly used the

proofreaders’ mark with

understanding

Used the proofreaders’

mark with understanding

Partially used the

proofreaders’ marks

Did not use the


Thinking about Audience

Thoroughly considered

Considered their audience

Partially considered

Did not consider



their audience during

revision, making

changes where needed

Considered their audience during revision,

making changes where

needed



revision, making

changes minor changes

Did not consider

their audience or make any changes

Score Dean, E. (2006). Scoring guide for revising: Influential people of the 1920s. Unpublished manuscript. Valdosta State University (READ 7140), GA.

Editing• Putting the piece of writing

into its final form• Makes changes to

mechanics• Polish writing by correcting

punctuation and spelling

Modeling• Handed out editing symbols

charts• Showed model on overhead

and demonstrated how to edit using editing symbols

Practice Activity- We used shared writing to go through the editing stage for

our group story on Louis Armstrong

Assessment Activity- • The students edit their own

paper first• They then get into to peer

editing partner to help each other to edit their papers

Name:_______________ Teacher:___________Date:___________

Scoring Guide for Editing- Influential People of the 1920s Category Exceptionally

Met 3 Points

Met 2 Points


Not Met 0 Points

The use of Editing

Proofreaders’ marks

The student used all the appropriate

editing marks that were needed.

The student partially used

all the appropriate


The student did not use

all the appropriate

editing marks that

were needed.

Sentences Completed

The student made sure that

all of their sentences

were completed

The student partially made sure that all of

their sentences

were completed

The student did not make sure that all

of their sentences

were completed

Subject/Verb Agreement


all of their subjects and verbs agreed

The student partially made sure that all of their subjects

and verbs agreed


of their subjects and

verbs agreed

Spelling The student made sure that

all of their words were

spelled correctly


their words were spelled

correctly


of their words were

spelled correctly

Punctuation The student made sure that they used all the correct

punctuation in the correct

places

The student partially made sure that they used all the

correct punctuation in

the correct places

The student did not make

sure that they used all the correct punctuation

in the correct places

Commas/ Apostrophe


they used commas and

The student partially made sure that they used commas

The student did not

make sure that they

Capitalization The student made sure that

they used capitalization in the correct

places

The student partially made sure that they

used capitalization in the correct

places


sure that they used

capitalization in the correct

places Paragraphs/ Indentions


they used paragraphs or indentions in the correct

places


used paragraphs or indentions in the correct

places


sure that they used

paragraphs or indentions in the correct

places

Score

Dean, E. (2006). Scoring guide for editing: Influential people of the 1920s. Unpublished manuscript. Valdosta State University (READ 7140).

Publishing• Put the piece into its final

form, after all corrections have been made

• Ready for audience• Made into books and put

into classroom library

Modeling• Showed how to make my

draft a published piece• Showed how to publish by

typing and adding clipart• Made into a book, with

cover page

Practice Activity-Practice Activity-I will type and add clip art to

our group draft as the students watch and help.

Assessment Activity

• Student will go to the computer lab and type and illustrate with clip art their published piece.

• Bring to the room and put it together in a book

Name:_______________ Teacher:___________Date:___________

Scoring Guide for Publishing- Influential People of the 1920s Category Exceptionally

Met 3 Points

Met 2 Points


Not Met 0 Points

All Changes were made

The student made all the

previous changes that were needed

The student partially made all the previous changes that were needed

The student did not

make all the previous changes

that were needed

The piece was published

The student thoroughly published their piece

The student published their

piece


published their piece

The student did not

publish their piece

You used the correct format

The student thoroughly used the correct

publishing format (book)

The student used the correct



the correct publishing

format (book)

The student did not use the correct publishing

format (book)

Illustration The student thoroughly

added illustrations that went

along with the writing piece

The student made

illustrations that went along with the writing

piece

The student partially made

illustrations that went




piece

Score

Dean, E. (2006). Scoring guide for publishing: Influential people of the 1920s. Valdosta State University (READ 7140), GA.

Accommodations and/or Modifications

• Stages of Development– Gifted students proceed on

after modeling– Learning Disabilities- gave

lessons to Special Ed. Teacher for co-teaching

• Cultural– Grouped African American

student with High-level with proper English skills, trouble with sub./verb agreement

Informational Writing Unit Introduction

• Grade Level: 5th Grade• Writing mode: Informational• Content Area Integration:

SS5H4 The student will describe U.S. involvement in World War I and post World War I America.

b. Describe the cultural developments and individual contributions in the 1920s of the jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and the airplane (Charles Lindbergh).

Pre-assessment Prompt• Prompt # 1: Using your

knowledge of (science, geography, health), explain to a new inhabitant how to orient to a new place, such as a desert, or the jungle, or a new planet.

• Prompt #2: Choose something you know about (a place you have visited, something you saw while traveling, something you have studied in school, a hobby you wish to share). Write a letter to your pen pal in another country telling about your topic.

Grouping Options

• Prewriting, Revising, Editing- whole-modeling, small-practicing, individual-assessment

• Drafting- whole-during modeling/practicing, individual-during assessment

• Publishing- whole-during modeling/practicing, individual-during assessment

Prewriting• Getting-ready-to-write stage

(Tompkins, 2004, p. 10)• Decide what to write on• Use graphic organizer• Jot ideas down• Pick your audience• Decide on how it will be published• Remember you do not have to

write in complete sentences.Modeling

• Put model of prewriting on the overhead projector

• Explained that I filled out each part

Prewriting Graphic Organizer

“All About ____________ Book” Graphic Organizer

Author:_______________ Date: ____________

Introduction

Body

__________________ ___________________ __________________ __________________ ___________________ __________________ __________________ ___________________ __________________ __________________ ___________________ __________________ __________________ ___________________ __________________ __________________ ___________________ __________________ __________________ ___________________ __________________

Conclusion

Dean, E. (2006). “All about … book” graphic organizer. Unpublished manuscript. Valdosta State University (READ 7140), GA.

Person:

Born:

Death:

Notoriety:

Fact 1 Fact 2

Fact 3

Practice Activity- We filled out a graphic

organizer together on Louis Armstrong

Assessment Activity-• Students are asked to fill

out a graphic organizer on the person they chose as the most influential person of the 1920s.

Name:_______________ Teacher:______________Date: ____________ Scoring Guide for Prewriting- Influential People of the 1920s


3 Points

Met 2 Points


Not Met 0 Points

Graphic Organizer



and additional details were

added.




partially completed

The graphic organizer was not

filled out.

Introduction Thoroughly listed person, birth, death, and notoriety

Listed person, birth, death, and notoriety

Partially listed person, birth,

death, and notoriety

Did not list person,

birth, death, and

notoriety Body Thoroughly

listed more than 3 facts

and supporting details for each fact

Listed 3 facts and supporting details for each

fact

Listed 2 facts and supporting details for each

fact

Did not list any facts or supporting details for the facts.

Conclusion Thoroughly gave ideas for the conclusion

Gave ideas for the conclusion

Partially gave ideas for the conclusion

Did not give ideas for the conclusion

Score

Dean, E. (2006). Scoring guide for prewriting: Most Influential people of the 1920s. Unpublished manuscript. Valdosta State University (READ 7140),

Drafting

• Focus on getting ideas on paper

• No concern about grammar, spelling, or punctuation

• Use all parts of graphic organizer

Modeling• For my model, I wrote a draft

“All About Henry Ford” Book. I did not worry about grammar, mechanics, or punctuation.

Practice Activity- We wrote our rough draft “All About

Louis Armstrong” Book together using shared writing.

Assessment Activity-For the assessment activity the students will write their rough draft “All About…” Book. They should consider the drafting checklist as they go.

Drafting Scoring GuideName:______________ Teacher:___________________ Date:________

Scoring Guide for Drafting- Most Influential Person of the 1920s Category Exceptionally

Met 3 Points

Met 2 Points


Not Met 0 Points

Ideas from prewriting graphic

organizer

Thoroughly used all 9


draft.

Used all 9 elements of the graphic organizer in their rough

draft.

Thoroughly used 8 and below of the elements of the graphic organizer in their rough

draft.

Did not use any of the


draft.

Introduction Thoroughly included

information about the

person, birth, death, and notoriety

Included information about the


Partially included

information about the


Did not include

information about the person,

birth, death, and

notoriety Fact Body

Paragraphs Thoroughly described

more than 3 facts and

supporting details

Described 3 facts and

supporting details

Described less than 3 facts

and supporting details

Did not describe facts and

supporting details

Conclusion Had a conclusion in their rough

draft.

Had a partially developed

conclusion in their rough

draft.

Did not have a

conclusion in their

rough draft. Skip lines Skips lines

during their rough draft.

Partially skips lines during their rough

draft.

Did not skip lines during their rough

draft. Score

Dean, E. (2006). Scoring guide for drafting: Most Influential Person of the 1920s. Unpublished manuscript. Valdosta State University (READ 7140), GA.

Revising

• Clarify and refine ideas• Add, substitute, delete, and

rearrange as needed• Revise beginning, middle,

and end of storyModeling

For my revising model I will show a copy on the overhead projector and then revised it using a green Sharpe.

Practice Activity- We will revise our chart paper rough

draft using shared writing and a green marker.

Assessment Activity-For the assessment activity the students will revise their own paper first. Once they are done, they will get into their writing groups and do group revision. They will give each other suggestions. Lastly they can make more revising changes if necessary.

Revising Scoring GuideName:_______________ Teacher:___________Date:___________

Scoring Guide for Revising- Influential People of the 1920s Category Exceptionally

Met 3 Points

Met 2 Points


Not Met 0 Points

Introduction Thoroughly made

corrections to introduction paragraph

Made corrections to introduction paragraph

Partially made corrections to introduction paragraph

Did not make corrections

to introduction paragraph

Facts-details

Thoroughly added or deleted

details about Facts

Added or deleted details

about facts

Partially added or

deleted details about facts

Did not add or delete

details about facts

Word use Word use was above the 5th grade level.

Word use was appropriate

Word use was partially

appropriate

Word use was not

considered appropriate

Revision of beginning and

ending

Exceeded the expectations of revision in the beginning and ending of

the story

Revised the beginning and ending of the

story

Partially revised the

beginning and ending of the

story

Did not revise the beginning

and ending of the story

Use of proofreaders’

marks

Thoroughly used the

proofreaders’ mark with

understanding

Used the proofreaders’

mark with understanding

Partially used the


Did not use the





revision, making


Considered their audience

during revision, making




revision, making

changes minor changes

Did not consider

their audience or make any changes

Score Dean, E. (2006). Scoring guide for revising: Most Influential person of the 1920s. Unpublished manuscript. Valdosta State University (READ 7140), GA.

Editing

• Putting the piece of writing into its final form

• Makes changes to mechanics

• Polish writing by correcting punctuation and spelling

ModelingFor my model I will put a copy of my revised draft onto the overhead projector. I will make editing corrections using a purple pen.

Practice Activity- We will group edit our revised draft using shared writing and a

purple marker.

Assessment Activity-For the assessment activity the students will begin by editing their own paper first. Then they will get into peer editing groups of two people and give editing suggestions to each other. Lastly they will make any additional editing corrections as needed.

Editing Scoring Guide Name:_______________ Teacher:___________Date:___________

Scoring Guide for Editing- Influential People of the 1920s Category Exceptionally

Met 3 Points

Met 2 Points


Not Met 0 Points

The use of Editing

Proofreaders’ marks

The student used all the appropriate



all the appropriate


The student did not use

all the appropriate

editing marks that

were needed.

Sentences Completed


all of their sentences

were completed


their sentences

were completed


of their sentences

were completed

Subject/Verb Agreement


all of their subjects and verbs agreed

The student partially made sure that all of their subjects

and verbs agreed


of their subjects and

verbs agreed

Spelling The student made sure that

all of their words were

spelled correctly


their words were spelled

correctly


of their words were

spelled correctly

Punctuation The student made sure that they used all the correct

punctuation in the correct

places

The student partially made sure that they used all the

correct punctuation in

the correct places


sure that they used all the correct punctuation

in the correct places

Commas/ Apostrophe




The student did not

make sure that they

Commas/ Apostrophe



apostrophes in the correct

places


and apostrophes in

the correct places

The student did not

make sure that they

used commas and apostrophes in the correct

places Capitalization The student

made sure that they used


places


used capitalization in the correct

places


sure that they used


places Paragraphs/ Indentions


they used paragraphs or indentions in the correct

places


used paragraphs or indentions in the correct

places


sure that they used

paragraphs or indentions in the correct

places

Score

Dean, E. (2006). Scoring guide for editing: Influential people of the 1920s. Unpublished manuscript. Valdosta State University (READ 7140).

Publishing

• Put the piece into its final form, after all corrections have been made

• Ready for audience• Made into books and put

into classroom libraryModeling

For the model, I will hook the TV up to the computer and show the students how to type their final draft and put clip art into their books.

Practice Activity- We will hook up the computer to the

TV. We will type and add clipart (using shared writing)

to our “All About Louis Armstrong”.

Assessment Activity- I will take the students to the computer lab. There they will use the computers to type and add clip art to their published piece. Then they will put it all together into an “All About… “ Book.

Publishing Scoring GuideName:_______________ Teacher:___________Date:___________

Scoring Guide for Publishing- Most Influential Person of the 1920s


3 Points

Met 2 Points


Not Met 0 Points

All Changes were made

The student made all the

previous changes that were needed

The student partially made all the previous changes that were needed

The student did not

make all the previous changes

that were needed

The piece was published

The student thoroughly published their piece

The student published their

piece


published their piece

The student did not

publish their piece

You used the correct format

The student thoroughly used the correct


The student used the correct



the correct publishing

format (book)

The student did not use the correct publishing

format (book)

Illustration The student thoroughly

added illustrations that went


The student made


piece

The student partially made

illustrations that went




piece

Score

Dean, E. (2006). Scoring guide for publishing: Most Influential person of the 1920s. Valdosta State University (READ 7140), GA.

Accommodations and/or Modifications

• Stages of Development– Gifted students proceed on

after modeling– Learning Disabilities- gave

lessons to Special Ed. Teacher for co-teaching

• Cultural– Grouped African American

student with High-level with proper English skills, trouble with sub./verb agreement

Documents

Interdisciplinary Writing Units Presentation - Narrative- 5 th grade - Informational – 5 th grade Erica Dean READ 7140 Valdosta State University Summer