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MC7 #3 Appendix © Macomb Intermediate School District 2006

Macomb Collaborative Grade 7 - Unit #3

Appendix 1. Think – [Write] – Pair - Share [Days 1 and 4] 2. Interactive Notebook Procedure [Day 1] 3. Quick Write Procedure [Days 1, 4 and 16] 4. Elements of Story [Day 2] 5a-b. Genre: Memoir and Student Bookmark [Day 3] 6. Think Aloud Procedure [Days 3 and 4] 7. Model Retelling [Day 4] 8. Listening Retelling Procedure: Assessment [Day 4] 9. Retelling Rubric [Day 4] 10a. Common Features of Judaism, Christianity and Islam [Day 5] 10b. Five Pillars of Islam [Day 5] 11. Four Sources of Conflict [Day 5] 12. Window Response [Day 6] 13a. Reading Log [Day 7] 13b. Thura’s Questions [Day 7] 14. Living Conditions/Attitudes Chart [Day 8] 15a. Focus Question #1 [Day 8] 15b. Focus Question Rubric [Days 8, 9, 10, 12, and 13] 16. Window on Attitudes [Days 9 and 10] 17. Focus Question #2 [Day 9] 18. Focus Question #3 [Day 10] 19a-b. Comparison Charts [Day 11] 20a. Tear and Share Procedure [Day 11] 20b. Tear and Share Chart [Day 11] 21a. Window on Attitudes: American and War [Day 12] 21b. Thura’s Changing Attitudes [Day 12] 22. Propaganda [Day 12] 23. Focus Question #4 [Day 12] 24. Focus Question #5 [Day 13] 25. Choral Reading: Last Entry [Day 14] 26a-b. “I Am” Poem Template [Day 14] 27a-b. Choral Reading: Thura’s Diary: “Postscript” [Day 14] 28. Reader Response Template [Day 15] 29. Numbered Heads Together Procedure [Day 15] 30a-b. Genre: Biography and Student Bookmark [Days 16 and 17] 31. THIEVES Procedure [Days 16 and 17] 32. Jigsaw Procedure [Days 16 and 17] 33a-c. I Search Procedure [Day 18] 34. Vocabulary in Context Strategy [Day 18] 35a-b. Summary Charts [Days 19 and 20] 36. Focus Question #6: Response Prompt and Checklist [Days 19 and 20] 37. Response Rubric [Days 19 and 20] 38. Memoir Prompt [Day 21] 39. Revision Checklist [Day 21] 40. Rubric [Day 21] 41. Peer Editing Questions [Day 21]


Think-[Write]-Pair-Share

A Think-Pair-Share (TPS) is a quick 2-5 minute verbal interaction between two or three students that allows them to quickly process the academic language and content being learned. TPS is not just a background knowledge activity, so also keep it in mind for building other habits and for the during- and post-reading stages. TPS can be very effective during teacher presentations for creating “breaks” that push student to organize thoughts well enough to communicate them. TPS also allows a student to hear how another person is processing the learning; this further builds background knowledge. You can use TPS in many different areas of instruction, such as vocabulary, content concepts, opinions, compare-and-contrast activities, sharing parts of homework, summaries of text or visuals, connecting to background knowledge or other classes, making predictions or inferences, and solving problems.

Procedure: 1. Create a question or prompt that will encourage students to use their background

knowledge and experience in answering it. 2. Have students think in silence for 30-60 seconds to mentally prepare what they

will say. Variation: They write notes and or an answer prior to turning to partners to share. This makes the procedure, Think-Write-Pair-Share.

3. Put students into pairs. During the pair work, students should do the following: a. Face their partner, show interest, and listen actively. They can even take

notes b. Stay on the topic. c. Remember what their partner says in order to share it with the class later. d. Give reasons for any opinions, such as evidence from the book, class

discussions, or one’s own life. e. Use the vocabulary and academic language that you have modeled. f. Ask their partner questions that call for clarification and evidence. Do you

mean that…. ? Why do you think that…? Where does it say that…? (Caution students to be respectful and polite in their questioning of one another.)

4. After pair time, ask students to share with the class what their partner said. This forces them to listen and also publicly validates what partners have said.

Appendix #1


Interactive Notebook Benefits:

• Anchors learning • Organizes thinking • Links instruction and assessment • Stores student and teacher artifacts of learning • Builds Agency • Documents growth over time • Provides a means for reflection • Offers a source for data collection • Becomes a portfolio of individual learning • Promotes active note taking • Adapts to any unit of study

Instructions for Construction: Materials: 11 sheets of construction paper (amount will vary depending on the desired amount of the folder) Markers and Crayons for labeling pockets Steps:

1. Determine how many pockets the folder should have. For example, for a five pocket folder, students will need 11 pieces of construction paper.

2. Have students fold the five pieces long ways (‘hotdog’ style), and five pieces short ways (‘hamburger’ style). The remaining sheet will be the cover.

3. Insert the ‘hamburger style’ sheets of paper into the ‘hot dog’ sheets. The hotdog sheets will act as the pockets of the folder.

4. After all of the folders have been put together, place them all together to form a book. Place the cover on the front, staple or tape as desired.

5. Label the folders according to unit plans. Classroom Examples:

• I-search Project pockets were labeled: My Questions, My Search Process, My Discoveries, What this Means to Me.

• Exploring Genres pockets were labeled: Elements of the Genre, Examples of texts, Authors, Themes, Journal Entries.

Appendix #2


Quick Write Procedure

What is it? Quick writes are most often used to develop fluency. In quick writes, students write rapidly and without stopping in response to literature and for other types of impromptu writing. Quick writes, provide students with a means of quickly representing their thinking. Rather than being concerned with correct spelling, punctuation, and word usage, the student is more interested in simply responding to the prompt in a personal way. Students reflect on what they know about a topic, ramble on paper, generate words and ideas, and make connections among the ideas. Young children often do quick writes in which they draw pictures and add labels. Some students do a mixture of writing and drawing. Students do quick writes for a variety of purposes:

• Learning logs: Immediately following a particular lesson, engaging activity, or discussion,

pause and allow students to reflect in their learning logs or journals. Share responses.

• Constructed response to literature: --to activate prior knowledge --to reflect on a theme of a story and how it relates to them personally --to describe a favorite character

• Reflections on new learning: --students write an explanation of what something means --to define or explain a word on the word wall

How to do a quick write 1. The teacher selects a purpose for the students. This prompt should be tied to a

content area and elicit a personal response from the student.

2. After listening to the prompt, the student is instructed to write a response by jotting down whatever comes to mind. The time limit should be no longer than 5-10 minutes in length. When students are first doing quick writes, start with 2 minutes of writing and increase the time gradually. Students write until instructed to stop. They are allowed to only finish their thought when “time” is called.

3. Quick writes may be used several times in a day. They may provide a “nugget”

for a more extended piece of writing.

4. When it is time to share, students read their writing to a small group of four or five students. Volunteers could also share with the whole group.

Appendix #3


Story Elements

The elements of a story include:

Characters-Who is in the story?

Setting-When and where does the story take place?

Problem-What problem does the main character have or what does the main character want?

Events-What does the main character do to solve his/her problem or get what he/she wants?

Resolution-How is the problem solved? OR How does the main character learn to deal with the problem?

Theme-What is the universal theme or lesson learned? Appendix #4


Genre: Memoir Definitions:

• A memoir is a record of important events based on the writer’s personal observation or knowledge. (Webster’s New World Dictionary, 1991, Prentice Hall)

• Memoir is a form of autobiographical writing dealing with the recollections of prominent people or people who have been a part of or have witnessed significant events. (adapted from Thrall, Hibbard and Holman, A Handbook to Literature, 1960, Odyssey)

• A memoir is a narrative account written by an individual that depicts things, persons or events the individual has known or experienced. (adapted from Murfin and Ray, The Bedford Glossary of Critical and Literary Terms, 2003, Bedford/St. Martin’s)

Purpose:

• To record thoughts and actions for future reference or reflection • To share achievements, influences, and incidents of a person’s life

Form and Features:

• A memoir is a form of autobiography usually focusing on a single period in the author’s life and on well-known people the author knows.

• A memoir often focuses on a major event in the author’s life; the author reflects on the implications of this event.

• Memoirs differ from autobiography as they are usually concerned with personalities and actions other than those of the writer, whereas autobiography puts a heavier stress on the inner and private life of the author.

• Memoirs combine the elements of biography and autobiography, but are different from them. Memoirs tend to be far more subjective than biographies in that they focus on personal recollection. Even though they are autobiographical in nature, memoirs differ from autobiographies because the accounts are personalized focusing more on what the author has witnessed than on his or her own life and character.

• A memoir is a narrative told in the first person. • Memoirs sometimes include strong characterization of a third party through

detailed description of actions, speech or physical attributes. • Memoirs are often very descriptive, with attention to details of places or

emotions. • Memoirs may be selected diary or journal entries or letters to a close friend or

member of the family or selections from official documents.

(adapted from Mooney, Text Forms and Features, Owen, 2001; Thrall, Hibbard and Holman, A Handbook to Literature, 1960, Odyssey, and Murfin and Ray, The Bedford Glossary of Critical and Literary Terms, 2003, Bedford/St. Martin’s)

Appendix #5a


Memoir Bookmark Memoir Bookmark Memoir Bookmark an autobiography focusing on one period in author’s life and/or on well-known people the author knows

an autobiography focusing on one period in author’s life and/or on well-known people the author knows

an autobiography focusing on one period in author’s life and/or on well-known people the author knows

Name:

Name:

Name:

Title: Title: Title: List the page number and a brief reminder of the genre characteristics you find as you read.

List the page number and a brief reminder of the genre characteristics you find as you read.


Told in the first person Told in the first person Told in the first person

p. p. p.

p. p. p.

p. p. p.

p. p. p.

Differs from biography and autobiography: more subjective and personalized Differs from biography and autobiography:

more subjective and personalized Differs from biography and autobiography: more subjective and personalized

p. p. p.

p. p. p.

p. p. p.

p. p. p.

Very descriptive with details of places and emotions Very descriptive with details of places and emotions Very descriptive with details of places and emotions

p. p. p.

p. p. p.

p. p. p.

p. p. p.

Copyright 2005, MacombISD All Rights Reserved. Copyright 2005, MacombISD All Rights Reserved. Copyright 2005, MacombISD All Rights Reserved.

Appendix #5b


Think Aloud Procedure Making Thinking Public

The Literacy Dictionary (Harris and Hodges, 1995, IRA) defines a think aloud as “1. oral verbalization, 2. in literacy instruction - a metacognitive technique or strategy in which the teacher verbalizes aloud while reading a selection orally, thus modeling the process of comprehension (Davey, 1983).” Put another way, a think aloud is making thinking public. A teacher models what an expert would be thinking as s/he were reading, visualizing, listening; or preparing to write, speak or visually represent. The goal of thinking aloud is to graphically show students what they might do to understand what they are reading, viewing or listening to, as well as, plan for writing or speaking. Following is an example of a think aloud for figuring out the meaning of an unfamiliar word in context: “It’s important while we read to be able to figure out the meaning of an unfamiliar word. When I come to a word I don’t know the meaning of, I read the words and sentences around that word to try to figure out what the word might mean. The other day I was reading this great mystery, The Westing Game by Ellen Raskin. I read the following paragraph with lots of challenging words: ‘Sam Westing was not murdered, but one of his heirs was guilty – guilty of some offense against a relentless man. And that heir was in danger. From his grave Westing would stalk his enemy and through his heirs he would wreak his revenge.’ It was a paragraph about Sam Westing who had just died and left a challenge behind to find his killer(s). I knew most of the words. I knew ‘relentless’ meant that Sam Westing never gave up until he got what he wanted. I knew that ‘stalk his enemy’ meant that even after death, Sam Westing would somehow go after and find his enemy. But I wasn’t sure what ‘wreak his revenge’ meant. I knew that revenge meant Sam Westing would get even with his enemy, so I figured that “wreak” must be a stronger way to say, ‘get his revenge.’ I’ve heard the word ‘wreak’ before, and now I’ll keep it in my mind and may be able to use it in writing sometime. I will know it when I see it in print”. Appendix #6


Model Retelling of My Brother Martin

The book, My Brother Martin, tells about the early life of Martin Luther King as told by his sister. It tells how close the family was and how the children had fun even with a prank. One incident may have caused Martin to want to change the world; some friends told him they could no longer play with him because he was a Negro. After listening to his mother describe what the world was now like, Martin said that someday he would “…turn the world upside down.” In another incident, Martin’s father took his business elsewhere when a salesman said he would only serve the Kings in the back of the store. His father also objected to a policeman’s calling him “boy.” It says at the end of the book that these lessons influenced what Martin Luther King did for the rest of his life. Appendix #7


Listening Retelling Procedures: Assessment

Narrative and Expository

Please read instructions and follow the procedure carefully. 1. Teacher reads title of selection and says, “I wonder what this will be about?” 2. Teacher asks students, “What do you think this will be about?” 3. Teacher directs students to write/draw a prediction on the flap of the selection or on another sheet

of paper – “What will the selection be about?”

4. Teacher says, “Listen to understand the information. I will read the story/selection twice and then you will draw/write a retelling to someone who has never heard the story/information before”

and then teacher reads selection aloud. 5. Teacher reads aloud the selection saying,

“Listen one more time so that you can retell the selection. You will be asked to retell the selection as if it is for someone who has not heard this information (story) before.”

6. Teacher says,

Retell the selection as if it is for someone who has not heard this story/information before.”

7. Teacher collects students’ retellings.

adapted by Barbara Nelson from Cambourne and Brown, Read and Retell

Appendix #8


NARRATIVE MLPP RETELLING RUBRIC GRADES 3 - 12

Key: Mode O/O: Oral – Oral Level IN – independent Prediction R - Reasonable

O/W: Oral – Written IS – instructional U - Unreasonable W/O: Written – Oral F – frustration N – No response W/W: Written – Written

Appendix #9

Qualities of

Retelling

4

Mature 3

Capable 2

Developing

1

Beginning Gist/Main Idea: • Lesson

Learned • Plot Main

Idea

Retelling includes a clear generalization that states or implies the plot main idea and lesson learned.

Retelling includes a generalization that states or implies the plot main idea and lesson learned from the story.

Retelling indicates inaccurate or incomplete understanding of plot main idea.

Retelling includes minimal or no reference to or understanding of plot main idea.

Story Elements

Retelling contains a clear statement of all story elements, (main characters, setting, problem, major events, and resolution) and their connection to one another.

Retelling contains a clear restatement of most story elements (main characters, setting, problem, major events, and resolution) and their connection to one another.

Retelling contains a restatement of some story elements with minimal connections to one another.

Retelling contains minimal restatement of story elements.

Organization

Events are retold following a logical sequence with a beginning, middle, and end.

Events are retold mostly in appropriate order with beginning, middle, and end.

Events are retold in a somewhat disconnected fashion. The beginning or middle or the end may be deleted.

Events lack sequence.

Linguistic Spillover

Use of language, conventions, and/or format from the selection reflects an elaborated and personalized understanding of the story.

Use of language, conventions, and/or format from the selection indicates basic understanding of the story.

Use of language, conventions, and/or format from the selection may indicate superficial understanding.

Retelling includes little or no use of language, conventions, and/or format from the story.

Date Text Level Mode Prediction Gist/

Main Idea Elements Organization Linguistic Spillover


Common Features of Judaism, Christianity, and Islam

• Each began in the Middle East • Monotheistic: believe in only one god • Each was first led by one person. These include Abraham for Judaism,

Jesus for Christianity, and Muhammed for Islam. • Each has one sacred set of writings. These are the Torah for Judaism,

Bible for Christians, and Qur’an (Sometimes translated as Koran) for Muslims.

• All are connected to Abraham, who founded Judaism, directly or

through his ancestors. • All faced persecution and exile.

Appendix #10a


Five Pillars of Islam

1. There is only one God (Allah), and Muhammed is his prophet. 2. Pray five times per day in the direction of Mecca. 3. Give to the poor and the needy. 4. Fast during the month of Ramadan. 5. Make a pilgrimage to Mecca at least once in your lifetime.

Appendix #10b


Four Sources of Conflict: Quadrant Notes

Ethnic Conflict

Fundamentalism

Religion

Nationalism

Appendix #11


Thura’s Diary: Window Response

What do I know about Thura so far?

What do I think might happen to her? Appendix #12


Reading Log Pages 8 - 24

Questions from Diary Personal Connection to Question

Appendix #13a


Teacher Resource Questions for Reading Log

Pages 8-24

Page 8 “It was very expensive, but we don’t care about the money we have to

spend to get what my sister needs, because money comes and goes, but who will replace my sister if I lose her?”

Page 9 “How long are we going to be at Granny’s house? Page 10 “What will happen to these people?” Page 11 “What am I going to see?” Page 13 “What is going to happen to us?” Page 18 “These are weird orders, don’t you think? Are the kind of people willing to

give their lives for their country really going to be motivated by silly things like that?”

Page 18 “Will I really go back to my class?” Page 19 “How can they flee to save their own skins after all the ruin and destruction

they’ve brought about? Why are we ordinary people the ones who have to die while they run away?”

Page 23 “Dear Diary, can you tell what I’m feeling, all alone in my bed?” Page 23 “Where’s Dad?” Appendix #13b


Thura’s Diary: Window Response

Living Conditions:

Attitudes towards Saddam and the Iraqi government: Appendix #14


Focus Question #1: Thura says, “People do not deserve this.” (p. 34). Writing from Thura’s point of view, tell what it is that people do not deserve. From what is happening to them, explain why Iraqis might begin to blame or hate their government as much as Americans for what they are experiencing. Answer Plan:

1. What does it mean that “People do not deserve this”? 2. Give two examples. 3. Give at least two reasons why people might blame their government for

what is happening. Possible Answer: (1) I believe Thura is saying that people do not deserve to live without basic necessities so that war can be fought. (2) The strongest example is the lack of painkiller for surgery. At such a time of danger, from things they have not started, the Iraqi people are truly suffering. Drinking water is also limited, and war has created a dusty, hazy environment. (3) One reason I think Iraqis might be upset with their government is the burning of all of the oil. It is probably making everything so much worse. Also, as Thura pointed out, the government could have prevented this by surrendering. From the last war, they knew they couldn’t truly fight against the U.S. Why not take the opportunity to avoid war? Appendix #15a


3 (complete)

2 (partial)

1 (minimal)

Traits: Content

Answers question Uses relevant details from

text to support answer Stays on topic

Answer is relevant with many details and examples.

Answer is relevant but has few details to support or explain the answer.

Answers question with misinterpretation. Little or no relevance to text or question. Ideas and content are not developed or connected.

Organization Restatement (Beginning) Details in support (Middle) Conclusion (End)

Student restates the question in his/her own words. Details support point. Response is written in a logical sequence that makes connections.

Student restates the question in the answer. Events are retold in a somewhat disconnected structure.

Students answer either “yes,” “no,” or “I agree” without reference to the question. Writing lacks sequence.

Style/Voice Uses quotes to support, Concludes with prediction

characters feelings, opinions, etc…

Word choice is precise. Uses quotes effectively. Conclusion engages the reader.

Vocabulary is basic. May use quotations, but reference is unclear. Conclusion is partially successful.

Vocabulary is limited. Quotations are not used. The conclusion is ineffective or does not exist.

Conventions/Presentation Writing is neat. Uses proper conventions

Presentation makes the writing inviting. Writing shows control over conventions.

Writing is readable. Errors in conventions do not distract from meaning.

Writing may not be legible. Errors in conventions distract from meaning.

Macomb ELA Genre Units: Focus Question Rubric

Appendix #15b


Thura’s Diary: Window on Attitudes

Attitudes expressed toward women Your reactions

p. 37 – Thura’s attitude: “How could the Americans send women to fight in a war? I couldn’t believe my eyes when I saw them on the screen.”

Attitudes expressed toward Americans Your reactions

p.42 – They die because of people with big egos who are looking for power. p. 42 – I can’t tell what is true and what isn’t anymore; the Americans say they want to get rid of Saddam, but they’re also killing innocent civilians.

Appendix #16


Focus Question #2 How has life changed as a result of the war? Answer Plan:

1. Begin by describing what life was like before the war for the Iraqi people.

2. Identify and give examples of how life is during the war for the Iraqi people.

3. How has Thura’s vision for the future changed? 4. End by describing how life is different for people in America since the

war. Possible Answer: (1) For the Iraqi people, life before the war was normal. People could go out during the day to go shopping, work or go to school. Children could play outside without fear. People could sleep through the night. Most families lived comfortably. (2) Life has changed in many ways for the Iraqi people since the start of the war. For example, there are daily casualties and families are not able to bury their dead in Najaf because the streets are closed. Also, the people were in constant fear. They looked shocked, scared, suspicious, and everyone was in a hurry. (3) Thura’s vision for the future is unclear. She doesn’t know when she’ll be able to go back to college. She fears for the safety of her family and herself. She feels she is in a waiting game. (4) Life is different for people in America because we are also fearful of our soldiers dying or being injured. We worry about homeland security and experience stricter control in our airports and borders, etc. We hear different opinions about the war. We see reports and pictures on TV and in the newspapers. Almost everyone knows someone who has been killed in Iraq. Appendix #17


Focus Question #3 Up to this point in the book, what attitudes about women has Thura expressed? What is your reaction to these attitudes? Answer Plan:

1. Begin by restating the first question. 2. Give details from the book on the attitudes about women that Thura has

expressed. Use a quote if possible. 3. Give your reactions to these attitudes.

Possible Answer: (1) Thura refers to a number of attitudes about women in her diary. (2 and 3) Earlier in the diary, Thura could not imagine why the Americans would even think of sending women to fight in a war. In America we think that women should have the same rights and responsibilities as men. They should be able to fight in a war if they like. Thura wants to go to college and have other rights. Why doesn’t she see that women should be able to go to war if they choose? Again, on page 59, Thura writes, “I believe that in war, women must be strong if they lose a son or husband. But I don’t believe women should fight. I have never understood why women go into the military in other countries. Women are best at giving love and kindness, not killing.” I believe that women should be able to fight in a war if they like, and I don’t understand why Thura cannot see this. Appendix #18


Comparison/Contrast Chart

Home School

Appendix #19a


Thura’s Diary: Comparison/Contrast Chart

Thura’s former home The village

Appendix #19b


Tear and Share Procedure A Tear and Share is a cooperative comprehension check-up paired with the Survey, Question, Read, Review, and Recite (SQ3R) reading strategy. Students incorporate before, during, and after reading strategies to improve comprehension and retention of ideas and concepts. Directions:

• Arrange students in groups of four; assign selections of the previous readings for each group to reread.

• Provide students with the four-squared worksheet with pre-determined numbered questions. Questions in the four boxes include:

1. What are the most important ideas in this section? 2. What event did you find most surprising? 3. How would you describe the appearance and actions of the main

character? 4. Does this story remind you of a personal experience or another story you

have read? • Groups will reread the text independently noting key ideas. • Students write brief phrases to answer the question in each square. Pace

students so they are spending about the same amount of time writing in each square.

• Ask students to stop writing, fold the paper into four squares, then open and tear along the creases to obtain four separate squares. Students redistribute the squares so that someone has all the #1 squares, another student, all the #2 squares, etc.

• Students scan the content of the squares, and then think about and write a synthesis that summarizes all the ideas.

• Students recite the summary statements within the group of four. • Representatives from each group share summary statements with the whole

group. Any student may add to or challenge a summary, citing evidence from the text.

• As time permits, have each group record their summaries on large chart papers posted in the room.

Appendix #20a


Thura’s Diary: Tear and Share

1 – What are the most important ideas in this section?

2 – What event did you find most surprising?

3 – How would you describe the appearance and actions of the main character?

4 – Does the story remind you of a personal experience or another story you have read? Explain.

Appendix #20b


Thura’s Diary: Window on Attitudes

Attitudes toward Americans Your Reactions

Attitudes about the war in general Your Reactions

Appendix #21a


Thura’s Changing Attitudes - Statue of Saddam pulled down and a new age begins. p. 72

- Loyalty to Saddam is all lies. p. 72

- Where was Saddam’s army and how did they let this happen? p. 72

- “It’s as if we’ve been teaching our children make believe things.” p. 72

- Finds a commonality between Americans and Iraqis: dates they will never forget contain the number “9.” p. 72

- She is seeing a program that exposes the lavishness of Saddam’s palaces. p. 73

- Information minister tells them they’re winning, but “We’ve lost.” p. 73

- Upset with Iraqis for looting hospitals and doctors abandoning the needy, pp. 74-75

(Note: This is against one of the basic principles of the Muslim religion)

- Enjoying country life and becoming a country bumpkin, p. 76

- Wants to questions a “handsome” American about her views of Americans, but thinks he will be a monster, p.78

- “My father says the Americans have created this chaos. I think this is part of the plan to destroy our country.” p. 82

- Made friends with a TV crew including two Americans. Thura asks about their way of life. p. 85

- Talks to an American soldier, p. 85 Appendix #21b


Propaganda Appendix #22

1. Glittering Generality Generalities such as “motherhood” and “patriotism” are used to enhance the quality of a product or the character of a political figure. Propagandists use an attractive generality so that listeners do not challenge the speaker’s real point. 2. Testimonial To convince people to purchase a product, an advertiser associates it with a popular personality such as an athlete or film star. Listeners consider whether the person offering the testimonial has the expertise to judge the quality of the product. 3. Transfer Persuaders transfer the prestige of a person to another person or object that will then be accepted. A film star is shown using a brand of soap, and viewers are to believe that they can have youthful skin if they use this soap. Likewise, politicians appear with famous athletes so that the luster of the stars will rub off on them. 4. Name-calling Advertisers try to pin a bad label on something they want listeners to dislike. In a discussion of health insurance, for example, an opponent may call the sponsor of a bill a socialist. Whether or not the sponsor is a socialist does not matter to the name-caller; the purpose is to cause unpleasant associations to rub off on the victim. Listeners consider the effect the label has on the product. 5. Card Stacking Persuaders often choose only items that favor one side of an issue. Unfavorable facts are ignored. To be objective, listeners seek information about other viewpoints. 6. Bandwagon This technique appeals to people’s need to be a part of a group. Advertisers claim that everyone is using this product and you should, too. For example, “More physicians recommend this pill than any other.” Listeners ask: Does everyone really use this product? What is it better then? 7. Snob Appeal Persuaders use snob appeal to attract the attention of people who want to be a part of an exclusive group. Advertisements for expensive clothes, cosmetics, and gourmet foods often use this technique. Listeners consider whether the product is of high quality or merely has an expensive nametag. 8. Rewards Advertisers often offer rewards for buying their products. For example, cereal products offer toys, and adults are lured by this device, too. Free gifts, rebates from manufacturers, and low-cost financing are being offered with expensive items. Listeners consider the value of rewards and how they increase the product’s cost.


Focus Question #4: Respond to the last sentence on p. 85, when Thura writes, “Even if I’m not an expert.” Answer Plan:

1. Do you agree with Thura that she is not an expert on how Iraqis feel? 2. Give at least 3 details to support your opinion. 3. Conclude by telling what Thura realizes because of her experience.

Possible Answer: (1) I think Thura is as much of an expert on how Iraqis feel as any other Iraqi. (2) I think that just because she says she is not an expert, I discredit what she has said. Thura has had first hand experience of this war in the capital city where attention was focused and in the country. She also remembers the war in 1991, and that this one has more extensive fighting. She is also old enough to understand what is going on. (3) She realizes how much Iraq is being affected, and she recognizes the propaganda from her government. Appendix #23


Focus Question #5

Why may freedom be a bad thing for the people of Iraq? Answer Plan:

1. Restate the question and take a stand. 2. Give details from the selection to support your stand. 3. Give your own opinion.

Possible Answer: (1) I think that freedom right now might be a bad thing for the people of Iraq. (2) Because they are “free,” some of the Iraqi people have resorted to looting and other crimes. Thura even says, “…to the Iraqi people, freedom means being able to do whatever they want and breaking laws and even killing people.” Because of “freedom,” the Iraqi peoples’ religion and traditions may be threatened. (3) I think the Iraqi people have been too long under a dictator, and that it will take a long time for them to understand what democracy and freedom mean. Appendix #24


Choral Reading from Thura’s Diary: Final Entry

Dear Diary, I leave my story in your safekeeping – the story of an Iraqi girl who hasn’t discovered much about life yet; a girl who has already had missiles exploding all around her when she was in her mother’s womb; a girl who has lived through war and fear and cruel sanctions on her country; a girl whose parents are always worried; a girl whose little sisters are terrified by the bombs and the looters, and come to her for comfort; a girl with American soldiers all around her neighborhood, every bit as scared as she is; a girl born in the wrong place at the wrong time – but a girl who still has hope. I’ll get myself to America one day – not to take revenge, but to study and live and love like anyone else. No matter how many missiles President Bush rains down on me or how many soldiers he sends to my country, nothing is going to stop me. And once I am there, I’ll go and see the families of American soldiers killed in Iraq and those who are still fighting too, to offer them my condolences. I’ll do the same thing in Britain as well. I’m going to go to Hyde Park and go for walks in Oxford to collect chestnuts, just like I used to when I was little. And I’ll go and see my teacher at my old school, Upper Red Land, which I’ve never forgotten, and I’ll visit the families of soldiers sent by Tony Blair to fight in the deserts of Iraq. I’ll tell them the same thing I said to the Iraqi families who have lost sons and yet still cling on to life: The future is shining in front of us like a bright light, and eventually we’ll find that we can all live together as long as there’s no darkness and no injustice between us. While there’s still light, no one will be able to destroy our lives completely. I have to go now. It’s time for me to write another diary about different things, not to be published, but for me to leave to my children one day. Goodbye, Diary. Appendix #25


“I Am” Poem Template FIRST STANZA I am (2 special characteristics about you) I wonder (something you are curious about) I hear (an imaginary sound or a sound you yearn to hear) I see (an imaginary sight) I want (an actual desire) I am (the first line of the poem repeated) SECOND STANZA I pretend (something you actually pretend to do) I feel (a feeling about something imaginary or real) I touch (an imaginary touch) I worry (something that bothers you) I cry (something that makes you sad) I am (the first line of the poem repeated) THIRD STANZA I understand (something that is true) I say (something you believe in) I dream (something you dream about) I try (something you really make an effort to do or accomplish) I hope (something you actually hope for) I am (the first line of the poem repeated) Appendix #26a


I Am Martin Luther King, Jr.

I am a proud African American. I wonder why blacks are treated unjustly in this country. I hear the sounds of people from all walks of life, all colors, marching together in the name of equality. I see “Whites Only” signs and it frustrates and saddens me. I want to turn this world upside down. I am a proud African American. I pretend that I live in a land where color lines don’t exist. I feel certain that we are all the same inside. I touch the hands of all people. I worry that not everyone has the conviction to stand up for what’s right. I cry when others are the victims of violence and hate. I understand that peace and equality may be a long time coming, but I must continue to work for it. I say that it IS possible and that it MUST come. I dream that people will not be judged by the color of their skin but the content of their character (I Have A Dream, 8/28/63). I try to preach a message of peaceful protest. I hope my dream of freedom and equality for all people is achieved without violence and hatred. I am a proud African American. Appendix #26b


Choral Reading of “Postscript” from Thura’s Diary

by Thura Al-Windawi Dear Diary, Today is a historic day. It’s been confirmed that Saddam Hussein was captured last night. The Americans have been searching for him for more than eight months, since the day that his statue fell. Now that the most powerful member of the regime is gone, I feel that his story and his history are finished too. It is hard to believe. I got the news after a long night of studying for my final exams at college. It was 5:30 a.m., and I was sleeping, when I heard the sound of an incoming e-mail message on my computer. I thought it was probably from someone in my family, but I was so exhausted that I did not get out of bed for another hour and half. When I opened the e-mail, I thought it was a joke. My mother was writing to tell me about the capture and that there was gunfire in the air all over Baghdad in celebration. She said my dad was picking Aula and Sama up from school and she was worried about stray bullets hitting one of them. But then she said that they all arrived home safely and the family gathered around the TV to watch the news. When I read my mom’s message, I couldn’t believe my eyes. I remembered a few days earlier, when my dad told me he had heard that Saddam’s associate, Azat Al-Dury had been captured, and it turned out not to be true. So in this case, I wanted to play it safe. I wrote back to my family and said I hoped Dad would be careful. Like all Iraqi families, mine was having a hard time with life after the war. If Dad got injured now, they would have even more difficulty – and I would not be there to help. That thought made me nervous, so I started to look for the news on the Internet. When I found out that Saddam really had been caught, I was shocked. I’d thought Saddam might disappear like Osama Bin Laden had done. But as I read the news, it started to make more sense to me. I had always thought that if Saddam was captured, it would probably be in Tikrit, where he was born. But I never thought he would be found in a hole in the ground! It reminded me of a story that came out after the war, about a man who hid for many years inside the wall of his house. In that story, the man was hiding form Saddam’s regime. And now, this time, it is Saddam himself who has had to hide in the same way from all the people who were looking for him. I was so excited, I wanted to see more. My housemate has a TV, but she was still asleep when I got the news. I had a hard time waiting for her to wake up. But when she did, she was happy to put the news on in her room. That was when I first saw a picture of Saddam and the place where he was caught. I could never have imagined the way he looked, with his beard and long hair. The Americans were searching him and I wondered if they thought he might be carrying something dangerous. The idea that the president of my country was hiding in a hole in the ground was equally shocking. When I saw a photo of the hole, it was incredible to me that he could hide there and that the Americans could even find it! Appendix #27a


My dad once told me that in 1959 Saddam had hidden in the same area, after trying to help overthrow the government. I wondered if the hole where the Americans found him was the same one he’d used back then. They called it a spider hole, but to me, it was more like a rat hole. Saddam was hiding like a rat. I heard that he did not even fight the Americans when they captured him. He just gave up. Was this the man who had been telling us to fight to the death? As the day went on, I started getting e-mails from my friends at the University of Pennsylvania congratulating me on the news and asking for my opinion about it. I told them all that even though it was an incredible day, the troubles for my country are not over. There will still be fighting between Iraqis and Americans and the problems in Iraq will continue. I know they will be fixed one day, but I am not sure exactly when that will be. When I e-mailed my dad, he told me not to worry. He reminded me that even though the regime had only ended recently, Saddam had died in the hearts of many Iraqis long ago. The solutions to Iraq’s problems will come in time. I wrote a goodbye to my dad and went back on to the Internet to see more news. It was then that I first saw the press conference when Paul Bremer told the world: We got him. What struck me the most was not what Bremer said, but the reaction of people in the room. They stood up and cheered. There were strong reactions in many places in Iraq. My sister Aula told me later that some girls in her school were so happy that they were throwing candy and chocolate around. Others were so sad that they wore black. Aula was one of the happy ones, but she said she was still sad to see our president treated as a prisoner. A part of me felt sad too, but not because Saddam was gone. I think it was just because we were used to seeing him like a lion. We were used to being afraid. But now, the lion is gone. I hope the fear will go away too. Appendix #27b


Reading Response Log Title: ________________________________________________ Author: ________________________________________________ Page ______ to page ______ Summarize or retell Thura’s Diary: Write your reaction(s) or response to Thura’s Diary (You might use one or more of these phrases.): This connects to my life in this way… I wonder… This is important because… I don’t understand __________________ because _________________. I want to remember this ________________ because __________________. Quote a passage and then respond to it. Record thinking that informs the way you want to live your life. Cite five places in the book, Thura’s Diary, where you stopped to use a comprehension strategy (asking questions, determining importance, making connections, visualizing, inferring, synthesizing, repairing comprehension). Give page numbers. adapted from Tovani, Do I Really Have to Teach Reading? Appendix #28


Numbered Heads Together Purpose: To engage all students in sharing orally. For struggling students, to build the necessary background knowledge to respond effectively; first orally, then in writing Procedure: • Teams count off so each member has a number (1 through size

of group). • Teacher poses a problem, question, or situation that is either

open-ended or has multiple answers. • Teams work to generate ideas or answers. • Team members make sure that everyone in the group can share

requested information, if asked to respond. • Teacher calls a number and the member of each team with that

number is expected to respond in one of the following ways: o Students are called on sequentially to respond orally or o Students are asked to record their answers on the board

simultaneously. o If students whose number is called are unable to respond,

reconvene the groups for one minute and encourage each group to make sure the person with the number called on can share an idea

Appendix #29


Genre: Biography

Biography Definitions:

• “A biography is an account of a person’s life written by someone else.” (Kathleen Buss and Lee Karnowski. Reading and Writing Literary Genres, IRA, 2000)

• A biography is “…a written account of a person’s life that focuses on character and career or achievements.” (Margaret E. Mooney. Text forms and Features, Richard C. Owen, 2001)

Purpose:

• To tell about a person’s life, highlighting achievements • To make sure that people’s view of the person is accurate • To make the person well known • To show the person’s influence on people and events (in history)

Form and Features:

• A biography gives an accurate history of a person’s life or part of his or her life and accurately shows the time and place in which he or she lived.

• Details may include family background, childhood experiences, education,

personality, comments by others (favorable and not), and contributions or influences on people and events.

• Biographies are well researched from sources like diaries, newspapers,

documents, letters, etc. • Biographies often include quotes, anecdotes, and comments from other people. • Biographies are usually organized sequentially and told in the third person. • Illustrations are usually photographs.

• Chapters often have descriptive titles not just numbers.

(adapted from Mooney, Text Forms and Features, Owen, 2001)

Appendix #30a


Biography Bookmark Biography Bookmark Biography Bookmark An accurate of a person’s life written by someone else An accurate of a person’s life written by someone else An accurate of a person’s life written by someone else

Name:

Name:

Name:

Title: Title: Title: List the page number and a brief reminder of the genre characteristics you find as you read.



Told in the third person Told in the third person Told in the third person

p. p. p.

p. p. p.

p. p. p.

p. p. p.

Well-researched including quotes, anecdotes and comments from other people Well-researched including quotes, anecdotes and

comments from other people Well-researched including quotes, anecdotes and comments from other people

p. p. p.

p. p. p.

p. p. p.

p. p. p.

Illustrations are usually photographs. Illustrations are usually photographs. Illustrations are usually photographs.

p. p. p.

p. p. p.

p. p. p.

p. p. p.

Copyright 2005, MacombISD All Rights Reserved. Copyright 2005, MacombISD All Rights Reserved. Copyright 2005, MacombISD All Rights Reserved.

Appendix #30b


Thieves Use the following acronym to preview and plan your reading of informational text. The questions may be used as think-alouds, or in written form.

T=Title What is the title? What do you already know about the topic? Predict what you will be reading about.

H=Headings What are the major headings? What will I be reading about below each heading? Can I rephrase each heading into a question that may be answered by the content?

I=Introduction Is there an opening that may be italicized? How does the first paragraph introduce the section? Do I already know anything about this?

E=Every first sentence in a paragraph Will reading just the first sentence of every paragraph give me a quick summary?

V=Visuals and Vocabulary Look for photos, graphs, and other visuals. How do they help you understand the content? Are there captions? Is there a list of key vocabulary or important words in boldface type?

E=End-of-Chapter Questions What do the questions ask? What information do they say is important? What information do I learn from the question?

S=Summary No questions – you should read the entire summary as part of your preview.

Appendix #31


Jigsaw Procedure

Whenever there is material you wish to present to a class or you wish students to read, the jigsaw method is an alternative to lecture and individual reading. You assign students to cooperative groups, give all groups the same topic, and take the material and divide it into parts like a jigsaw puzzle so that each student has part of the materials needed to complete the assignment. You give each member one unique section of the topic to learn and then teach to the other members of the group. Members study the topic and teach their part to the rest of the group. The group synthesizes the presentations of the members into the whole picture. In a jigsaw each student then has to participate actively in order for his or her group to be successful. The task for students is to learn all the assigned material. The Jigsaw Procedure is as follows: 1. Cooperative Groups: Assign students to cooperative groups (you usually use groups of three, but you may jigsaw materials for groups of any size). Distribute a set of materials or assign sections of a book or article to each group so that each group gets one part of the materials. Number each part (Part 1, Part 2, Part 3). 2. Preparation Pairs: Ask students to form a preparation pair with a member of another group who has the same part they do (a pair of Part 1's, a pair of Part 2's, a pair of Part 3's). Students have two tasks:

a. Learning and becoming an expert on their part of the lesson materials. b. Planning how to teach their part of the material to the other members of their groups.

Students are to read their part of the material together, using the pair reading procedure of (a) both students silently read each paragraph (or "chunk"), (b) one student summarizes its meaning while the other student checks the summary for accuracy, and (c) the students reverse roles after each paragraph. In doing so pair members should list the major points they wish to teach, list practical advice related to major points, prepare a visual aid to help them teach the content, and prepare procedures to make the other members of their group active, not passive, learners. Both members need their individual copy of the plan. 3. Practice Pairs: Ask students to form a practice pair with a member of another group who has the same part they do but who was in a different preparation pair. The tasks are for the members to practice teaching their part of the assigned material, listen carefully to their partner's practice, and incorporate the best ideas from the other's presentation into their own. 4. Cooperative Groups: Students return to their cooperative groups. Their tasks are to:

a. Teach their area of expertise to the other group members. b. Learn the material being taught by the other members.

5. Monitoring: While the pairs and the cooperative groups work, you systematically move from group to group and assist students in following the procedures. Adapted from: Johnson, D.W., Johnson, R., & Smith, K. (1998). Active Learning: Cooperation in the College Classroom. Edina, MN: Interaction Book Company. (612) 831-9500; FAX (612) 831-9332. Appendix #32


Modified I – Search Topic Cards Directions: Individual students are assigned a topic associated with the reading of Promises to Keep. Students complete the I-Search report, complete a written activity and present their information to the class.

Ida B. Wells William Edward Brughardt DuBois Madame C.J. Walker Booker T. Washington Duke Ellington

Paul Robeson Langston Hughes Zore Neale Hurston Jacob Lawrence Claude McKay

Countee Cullen Bill “Bojangles” Robinson

1619 People kidnapped from

Africa are brought to the Virginia colony.

1776 Approximately 2 million

slaves live in the American colonies.

1787 No mention of slavery in

Constitution, but importation is banned in 1808.

1861-65 The American Civil War

1863 Emancipation Proclamation frres slaves in Confederate

states.

1865 Thirteenth Amendment

makes slavery illegal.

1868 Fourteenth Amendment guarantees all born in

America citizenship (not Native Americans).

1870 Fifteenth Amendment grants

all adult males the right to vote.

Appendix # 33a


Modified I-Search Report Quick Write: In the space provided, write for 2-3 minutes on what you know about your topic/term.

Topic: ____________________________________ Formulating Research Questions: In the space provided, write 3-5 research questions relating to your topic. “I-Plan” Statement: Write an “I-Plan” statement that indicates what you plan to do to find answers to your questions.

Appendix #33b


My Topic: _________________

Name: ________________

Research question I am answering: Reference source where I found my answer: What I learned:

• • • •

Connections (text-text; text-world; text-self): • •

Research question I am answering: Reference source where I found my answer: What I learned:

• • • •

Connections (text-text; text-world; text-self): • •

Appendix #33c


Vocabulary In Context Strategy

Learning vocabulary in context is much more powerful and effective. Students understand the words better, will remember them, and will more often recognize the word and its meaning when next encountered. This is a simple vocabulary strategy that only involves dictionary work as a last resort. Procedures:

• Assign or let students choose partners. • Display the vocabulary words with page numbers. • Tell students in partners to:

1. find each listed word, 2. read the sentences (context) around the word, then try to figure out

what the word means, 3. check their definitions with the dictionary (if necessary), and 4. jot down their “working definition” in their own words, and 5. also write down why this word is important to the selection.

Encourage students to begin to keep a personal dictionary of new words that they might use in conversation and in writing. Appendix #34


Summary Chart

Appendix 35a

My Brother, Martin Thura’s Diary Promises to Keep

Themes: • Courage of Your Convictions • Standing Up for What’s Right • Diversity • Life Goals/Promises • Common Good • Perseverance • Responsibility •


Summary Chart

My Brother, Martin Thura’s Diary Promises to Keep

eg. Life Goals/Promises: Martin Luther King experienced prejudice at an early age. Some friends told him that they could no longer play with him because he was Negro. Those friends soon moved away from the neighborhood. After his mother’s explanation of prejudice, segregation, and “white only” laws, Martin told her that he wanted to change things when he grew up – that he wanted to “…turn the world upside down.” Martin was proclaiming his promise or life goal. His father’s example also influenced his life goal. In one incident of prejudice, his father went elsewhere to buy their shoes because a clerk refused to wait on them in the front of the store. In another incident, his father objected when a policeman used the term, “boy.” Martin Luther King grew up to be a leader in the civil rights movement. He made speeches and organized peaceful sit-ins and marches to educate people about the unfairness of segregation. He lived his life’s promise.

eg. Life Goals/Promises: Thura wanted to live in peace with her family and friends. She wanted to get a college education. Her life goal was to publish her diary to tell people what happened and how she felt. She also hoped the diary might change things for the better. At the end of her diary, Thura describes her life and her life’s goal: This is the story of “…a girl who already had missiles exploding all around her when she was in her mother’s womb; a girl who has lived through war and fear and cruel sanctions on her country; a girl whose parents are always worried; a girl whose little sisters are terrified by the bombs and looters, and come to her for comfort; a girl with American soldiers all around her neighbourhood, every bit as scared as she is; a girl born in the wrong place at the wrong time – but a girl who still has hope. I’ll get myself to America one day – not to get revenge, but to live and love like anyone else.”

eg. Life Goals/Promises Jackie Robinson’s life goal was to play major league baseball. In 1945, when Branch Rickey invited Robinson to join the then all-white Dodgers, he was inviting Jackie Robinson to “break the color barrier” in baseball. Robinson had to endure “booing” from the fans and even prejudice from teammates without becoming angry. He had to put up with staying in less appropriate hotels, while his teammates stayed in “white only” hotels. In 1947 the crowds were still tense, but Pee Wee Reese supported him by putting a hand on Robinson’s shoulder. This helped to turn the tide. Many of the sports writers who covered baseball supported Robinson, and even gave him the title of Outstanding Rookie of the Year (1947). Even after Jackie Robinson retired from baseball in 1957, he continued to work for equal rights for all. Jackie Robinson lived his life’s promise.

Themes: • Courage of Your Convictions • Standing Up for What’s Right • Diversity • Life Goals/Promises • Common Good • Perseverance • Responsibility

Appendix #35b


Focus Question #6 Think about the three selections you have read and listened to during this unit, My Brother, Martin, Thura’s Diary, and Promises to Keep. Decide what theme, in your opinion, would work best for all three of these selections. State the theme and support it using specific details and examples from each of the three selections. Use specific details and examples from My Brother, Martin, Thura’s Diary, and Promises to Keep to support your answer. Use the following rubric and checklist as you write and review your response: CHECKLIST FOR REVISION: _____ Do I take a position and clearly answer the question I was asked? _____ Do I support my answer with examples and details from both of the selections? _____ Is my writing organized and complete? Appendix #36


DRAFT 5/30/02

MEAP Integrated English Language Arts Assessment

Writing in Response to Reading Elementary Rubric

6 The student clearly and effectively chooses key or important ideas from each reading selection to

support a position on the question and to make a clear connection between the reading selections. The position and connection are thoroughly developed with appropriate examples and details. There are no misconceptions about the reading selections. There are strong relationships among ideas. Mastery of language use and writing conventions contributes to the effect of the response.

5 The student makes meaningful use of key ideas from each reading selection to support a position on the

question and to make a clear connection between the reading selections. The position and connection are well developed with appropriate examples and details. Minor misconceptions may be present. Relationships among ideas are clear. The language is controlled, and occasional lapses in writing conventions are hardly noticeable.

4 The student makes adequate use of ideas from each reading selection to support a position on the

question and to make a connection between the reading selections. The position and connections are supported by examples and details. Minor misconceptions may be present. Language use is correct. Lapses in writing conventions are not distracting.

3 The student takes a clear position on the question. The response makes adequate use of ideas from one

reading selection or partially successful use of ideas from both reading selections, and the ideas from at least one reading selection are connected to the position. The position is developed with limited use of examples and details. Misconceptions may indicate only a partial understanding of the reading. Language use is correct but limited. Incomplete mastery over writing conventions may interfere with meaning some of the time.

2 The student takes a clear position on the question. There is partially successful use of ideas from one

reading selection or minimal use of ideas from both reading selections to respond to the question or theme, but the ideas may not be connected to the position. The position is underdeveloped. Major misconceptions may indicate minimal understanding of the reading. Limited mastery over writing conventions may make the writing difficult to understand.

1 The student takes a position on the question but only makes minimal use of ideas from one reading

selection or the student takes no position on the question but responds to the theme with at least minimal use of ideas from one or both of the reading selections. Ideas are not developed and may be unclear. Major misconceptions may indicate a lack of understanding of the reading. Lack of mastery over writing conventions may make the writing difficult to understand.

Not ratable if: A retells/references the reading selections with no connection to the question B off topic C illegible/written in a language other than English D blank/refused to respond E responds to the scenario question with no reference to either of the reading selections Appendix #37


DIRECTIONS: Select a point on your timeline or another significant event or time in your life and write a memoir. Reflect on the importance of this time or event to your development as a person. Use examples from real life. Your writing will be read by interested adults. Use the paper provided for notes, freewriting, outlining, clustering, or writing your rough draft. If you need to make a correction, cross out the error and write the correction above or next to it. You should give careful thought to revision (rethinking ideas) and proofreading (correcting spelling, capitalization, and punctuation). Use the rubric and the checklist provided to help improve your writing. (Optional: You may use a dictionary, thesaurus, spelling book and/or grammar book.) Appendix #38


Review of Writing: Publishing Final Copy

DIRECTIONS: Now you will be doing three things: revising your paper (which means to rethink your ideas); polishing your paper (which means to edit and proofread); and recopying your paper as neatly as possible. Use the following checklist as you revise and edit the writing that you have done. When you are finished revising, you must make a final copy of your paper. Then, proofread your final copy to make sure that all of your revisions have been made. CHECKLIST FOR REVISION: 1. Do I have a clear central idea that connects to the topic?

2. Do I stay focused on my central idea?

3. Do I support my central ideas with important and relevant details/examples?

4. Do I need to take out details/examples that DO NOT support my central idea?

5. Is my writing organized and complete, with a clear beginning, middle, and end?

6. Do I use a variety of interesting words, phrases, and/or sentences?

CHECKLIST FOR EDITING 7. Have I checked and corrected my spelling to help readers understand my

writing?

8. Have I checked and corrected my punctuation and capitalization to help readers

understand my writing?

CHECKLIST FOR PROOFREADING: 9. Is everything in my final copy just the way I want it? Reread your writing. You should cross out or erase any errors you make. You will have as much time as your need. Appendix #39


Rubric Writing from Knowledge and Experience

Characteristics 6 5 4 3 2 1

Content and Ideas The writing is exceptionally clear, and focused. Ideas and content are thoroughly developed with relevant details and examples where appropriate.

The writing is clear, and focused. Ideas and content are well developed with relevant details and examples where appropriate.

The writing is generally clear and focused. Ideas and content are developed with relevant details and examples where appropriate, although there may be some unevenness.

The writing is somewhat clear and focused. Ideas and content are developed with limited or partially successful use of examples and details.

The writing is only occasionally clear and focused. Ideas and content are underdeveloped.

The writing is generally unclear and unfocused. Ideas and content are not developed or connected.

Organization The writer’s control over organization and the connections between ideas move the reader smoothly and naturally through the text.

The writer’s control over organization and the connections between ideas effectively move the reader through the text.

The response is generally coherent, and its organization is functional.

There may be evidence of an organizational structure, but it may be artificial or ineffective.

There may be little evidence of organizational structure.

There may be no noticeable organizational structure.

Style and Voice The writer shows a mature command of language including precise word choice that results in a compelling piece of writing.

The writer shows a command of language including precise word choice.

The writer’s command of language, including word choice, supports meaning.

Vocabulary may be basic.

Vocabulary may be limited.

Conventions Tight control over language use and mastery of writing conventions contribute to the effect of the response.

The language is well controlled, and occasional lapses in writing conventions are hardly noticeable.

Lapses in writing conventions are not distracting.

Incomplete mastery of over writing conventions and language use may interfere with meaning some of the time.

Limited control over writing conventions may make the writing difficult to understand.

Lack of control over writing conventions may make the writing difficult to understand.

Not ratable if: a) off topic b) illegible c) written in language other than English d) blank/refused to respond

Appendix #40


Peer Editing

• Is the central idea or point of the writing clear?

• Is the central idea or point supported by important and relevant details, examples, and/or anecdotes?

• Does the writing begin with an interesting and engaging lead, continue with a middle that supports and develops the point, and an end that summarizes the point?

• Is the writing interesting with engaging words and different sentence lengths and types?

• What do I, as the listener, think is good about the writing?

• Do I have questions and/or suggestions for the writer?

Appendix #41

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