Lesson Sequence Guide for RAFTS Example

1. Select a “write to learn” goal for a specific content area

Students will demonstrate the knowledge of volcanoes

2. Select a text to use as an incentive for ideas surrounding the given content are.

“Red Alert!”

3. Define RAFT: role, audience, format, topic

Role: LavaAudience: living speciesFormat: poemTopic: eruption of volcanoes

Goal: Students will write a poem about their knowledge and learning of volcanoes.

4. Explain how students can research content

Students will work with a partner and ask questions that relate to volcanoes and add information under each heading. See Appendix A

5. Give students tools to be successful with writing format (prewriting)

Using a bubble map for each stage, students will put descriptions about each aspects of volcanoes that is on the tree map. See Appendix B

Teacher will provide examples of two different ways to write a story. Either by poetry or a regular writing story.See appendix C

6. Model how to infuse the content and the writing format

Teacher will use the big poster paper and model how to take the information from the tree map and use that to start writing a poem. Teacher will put in simple descriptive words to the story. Teacher will have the tree map up on board so students can see where teacher is getting information.See Appendix D

7. Allow students time to write (rough draft)

Students use the tree maps and some information about volcanoes that they have previously looked up to construct their rough drafts. Students will be able to use their notes from science to use as references to volcanoes.

8. Create rubric with students – allow for self-evaluations and changes (revisions)

Whole group, teacher will guide students through the process of self and peer evaluations.See Appendix E

9. Buddy edit (editing) Students use the rubric to edit a partner’s proposal.

10. Share revisions (publishing) Students use the feedback on the self and peer evaluations to make revisions and compose a final draft.

Appendix A

Appendix B

lava Ash Effects of explosion

Volcanoes

lavaExtremely

hot

Glowsred

Moltenrock

Named after it comes out of

ground

Called magma while still in ground

Appendix C

Volcano PoemMagma,Melted, molten rock,Like soup that boils,In a crock...

Beneath the Earth,It rolls and roils,Beneath the Earth,It turns and toils...Pressure grows,Magma escapes,Blows through holes,Of different shapes...

 Mountain cones,Ring of fire,Volcanoes blow,Ash flies higher!Magma flows,Becomes hot lava,Cools to make,A place like Java...

 Magma comes,From underground,And flows in lava,All around...Listen now,Don't interrupt,When volcanoes blow,They do erupt!

Appendix D:

Before I am called lavaI was magma which lives underground.Once I emerge from underground I am then called lava.

I may look nice and a pretty red, You don’t want to be near me when I am near.For I am extremely hot You will be severely burned.

I flow down the hillIf you see me, RUN.There’s nothing that can stop meExcept for a cooling off period.

Along with the lava that come out of the mountain,Comes the ash spewing grey stuff.This stuff will look like it’s snowingBut don’t be fooled for it’s not as nice and pretty.

It suffocates animals, plants, and even peopleIf you see the ash, get to safety where you can breatheAnd take your animals if you can, for they air too.It may look cool from a distance, but up close I am notSo get to safety and enjoy and hope that I miss your home.

Continue on with some destruction that the volcano does.

Appendix E

Limited Developing On TargetDoes the poem have information about the volcano.There are some descriptive words to the story. Used the tree map and the resources given to student.Story followed the sequence of the life cycle.