Interdisciplinary Writing Unit Danielle Tapp READ 7140 Maymester 2008.

Interdisciplinary Writing Unit

Danielle TappREAD 7140

Maymester 2008

Introduction

• Grade level4th

• GenreExpository Writing

• Content area Connection Social Studies

•American Indians

Georgia Writing Assessment

• 5th Grade writing test

• Evaluates student’s response to an assigned prompt.

• Students have 120 minutes to write essays.

• Based on writing part of Georgia language arts curriculum.

• Scored by trained raters throughout the state.


• Prompts cover the following genres of writing:InformationalPersuasive‘Narrative


• Analytic Scoring4 Domains

•Ideas•Organization•Style•Conventions

Pre-assessment prompts

• Used to determine students’ current performance

• Used to help set writing goals

• Teacher will introduce pre-assessmentStudents will choose a prompt

from a list of promptsWrite from the perspective of a

newspaper reporter

Pre-assessment prompts

• List of prompt choices:Write an article about what you

think is the greatest invention of all times? Why?

Write an article about what qualities are needed to be a firefighter? What characteristics should he or she have?

Write an article explaining how you should get along with your teacher. Share it with younger students.

Pre-assessment promptsThe local newspaper is having a

“Good Citizen” contest. Write an article and explain what a good citizen should act like.

In a article to be read by your classmates, explain the steps needed for a seed to germinate and complete it’s life cycle.

The Writing Process

• Prewriting

• Drafting

• Revising

• Editing

• Publishing

Prewriting

Prewriting• Grouping options related to the

teacher’s instructional needs:Practice Activity – whole group

instruction will be used to complete class graphic organizer

Assessment Activity – students will complete individual graphic organizers independently

Prewriting• Grouping options related to students’

needs:Developmental – students will be

placed near the teacher during whole group instruction for additional support

Cultural – students will work in pairs to provide extra support during activities

Linguistic – students will work in pairs to provide extra support during activities

Prewriting

• Instructional procedures for the stage of writing:First and most important stage

of writing processOrganize thoughts on a

graphic organizer•Use short phrases•Do not worry about punctuation and spelling

Prewriting

Pick a topic•Arctic (Inuit) American Indians

Format•5 paragraphs with a beginning, middle, and end

•Introduce topic•Include vivid details•Support opinion with facts•Summarize

Prewriting

Form•Newspaper article

Audience•Classmates, parents, pen pals, etc.

Purpose•Inform and entertain audience

Prewriting

• Practice activity - students will complete a graphic organizer as a class

• Assessment activity - students will complete a graphic organizer individually

Prewriting

• ModelingStudents will complete a class

story map using the Smartboard•Shared pen technique•Topic - Arctic (Inuit) American Indians use of sled dogs

Teacher will go over each section•Use short phrases•Do not worry about punctuation and spelling

Prewriting

• ModelingWill be provided an Inuit sled

dog information sheet Teacher provide reinforcement

and feedback about the completed graphic organizer

Leave completed graphic organizer on Smartboard during assessment activity

Prewriting Graphic Organizer

Who is in the story?

When did the storytake place?

How did it happen?

What happened in the story?

Where did it take place?

Why is this topic important?

Five Ws and One HAuthor_________________Title___________________Reporters make sure their newsarticles have the five Ws and one H (who, what, when, where,and why plus how). Use your topic and fill in the informationbelow.

Topic

Tapp, D. (2008). Five ws and one h. Unpublished Graphic Organizer, Valdosta State University, Valdosta, Georgia.

Inuit Sled Dog Information SheetI nuit Sled Dogs

1. On land, the I nuit used dog sleds, called qamutik, f or transportation.

2. The husky dog breed comes f rom I nuit breeding of dogs f or transportation.

3. A team of dogs in either a tandem/ side-by-side or f an f ormation would pull a sled made of wood or animal bones, over the snow and ice.

4. They used stars to navigate at sea and landmarks to navigate on land.

5. Where there were no natural landmarks, the I nuit would build an pile of stones called an inukshuk.

6. During the summer, sled dogs became pack animals, dragging up to 44 lbs of baggage.

7. I n the winter, they pulled the sled and yearlong they assisted with hunting by sniffi ng out seal's holes and pestering polar bears.

8. They loyally protected the I nuit villages by barking at bears and strangers.

9. The I nuit generally f avored and tried to breed the most striking and handsome of dogs, especially ones with bright eyes and a healthy coat.

10. Common husky dog breeds used by the I nuit were the Canadian Eskimo Dog the Greenland Dog, the Siberian Husky and the Alaskan Malamute.

11. When the dog was newborn, the I nuit would perf orm rituals on the dog to give the pup f avourable qualities.

12. I ts legs were pulled to make it grow strong and its nose was poked with a pin to enhance its sense of smell.

Hamilton, M. & Hamilton, S. (1998). Sled dog central. Retrieved May 26, 2008, from http://www.sleddogcentral.com/inuit.htm.

Prewriting

• Assessment activityIndividually complete a

graphic organizerWill be provided a list of

remindersWill be provided an Inuit

information sheetWill be scored using teacher’s

scoring guide

Prewriting Graphic Organizer

Who is in the story?

When did the storytake place?

How did it happen?

What happened in the story?

Where did it take place?

Why is this topic important?

Five Ws and One HAuthor_________________Title___________________Reporters make sure their newsarticles have the five Ws and one H (who, what, when, where,and why plus how). Use your topic and fill in the informationbelow.

Topic

Tapp, D. (2008). Five ws and one h. Unpublished Graphic Organizer, Valdosta State University, Valdosta, Georgia.

Prewriting List of RemindersList of Reminders for

Prewriting A Newspaper Article

1. Fill out the author (you) and the title

information. 2. * REMEMBER * you do not use complete

sentences when you are fi lling out your graphic organizer.

3. Fill out each section of the graphic organizer

with f acts about your topic. 4. Make sure to use true f acts about your topic.

5. Give at least 3 details about your topic in each

section. 6. Be creative and include interesting details.

Tapp, D. (2008). List of reminders for prewriting a newspaper article. Unpublished Checklist, Valdosta State University, Valdosta, Georgia.

Inuit Information Sheet

Arctic (I nuit) American I ndians

1. Hunters who fi sh and hunt whale, walrus, and seal by kayak, boat, or by waiting at airholes the seals make in the ice.

2. Use igloos as hunting or emergency shelters. 3. Make use of animal skins in their clothing. 4. Dog sleds, known as qamutiit, are used f or travel pulled

by I nuit Sled Dogs. 5. I n I nuktitut, the language of the I nuit people, "I nuit"

means "the people". 6. The men are traditionally hunters of seals, whales,

walrus, and caribou, using harpoons, canoes, dogs, and sleds.

7. Fishing is also important. 8. The women take care of the children, clean the house

and cook. 9. Made knives out of walrus ivory. 10.Clothes and f ootwear were made f rom animal skins, sewn together using needles made f rom animal bones and threads made f rom other animal products. 11.Lived in temporary shelters made f rom snow in winter 12.During the f ew months of the year when temperatures were above f reezing, they lived in tents made of animal skins and bones.

Inuit. (2008). Retrieved May 26, 2008, from http://en.wikipedia.org/wiki/Inuit.

Prewriting Scoring GuideRubric for Expository Prewriting Stage Grade level 4th__________ Name of student_ _________________________

Graphic Organizer

Student Exceeded

PLO

Student Met PLO

Student Partially Met

PLO

Student Did Not Meet PLO

Topic - Stated -Provided three details

- Stated -Provided two details

- Stated or -Provided one detail

- Not stated -Did not provide details

Who - Stated -Provided three details




When - Stated -Provided three details




What - Stated -Provided three details




Where - Stated -Provided three details




Why - Stated -Provided three details




How - Stated -Provided three details




Structure -Stated author -Stated title -Used short phrases

Did two of the following: -Stated author -Stated title -Used short phrases

Did one of the following: -Stated author -Stated title -Used short phrases

Did not state author, title or use short phrases

Tapp, D. (2008). Rubric for expository prewriting stage. Unpublished Rubric, Valdosta State University, Valdosta, Georgia.

Prewriting

• Accommodations and/or ModificationsDevelopmental needs – allowed

additional time to complete graphic organizer, use of appropriate assistive technology devices (i.e., slant board, pencil grip)

Cultural needs – provided additional resources (i.e., news article example, websites, books), paired with peer for support

PrewritingLinguistic needs – simplified and

explained instructions with one on one instruction, speak clearly and slowly and repeat as needed, provide written instructions, Spanish/English thesaurus, paired with peer for support

Drafting

Drafting

• Grouping options related to the teacher’s instructional needs:Practice Activity – whole group

instruction will be used to complete class rough draft

Assessment Activity – students will complete individual rough draft independently

Drafting• Grouping options related to students’


placed near the teacher during whole group instruction for additional support

Cultural – students will work in pairs to provide extra support during activities

Linguistic – students will work in pairs to provide extra support during activities

Drafting

• Instructional procedures for the stage of writing:Second stage of writing processTake ideas and put them on

paper•Use information from graphic organizer

•Do not worry about punctuation and spelling

Drafting

• Instructional procedures for the stage of writing:Format

•Label “draft” at the top of paper• Skip lines (easier to edit)•Introduce topic•Write a paragraph for each important fact (3 paragraphs)

•Summarize

Drafting

• Practice activity - students will complete a rough draft using a graphic organizer as a class

• Assessment activity - students will individually complete a rough draft using their graphic organizer

Drafting

• Assessment activityIndividually complete a rough

draftWill be provided a list of

reminders and a handy reminder sheet

Will be scored using teacher’s scoring guide

List of RemindersList of Reminders for Drafting

A Newspaper Article

1. Set up your paper by labeling it “draf t” in the corner of your paper.

2. Put the title of your story on the top line.

3. Skip a line and write your name as the author.

4. Mark every other line with and X to remind you

not to write on those lines.

5. Be sure to label every page of your rough draf t with your name and the page number.

6. Write f rom the viewpoint of a newspaper

reporter.

7. Stay on topic and include inf ormation f rom your graphic organizer.

8. * REMEMBER * Do not f ocus on spelling and punctuation when you are writing your rough draf t. Focus on the content, which is the inf ormation on your graphic organizer.

Tapp, D. (2008). List of reminders for drafting a newspaper article. Unpublished Checklist, Valdosta State University, Valdosta, Georgia.

Handy Reminders

Give Me Five! Write five paragraphs about your topic.

Thumbs Up! Write an introductory paragraph that grabs your reader’s attention and makes them want to keep reading. You will have a topic sentence and at least three supporting sentences. This is the “beginning” of your essay.

Three Points! Your next three paragraphs will make three diff erent points about your topic. They are the “middle” of your essay.

Close! Write your closing by summarizing everything you have written. This is the “end” of your essay.

Tapp, D. (2008). Handy reminders. Unpublished Reminder Sheet, Valdosta State University, Valdosta, Georgia.

Scoring GuideRubric for Expository Drafting Stage Grade level:_4th______ Name of student _______________________________________________

Exceeded PLO

Met PLO

Partially Met PLO

Did Not Meet PLO

Topic -Stayed on topic throughout draft

-Stayed on topic more than half of the draft

- Stayed on topic less than half of the draft

-Did not stay on topic

Point of View – a newspaper

reporter

Throughout draft

More than half of the draft

Less than half of the draft

Did not write from the viewpoint of a reporter

Labeled Paper “Draft”

Yes

No

Marked every other line “X”

Yes

No

Skipped Lines

Yes

No

Complete Sentences

Yes Some complete sentences

No

Use of graphic organizer in

drafting

Used all ideas and/or supporting details

Used six ideas and/or supporting details

Used three ideas and/or supporting details

Did not use any ideas or supporting details

Format Requirements -

article

Throughout draft

More than half of the draft

Less than half of the draft

Did not write in the format of an article

Tapp, D. (2008). Rubric for expository drafting stage. Unpublished Rubric, Valdosta State University, Valdosta, Georgia.

Drafting


additional time to write rough draft using graphic organizer, use of appropriate assistive technology devices (i.e., slant board, pencil grip)


DraftingLinguistic needs – simplified and


Revising

Revising


instruction will be used to revise the class rough draft

Assessment Activity – students will work in pairs to revise their rough drafts

Revising• Grouping options related to students’


placed near the teacher during whole group instruction for additional support.

Cultural – students will work in pairs to provide extra support during activities.

Linguistic – students will work in pairs to provide extra support during activities.

Revising

• Instructional procedures for the stage of writing:Third stage of writing processRereading your writing

•Make a copy and label “revision”•Correct mistakes using a different color pen

•Add, replace, remove, and/or rearrange text

Revising

• Instructional procedures for the stage of writing:Wait 2 – 3 days to rereadRefine content and ideasRead word by wordMake notes, questions, and

changes

Revising

• Ways to change your rough draft:ARRR

•A – adding•R – replacing•R – removing•R - rearranging

Revising

• Practice activity - students will revise class rough draft

• Assessment activity - students will be grouped in pairs to revise their own rough drafts

Revising

• Assessment activityGrouped in pairs to revise

rough draftsWill be provided a list of

remindersWill be provided proofreading

marksWill be scored using teacher’s

scoring guide

List of RemindersList of Reminders for Revising

A Newspaper Article

1. Reread your article to a partner. 2. Have your partner give you at least one compliment about

your article. 3. Have your partner give you suggestions about how you can

change your article. 4. Listen to your partner read his/ her article. 5. Give your partner one compliment about his/ her article. 6. Give your partner suggestions about how he/ she can change

his/ her article. 7. Stayed on topic. 8. Made sure my information was organized. 9. Used ARRR to revise my rough draf t.

A – adding R – replacing R – rearranging R – removing

10. WOWed your audience.

Tapp, D. (2008). List of reminders for revising a newspaper article. Unpublished Checklist, Valdosta State University,

Valdosta, Georgia.

Proofreader Marks

GTO CalComp. (n.d.) Proofreader’s Marks. Retrieved May 22, 2007, from the GTO CalComp Web site: http://www.gtcocalcomp.com/erc/interwritebackgrounds/proofreader_marks.gif

Scoring GuideRubric for Expository Revising Stage Grade level:_4th______ Name of student _______________________________________________

Exceeded PLO

Met PLO

Partially Met PLO

Did Not Meet PLO

Worked well with

partner Yes Most of the

time No

Topic

Stayed on topic throughout the article

Stayed on topic more than half of the article

Stayed on topic less than half of the article

Did not stay on topic

Included Additions

Yes No

Replaced Information

(where needed)

Yes No

Rearranged Information

(where needed)

Yes No

Removed Information

(where needed)

Yes No

Organization

Information was organized

Information was not organized

WOWed Audience

Included interesting information

Did not include interesting information

Tapp, D. (2008). Rubric for expository revising stage. Unpublished Rubric, Valdosta State University, Valdosta, Georgia.

Revising


additional time to revise rough drafts, use of appropriate assistive technology devices (i.e., slant board, pencil grip)


RevisingLinguistic needs – simplified and


Editing

Editing


instruction will be used to edit the revised draft

Assessment Activity – students will work in pairs to edit their revised drafts

Editing• Grouping options related to students’





Editing

• Instructional procedures for the stage of writing:Fourth stage of writing processEditing your writing

•Proofread•Correct mechanical mistakes

Editing

• Instructional Procedures for the stage of writing:Wait 2 – 3 days to editProofreadRead word by wordUse proofreader’s marksMark corrections with a

different color pen

Editing

• Proofreading for:Spelling CapitalizationPunctuationParagraph formation

Editing

• Practice activity - students will edit the class revised draft

• Assessment activity - students will be grouped in pairs to edit their revised drafts

Editing

• Assessment activityGrouped in pairs to edit their

revised draftsWill be provided a list of

remindersWill be provided proofreader

marksWill be scored using teacher’s

scoring guide

List of RemindersList of Reminders for Editing

A Newspaper Article

1. Reread your article. 2. Use a diff erent color pen.

3. Make corrections using your proof reader’s marks. 4. Switch articles with your partner. 5. Read your partner’s article

6. Give your partner one compliment about his/ her article.

7. Give your partner suggestions about how he/ she can edit

his/ her article.

8. Capitalization: Proper nouns are capitalized Beginning of sentences are capitalized

9. Punctuation:

Ending punctuation is used correctly Commas are used correctly (date, city & state, commas in a series) Apostrophes are used correctly (contractions)

10. Correct misspelled words. Tapp, D. (2008). List of reminders for editing a newspaper article. Unpublished Checklist, Valdosta State University,

Valdosta, Georgia.

Proofreader Marks

GTO CalComp. (n.d.) Proofreader’s Marks. Retrieved May 22, 2007, from the GTO CalComp Web site: http://www.gtcocalcomp.com/erc/interwritebackgrounds/proofreader_marks.gif

Scoring GuideRubric for Expository Editing Stage Grade level:_4th______ Name of student _______________________________________________

Met PLO

Partially Met PLO

Did Not Meet PLO

Worked well with

partner Yes Most of the time No

Gave partner Compliment / Suggestions

Yes Gave compliment or suggestion

No

Used Different Color Pen

Yes No

Proofreader’s Marks

Used Did not use

Capitalized Proper Nouns

Yes Some are capitalized

No

Capitalized Beginning of

Sentences

Yes Some are capitalized

No

Ending Punctuation

Used correctly Used correctly some of the time

Did not used correctly

Commas in Dates Used correctly Used correctly some of the time


Commas in City and State



Commas in a Series



Apostrophes in Contractions



Spelling Corrected spelling Corrected some spelling

Did not correct spelling

Paragraph Format

Used correct paragraph format

Did not used correct paragraph format

Tapp, D. (2008). Rubric for expository editing stage. Unpublished Rubric, Valdosta State University, Valdosta, Georgia.

Editing


additional time to edit revised draft, use of appropriate assistive technology devices (i.e., slant board, pencil grip)


EditingLinguistic needs – simplified and


Publishing

Publishing


instruction will be used to publish class article

Assessment Activity – students will work in individually to publish their article

Publishing• Grouping options related to students’





Publishing

• Instructional procedures for the stage of writing:Fifth and final stage of writing

processCopy article in final formUse handwriting skillsDo not skip lines

Publishing

• Instructional procedures for the stage of writing:Include editing correctionsUse pictures where neededShare published piece with

others

Publishing

• Practice activity - students will publish class article and share with another class

• Assessment activity - students will publish their article individually

Publishing

• Assessment activityStudents will publish articles

individuallyWill be provided a list of

remindersWill be scored using teacher’s

scoring guide

List of Reminders

List of Reminders for Publishing A Newspaper Article

1. Copy article in fi nal f orm.

2. Use handwriting skills.

3. Do not skip lines.

4. I nclude corrections f rom your editing.

5. Use pictures to go with your article.

6. Share your published piece with others.

Tapp, D. (2008). List of reminders for publishing a newspaper article. Unpublished Checklist, Valdosta State University, Valdosta, Georgia.

Scoring GuideRubric for Expository Publishing Stage Grade level:_4th______ Name of student _______________________________________________

Met PLO

Partially Met PLO

Did Not Meet PLO

Final Form Copied article in

final form Did not copy article

in final form Handwriting Legible Legible some of

the time Illegible

Did Not Skip Lines

Yes No

Included Corrections from

Editing

Yes Included some corrections

No

Pictures

Included pictures Did not include pictures

Published Piece Shared with others Did not share with others

Tapp, D. (2008). Rubric for expository publishing stage. Unpublished Rubric, Valdosta State University, Valdosta, Georgia.

Publishing


additional time to publish newspaper article, use of appropriate assistive technology devices (i.e., slant board, pencil grip)


PublishingLinguistic needs – simplified and


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Interdisciplinary Writing Unit Danielle Tapp READ 7140 Maymester 2008.

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