1  

Motivating Urban Elementary Students to Write Through Teamwork

By Aleshia A. James

Submitted in Partial Fulfillment of the

Requirements for a Degree in Writing

Elementary Education/English Writing Option

Instructor WRT 465/Thesis Advisor: Dr. Briggs

     

2  

Contents  

Part I Inside Urban Elementary School Classrooms

Urban Elementary School Challenges ...................................................................................... 1-2

Writing Process……………………………………………………………………………2

Defining Motivation……………………………………………………………………….3

Part II Writing Strategies

Parent Involving Strategy

Defining Parental Involvement……………………………………………………………4

Family Gatherings (conferences)………………………………………………………….5

Signature Homework Journals………………………………………………………….…6

Interactive Teaching and Writing Strategy

Defining Interactive……………………………………………………...………….…….7

“Purposeful activities” and Game…………………………………………………...…….8

Incorporating Writing and Reading…………………………………………………….....9

Sharing Time……………………………………………………………………………..10

Modeling Strategy

Defining Modeling………………………………………………………..……………...11

Student Writing Modeling……………………………………………………………….13

Teacher Writing Modeling……………………………………………………………….13

Regular Routine Strategy

Defining Regular Routines………………………………………………………………13

Writing folders……………………………..………………………………………….....14

Writing Notebooks……………………………………………………...………………..15

Importance of organization………………………………………………………………16

An Aid for Assessing Students writing…………………………………….……16

Importance of Conferences…………………………………………………………........17

     

3  

Peer Conferences …………………………………………………………….…18

One-on-one Teacher/Student Conferences………………………………….…..18

Part II Lesson Plans (Language Arts)

Introduction to Lesson Plans…………………………………………………………………...20

Lesson Plan I

Lesson 1………………………………………………………………………………21-22

Lesson 2……………………………………………………………………...……….23-24

Lesson 3……………………………………………………………………………....25-27

Lesson 4………………………………………………………………………………28-29

Lesson 5………………………………………………………………………............30-31

Lesson 6………………………………………………………………………………32-33

Lesson 7………………………………………………………………………………34-35

Lesson 8………………………………………………………………………………36-37

Lesson 9……………………………………………………………………………....38-40

Part III Activity Sheets and Rubrics

A1…………………………………………………………………………………….41-43

A2……………………………………………………………………………………….44

A3……………………………………………………………………………………45&47

A4, A5 & A6……………………………………………………………………………46

A7……………………………………………………………………………………….48

A8…………………………………………………………………………………….49-50

A9………………………………………………………………………………………..51

Journal rubric…………………………………………………………………………….52

Editing rubric…………………………………………………………………………….53

Drawing rubric…………………………………………………………………………...54

Writing rubric…………………………………………………………………………….55

   

     

4  

Motivating Students in Urban Elementary Schools to Write Through Teamwork

Urban elementary school teachers face many challenges. However, “the greatest

challenge facing [inner-city] early childhood educators is to preserve children’s positive attitudes

toward school,” writes Cynthia Warger in A Resource Guide to Public School Early Childhood

Programs (73). Author David A. Kinney believes that for preserving children’s positive

attitudes, it is important to have “teamwork” in the classroom. Kinney’s teamwork concept

should be applied to the teaching of writing in an inner city environment. Teachers, parents, and

students become a team to help meet the challenges facing urban schools, specifically advocating

students’ interest in writing. Despite, many adversities, students in urban schools have the

ability to learn how to write. Working together as a team provides students with the motivation

they need, and in a team teachers develop effective strategies for teaching urban school students

how to write. This concept of teamwork is reflected in the strategies of Parental Involvement,

Interactive Teaching, Modeling and Regular Routines; these strategies are a combination of new

research and old ideas that motivate students to write.

There is a literacy crisis in urban elementary schools; students have been scoring poorly

on literacy portion on standardized tests, according to the article “Solving Writing Challenges in

Title I Schools” (6). The urban school system has put plans for “improving” reading and writing

at the forefront of reforming education and addressing the steady literacy crisis, says Joe Check,

in his article “Imaginary Gardens and Read Issues: Improving Language Arts in the Urban

Elementary School” (1).

The literacy dilemma in urban schools is an extended problem. It which poses teaching

challenges for the teachers who teach to a diverse group of students who endure financial

constraints, according to Will Okun in his New York Times article, “Parents Who Don’t

     

5  

Parent.”Urban school teachers struggle with finding useful writing approaches to teach to

students (Oaks 15). In the article “Lifting Voices in The City,” Amy E. Busch and Arnetha F.

Ball observe that teaching students how to write “…[i]s sometimes difficult for urban teachers,

who are often overburdened with a variety of demands. Curricular mandates, overemphasis on

preparing for standardized tests, and insufficient time and material resources are just a few of the

challenges that urban teachers face in trying to effectively teach writing during the school day,”

but teachers can overcome challenges (1). All of these challenges, specifically curricular

mandates and standardized tests, are restrictions on teachers, and cause a greater burden on both

the teaching process and learning process. This process is mentioned in many books about

writing, and language arts, including Writing in the Elementary Classroom, edited by Janet

Evans. Writing strategies, in urban schools need to be modified to include teamwork strategies

involving parental support, routines, modeling, and interactive teaching; all of these writing

strategies demonstrate the different stages of the writing process.

Writing Process:

The writing process is a series of steps for completing a clearer and polished body of

work. The writing process consists of at least five steps: prewriting, drafting (writing), revising,

editing and publishing. Prewriting is the first step in the writing process; this step involves

brainstorming and planning ideas for writing assignment. The drafting step involves assembling

information collected in the prewriting stage. The revising step is for “reshaping” the first draft

by adding details and changing the structure of the work. The editing stage is identifying writing

errors, and making corrections. The publishing step is the final stage of the writing process; this

stage is for “polishing” the work, and producing it in public form.

     

6  

Motivation:

The first step to teach writing effectively in urban elementary schools is to actually

designate class time to teaching writing. Research in the article, “Solving Writing Challenges in

Title I Schools,” claims that teachers in urban schools “exclusively” teach reading and it is “often

the complexity of teaching writing that is neglected” (6). Writing instruction is generally being

“neglected” in the urban school curriculum. Writing is a broad topic, with many different

elements, such as styles of writing and mechanics. For this reason, teaching writing to

elementary students, who are just learning how to spell and write sentences, can be a daunting

task. Teaching writing in urban elementary schools is “particularly difficult,” says Laura S.

Pardo, in the article “The Role of Context in Learning to Teaching Writing: What Educators

Need To know To Support Beginning Urban,” because teaching literacy, which is both reading

and writing, in urban elementary schools primarily focuses on reading (1). Students use written

language to reflect on their ideas in different academic subjects, but the teacher has to spend

class time teaching students the writing process so that students know how to reflect their

knowledge in written form. There is a strong correlation between low-income families and

students’ low “reading and writing” scores reported in the article “Solving Writing Challenges in

Title I Schools,” and these results are “particularly acute in urban schools,” where students have

a lack of motivation (3). The gap in literacy tests scores does not reflect students’ intelligence.

Research indicated the poor scores are the result of students not spending enough time in class

being taught how to write. The sparse writing instruction in the curriculum is related to the

struggle students have with literacy—specifically writing.

Instruction alone cannot teach students how to write effectively. In An Introduction To

Teaching The Language Arts, Elinor P. Ross and Betty D. Roe claim that “students must be

     

7  

motivated to produce writing that expresses their feelings, engages their imaginations, and

utilizes their thinking skills” (265). The literacy crisis in the urban school system is a result of

issues surrounding “[d]iscipline, attendance, motivation, poor attitudes toward education, and

lack of parental support…,” according to Thomas B. Corcoran and colleagues, “Working in

Urban Schools Motivation” (61). Students lack motivation in the urban school system, and thus

that lack of student motivation is one of the prime sources of low achievement. In the article

“We Get to Learn: Building Urban Children’s Sense of Future in an Elementary School,” David

A. Kinney reinforces the motivation theory, and claims that motivating students is particularly

beneficial in urban schools because many of these students come from neglected and less

supportive backgrounds (5). This paper introduces four different strategies to motivate and

effectively teach students in urban elementary schools how to write the first is parental support.

Parental Involvement:

Learning how to write—learning in general—occurs beyond the school doors, and

extends inside students’ homes. Urban school teachers have to develop a strategy that promotes

parental involvement; this is the first step to teaching students who are “lacking” motivation how

to write. Parental involvement is when parents actively communicate with students by reading

their child’s writing assignments and keep communicating regularly with the teacher. Young

elementary students are heavily influenced by their surroundings, their parents, their teachers and

their communities, according to Marcia Farr, editor of Children’s Early Writing Development

(306). A stable and productive relationship between parents, teachers and students, working

together as a team is crucial for the academic success of students in the urban school system

because “children from homes where reading and writing are priorities develop literacy skills”

     

8  

(Ross 182). Students in the urban school system, who come from impoverished areas, need

support and help from home influences to make writing and reading a priority (Okun).

Teachers and parents need to provide students with support and attention throughout the

writing process. Parent/teacher conferences (“family gatherings”) and the parent’s signature on

homework journals are a strategy that promotes parental involvement inside the class and at

home. Most importantly, this support system will motivate students to write. Family

gatherings—parent/teacher conferences—and signature homework journals will encourage

parents to become active supporters of and “teachers” to their children.

The “traditional” parent/ teacher conference that occurs only several times throughout the

school year has been revamped into “family gatherings.” The name and aspects of this reform

idea are formulated to change the tone of the “traditional” parent/teacher conference, and create a

more inviting, and informal atmosphere so parents can feel a part of the school community. The

teacher and parents meet once a month for a “family gathering” meeting during or after school.

During these meetings, parents and teachers discuss the writing ability of students—any

concerns and/or improvements. Also, parents discuss with the teacher the writing habits students

have at home. Along with the monthly meetings, parents are required to attend report card nights

to receive their child’s report card. This strategy opens the door to steady communication

between parents and students, addressing an urban situation where otherwise teachers as well as

students feel “that parents are disinterested, uninvolved, and educationally unqualified to deal

with today’s curriculum,” explains Claude Mayberry Jr. in “Urban Education: The City as a

Living Curriculum” (12). Parents of children who attend urban schools are often not involved in

their child’s education; for economic reasons parents appear “disinterested.”

     

9  

Family gatherings are intended to give parents a way to support and help students with

their writing at home. These meetings occur during school or after school. Students have this

time to showcase their writing skills and reading skills, by reading their stories or performing in

a play. Programs for family gatherings can also involve a diversity night, which suits the urban

school demographic. However, there are many limitations—financial, transportation, etc.— that

can hold parents back from reaching their child’s school. Some parents are busy and some

parents may not be interested. But parents need to make considerations for their child’s

education. The teacher has to be flexible and dedicate his/her time and compromise with

parents. Also, family gatherings bring together—literately— a classroom of diverse students and

parents for a shared purpose of supporting and motivating students in their learning endeavors.

The signature homework journal is another component to the parental involvement

approach; it gives parents an active role in the student’s writing life. The signature homework

journal is composed of weekly student entries. At the end of each week students write a journal

entry reflecting on what they have learned for the week; this writing can be on any subject.

Entries are only five sentences to a page but students’ writing is not limited. A collection of

weekly writing assignments are also attached to the journal. Parents are encouraged (not

required) to read the student’s weekly writing assignments. However, the teacher requires

parents to comment on at least one of the attached writing assignments. At the end of the week a

parent or legal guardian has to sign the journal stating that they have checked the student’s

homework and writing for that week.

Parents have the opportunity to write comments and suggestions to the teacher, as well as

give students written feedback. Hopefully, parents will write motivating comments on the

student’s writing assignment(s). John Myers and Luetta Monson Moles in Involving Families,

     

10  

support parental involvement, and believe in “enrichment activities,” learning activities done at

home, such as parents supporting students’ writing development by checking homework or being

attentive listeners (7). The homework journal is an “enrichment activity.” One of the purposes of

this strategy is for parents to make writing a priority so that they influence students to make

writing a priority. The homework journal keeps parents informed, aware of the student’s writing

progression.

Parental support is essential for teaching all steps of the writing process. Parents can use

the journals to guide students through the prewriting, revision and editing stages of the writing

process. Parent feedback, written in journals, can evoke student creativity during the prewriting

stage. Not all parents will be proactive during this process. However, parent feedback on

students’ writing assignments is the first effort of hope toward enforcing parental involvement.

Interactive Teaching:

Interactive teaching incorporates cooperative learning—group interaction—and the

teacher’s instructions to teach the writing process. Instead of students spending valuable time

working on grammar drills, students should actively participate in whole-class and group

activities. The interactive approach is the open stage for the teacher and students to

“collaboratively” teach writing by allowing “students to talk and listen, read, write, and reflect as

they approach course content through problem-solving exercises, informal small groups,

simulations, case studies, roleplaying, and other activities,” according to Myers and Jones

(1993).

These activities should be “purposeful activities,” those that are relevant to students’ lives

and needs, according to Myers and Ross. These activities are educational but entertaining, and

include an array of colorful assignments such as writing projects, and group activities with

     

11  

writing buddies. These activities foster student participation, and motivate students through the

writing process. These activities define “fun” writing. Writing should be fun. Based on research

about urban elementary schools, Marchisan and Alber (2001) also “believe that students will be

motivated to write if they can find personal meaning about specific topics” (“Solving Writing

Challenges in Title I Schools” 8). Again, all of these “purposeful activities” are designed to

create a “fun” writing experience for students—to motivate students to write. Writing lesson

plans should include topics that should relate to, and understand.

The interactive strategy is a hands-on approach the class writes together, which Alica L.

Trupe on the Bridgewater University website defines as “engaging in activities that generate

ideas, including reading, brainstorming, freewriting, diagramming, etc.” Trupe describes the

first stage of the writing process: brainstorming and prewriting. During this strategy the teacher

has group activities so that the class can brainstorm ideas and topics together, or brainstorm

suggestions for other students’ work. During this approach students are not stuck to their chair;

instruction time is for students to also play the teacher role, and write on the board.

In a multicultural classroom, such as an urban school, the interactive approach keeps

constant exchange between the students, and allows students to share their backgrounds with

their peers through their writing. An interactive classroom is a breeding ground for steady

communication among teachers and students throughout the teaching process; classroom

communication is so important because “speaking activities […] serve as good readiness

activities for writing” (Ross 13). This is a good strategy for teaching writing to students in urban

schools, particularly those who are struggling with behavioral problems, which is commonly

associated with urban schools (“Solving Writing Challenges in Title I Schools” 3). Writing is not

     

12  

the source of expression for everyone, but hopefully some students will use writing to channel

their behavioral problems.

The interactive approach does help diminish behavioral issues inside the class, and Ball

urges teachers to “promote teaching writing to urban youth with the hope that fewer youth will

turn to violence and more youth will turn to the power of the written word” (1). National

Association of State Board of Education’s research also supports Ball saying that “research has

shown that many minority children respond more positively to cooperative learning approaches”

such as interactive teaching (20). No, teachers cannot stop teaching, but teachers can motivate

students to write by having an interactive curriculum, and exercising communication skills. In

the article written by Kinney, Addie Johnson comments on research pertaining to urban schools,

noticing “when students are engaging in interactive teaching they are motivated… having so

much fun and taking control of their [classroom activities] that they don’t realize that are

learning!” (19). Students taught by the interactive approach have “fun” during the writing

process, participating in group activities like games, and writing together, which motivate

students to write.

Reading:

Reading aloud can be applied to the interactive approach. Teachers can use reading and

books as tools to teach writing. Katherine, an urban elementary school teacher, “relies on

children’s literature not just to motivate her children to read and write but to offer children fine

models of writing,” according to Roselmina Indrisano and colleagues in their book Learning to

Write, Write to Learn (34). Katherine shows how teaching reading and writing together will

motivate students to write and improve their writing skills. Reading and writing do not have to

be taught together. However, a study done by Tracey and Morr in “The Role of Context in

     

13  

Learning to Teach Writing: What Educators Need to Know to Support Beginning Urban” found

that “many teachers find success in teaching the processes of reading and writing together

(Pardo 1). Instead of teachers spending most of their time teaching “exclusively” reading, urban

school teachers should spend equal time teaching both reading and writing collectively. The

results from the above study done by Tracey and Morr reinforce that teaching reading alongside

writing is beneficial to making students into better writers. Integrating reading and writing

instructions will have students reading more on a regular basis, which will attack the literacy

crisis in the urban school system. Indrisano states that students go “from scribble-scrabble to

letter strings to spelling approximations, writing grows, and along the way, learning to write

supports learning to read (at the beginning, even more directly than reading supports writing)” (

Indrisano 33).

A book is the source of various writing activity ideas. The teacher can introduce a

writing lesson with a reading assignment (e.g. a book or a short story). Teachers can have

students read a book of their personal interest and vote on what books they want to read. This is a

technique to make students feel independent. Also, the teacher can assign students a reading

buddy, which sponsors peer to peer reading activities. Reading activities—books in general—

possess writing power; books are examples of polished writing, and are capable of inspiring

students to write their own stories in response to the story they read. Teachers should incorporate

reading within the writing process curriculum because students are “learning to read like writers

and write as readers” (Indrisano 314).

Sharing time is another component to interactive writing. Sharing time is also the final

stage of the writing process. Sharing time is when students read their writing to their peers. Peer

to peer interaction during instruction time has its benefits to students’ writing development;

     

14  

“classroom activities such as sharing time…oral language activities, apparently help children

develop a sense of written language structures,” according to Marcia Farr in her book Advances

in Writing Research: Children’s Early Writing Development (306). An interactive classroom

does have its benefits to teaching writing. Indrisano and colleagues say “for young children,

especially those just beginning to write, an essential part of the writing process occurs when they

read what they have just written to an audience” and sharpen writing abilities (15). Sharing time

is the chance for students to read their writing and converse about writing suggestions.

Modeling:

Modeling is a form of interactive teaching, because modeling entails both student and

teacher participation during the teaching of writing. There are two types of modeling in this

strategy: student writing modeling and teacher writing modeling. For both types of modeling the

teacher uses on overhead projector or a hand-out during lesson to display a well written-writing

assignment from a student. Using the writing assignment as an example, the teacher explains to

the class what makes the sample writing strong, and goes over the editing marks for

improvements. The teacher uses both students’ writing and personal writing during teaching the

drafting stage and editing stage of the writing process. On the MiddleWeb website, for teacher

resources, Juli Kendall, who is a teacher, explains her experience with using the modeling

approach for teaching writing:

Model, model, model. I read aloud text that shows kids the kind of writing

I want before we start writing. They can refer to these examples as they

work on their own writing. I model my own writing. Before I ask students

to write in a genre or do an assigned writing piece, I show them how I go

about doing this kind of writing by thinking aloud for them as I write.

     

15  

Writing in front of your class and thinking aloud about how you do it

really helps kids develop the expectation that everyone writes, even the

teacher!(1)

Some students are timid when it comes to speaking in the classroom. Modeling is not to deter

students from the writing process; but modeling writing from students is supposed to motivate

students to write, and become confident writers. In "Integrated Reading and Language Arts

Instruction," Robert J. Stevens says:

[s]tudents are motivated by the goal of expressing their ideas well as they

share their writing with their peers. Students also are powerful role models

for one another in writing and often students attempt a new genre in

writing after hearing someone else’s attempt at it” (4),

A teacher depicted in Stevens’s story “entitled ‘The Mess in My Locker’ ….when read aloud,

had the whole class laughing. The student essentially became a role model. During the next

couple of weeks many of the students enlivened their own writing with the use of humor and

satire” (4). This is an example of a student who is confident with his writing. Steven modeled

the student’s writing to the class and influenced his classmates The teacher used his writing as a

model, and his peers were motivated to write their own stories as funny as his or even better.

Modeling has many rewards. Instead of highlighting students’ failures, modeling

highlights students’ achievements. When teaching writing, the teacher should acknowledge

students’ strides. Modeling their work as a way of “rewarding” students for their hard work is a

good way to motivate students and highlight students’ strides, states Gary D. Borich in his book

Effective teaching Methods: Research-Bases Practice (240).

     

16  

Modeling students’ writing assignments and the teacher’s writing assignments is a good

strategy to teaching students who attend urban schools how to write “effectively,” according to

(Borich 239). Modeling student writing serves as an engaging classroom activity, which can be

used to teach the editing stage of the writing process, as well. Also, this strategy serves as a

good visual aid for modeling different writing assignments: projects, creative writing, especially

stories.

Both types of modeling (modeling the teacher’s writing and modeling the student’s

writing) demonstrate the same process for teaching writing. The teacher displays his or her

writing sample in front of the class to model to students expectations for that writing assignment.

The teacher can model individual writing for editing purposes, and have the class edit the

teacher’s writing as an activity for learning editing marks. In a classroom setting, especially in

urban schools students need leaders; the teacher has the leader position. “During part of the time

in the classroom when children are writing, the teacher should be writing” (Ross 236). Teachers

who model their work during a lesson are showing their students writing is way to developing a

personal relationship with students, but still retaining their leadership role.

Teachers do not need to model every lesson, but modeling is a helpful strategy to use.

Teachers can model students work on a projector and work with students during the drafting and

revising processes. According to Alice Kawazoe in the article “One Student’s Writing Process,”

“Students need time and modeling to learn how to make suggestions to learn how to re-vision

their writing and to make it grow.”

Regular Routines:

Establishing routines, during the writing process is another writing strategy that teaches

students in urban elementary schools how to organize their ideas and organize their writing.

Writing routines may consist of writing notebooks and writing folders. Routines are the time for

     

17  

independent writing. Warger states that writing “routine[s] give the child the control necessary to

develop a sense of responsibility and to enjoy the opportunity to be independent” (65), and

routines are “plan-do-review” (2). It takes responsibility to maintain writing folders and writing

notebooks. Students are responsible for completing their routines, keeping their work in their

folders and writing in their journals on a daily basis.

Routine instills responsibility in students, and “emphasizes the relationship between

lessons so students remember previous knowledge and see new knowledge as a logical extension

of content already mastered” (Borich 233). Students who complete writing routines regularly are

practicing their writing skills. Baron, Eleanor, and others stress that “successful urban teachers

[are] skilled in content review and intensification, using recall, drill, and practice” (11). Routines

are a way for students to practice what they have learned. Having both routine and practice

habits are crucial for students during the writing process because “children learn to write by

writing,” notes Ross (234). Basically, writing improves over time by practicing.

Writing folders is a routine that helps students organize their writing assignments and

writing ideas. Students will keep their activity sheets, tests, projects and any other writing

assignments in their folders and writing notebooks; “writing folders [are] essential to teaching,

evaluation, recordkeeping, and research” (Farr 306). Writing folders and notebooks work like a

second brain for students; students will store all of their writing assignments in an organized

folder that they can refer to at any time. An organized writing folder will motivate many

students by seeing their progress stored in their individual folder. The more organized students

are the less stress they associate with the writing process.

Writing notebooks, also known as writing journals, are not new writing accessories added

to the elementary school writing curriculum. Actually, elementary teachers around the country,

     

18  

even some urban schools, have included writing notebooks in their writing curriculum. In the

article “Vygotsky and the Teaching of Writing,” Barbara J. Everson states that a writing

notebook keeps the student’s “thoughts” flowing, and leads to “good writing” (3). Journal

writing allows students to write independently and put their thoughts on paper and explore their

creativity. Writing journals are also a part of the prewriting stage (Ross 232). In a study that

followed an elementary class, the teacher instructed her students to write in their journals a few

times a week, and at the end of the year students “developed the sense of writing as

communication” (Indrisano 14). Essentially writing is communication but in written form; and

the above quotations show that daily, spontaneous, journal writing does improve students’

writing.

The purpose of a writer’s notebook is to “organize [students’] thinking through written

language at an early age” as well as “fluency” in writing (Evans 4). Writing notebooks are

supposed to give students a sense of responsibility, to organize their written responses. When

they are used properly, they provide “a powerful means for developing written response,” and

give students a space to write freely. (Evans 88). In urban schools full of multicultural students

with unique voices, they all have different stories to write about in their writers’ notebook. Most

importantly, “journal writing fosters reflective thinking as students record their ideas and

feelings” (Ross 41).

Students will use their writing notebook for writing down their reactions to what they

have learned during class that day. Writing notebooks are essential to the daily routine strategy

for teaching writing because students have independent writing time, and they are forced to think

about what they learned. Students think and then write. Students can write about lessons from

any subject (math, science, English, etc.). The process of making students write in a notebook

     

19  

on a regular basis has students writing all the time. Students have the ability to think freely

while practicing writing.

Teachers can also use students’ folders and writing notebooks for assessing students

writing as well. Assessment of students’ progress does not always have to come in the form of

tests. Students have different writing abilities and teachers’ writing instructions should address

students’ abilities, and the curriculum should not be designed around the standards of tests.

Research equates poor literacy test scores with students in urban schools (“Solving Writing

Challenges in Title I Schools” 3), but the problem is that students are being assessed on one large

scale. Testing needs to be adjust so that students can properly be taught how to write. Are

teachers in urban elementary schools teaching students how to write with the purpose of making

sure students succeed throughout their academic schooling? Or are students being taught how to

write with only to make sure that students past standardize state testing? Since students have

different writing styles, there are other ways to assess students’ writing. Projects, reports, and

self-directed activities are ways of evaluating whether students are learning. All of these

methods keep students thinking and writing, with less direction from the teacher. The teacher can

see how students write on their own and if they have learned anything. The assessment should

be based upon what the students have learned.

Organization:

Routines are the main ingredient for keeping students organized during the prewriting

stage, and drafting stage of the writing process. Organization inside the classroom is key,

especially for students who live in what Will Okun, a Chicago teacher and author of New York

Times article “Parents Who Don’t Parent,” classifies as “dysfunctional” urban areas. Many

students living in urban areas come from “dysfunctional” communities and homes. Organization

     

20  

diminishes “dysfunction” inside the classroom. Organization works by to relieve writing

conditions.

Overall, routine establish an organized classroom and structured curriculum, which aids

in the “success” of the class, benefiting the team as a whole (Wagner 89). Dysfunction that

students may experience outside of school should not carry into the classroom. With teaching a

diverse group of students, as in urban schools, it is good to establish classroom standards.

Organization as a standard plays a vital role in teaching writing skills. Urban elementary school

teachers must teach organizational skills to their students because “[s]ome students may need

help in organizing content and staying on the subject,” notes Ross (230). Teaching writing has to

be in steps, starting with teaching students how to stay organized. An organized classroom is a

way of helping students face living in a “dysfunctional” environment by showing them how to

organize their writing. More organization, learning in a cohesive environment, makes students

feel less overwhelmed.

As stated above, some students struggle with organizing their writing. Graphic

organizers are tools that provide students with a way to organize their ideas, making their writing

more cohesive and fluent (Evans 167). There are many different types of graphic organizer,

which can address different learning styles. Graphic organizers are also visual aids for visual

learners. “Fill in the graphical organizer together with your students, rather than present one

already developed” (“Teaching Strategies” 4).

Conferences:

Routine one-on-one teacher/student conferences are vital to the writing process. Baron,

Eleanor, and colleagues suggest “[s]tudents in the early grades require a great deal of one-to-one

interactions with the teacher…” (12). These routine meetings give students the personal attention

     

21  

that they need. During these routine meetings, the teacher can assess students’ writing and

suggest any improvements and/or difficulties students have with writing. Conferences are

beneficial for the class as a whole. “Feedback from teachers or peers and the opportunity to

revise written work based on the is feedback are considered to be keys to students’ development

as writers,” according to Matsumura in “Investigating the Process Approach to Writing

Instruction in Urban Middle Schools” (1). The teacher can gather the common writing errors

amongst students’ writing and present them to the class for instruction. Teacher/student

conferences are not a new routine used in elementary schools; in the article “Let me Tell You

about My Perfect Pair of Shoes: Katie Wood Ray and the Urban Elementary Writing

Classroom,” Patricia Bills, an elementary school teacher, has incorporated conferences as a

teaching writing routine. Ms. Ray explains that she “hold[s] brief conferences with students, one-

on-one, nudging them through the process as they need it” (347).

One-on-one teacher/student conferences also “benefit… the writer and the listener” (Farr

306). Both of these conferences are forms of communication. Teachers can teach the editing

stage of the writing process using both of these strategies. Every other week students will have

individual conferences with the teacher, as well as group conferences with a group of classmates

who are on the same writing level. During these conferences the teacher will be able to assess

what students have learned. Also, during these conferences students will do peer editing. Peer

editing allows for students to correct work. In the article, “Effective Teaching Critical” Stanley

T. Dubelle explains “students must engage in the give-and-take of communication, not only with

the teacher, but also with appropriate others” in order to learn (21). Peer editing is a way of

promoting student interaction and a way for students to learn and participate in the editing

process. From peer conferences “they become more aware of themselves, they profit from the

     

22  

criticism of their peers and they learn new ways to claim their experience,” according to Everson

(3). “Writers need the time, space, and prewriting and conferencing skills to work through their

ideas” (Everson 3). A structured and organized lesson and teamwork are the ingredients needed

to teaching students how to write well.

Despite the challenges urban elementary school teachers face with teaching students in

the urban school setting, students are the real victims being left behind in the education system.

The problem regarding the literacy crisis in urban schools is not because students cannot learn

how to read or write; in fact students who attend urban elementary schools, students from other

types of schools, all have the right and ability to learn. The problem is the lack of motivation.

Despite trying circumstances and limitations, with the combination of classroom teamwork and

the appropriate strategies the power to effectively teach students how to write is there.

     

23  

Part III Introduction to Lesson Plans:

This part of the paper includes seven days worth of writing lesson plans, ten lesson plans.

The lesson plans incorporate all four strategies described in the previous pages. Also, the lesson

plans are put in order to which they should be taught. The attached lesson plans includes activity

sheets, and gives ways to teaching nouns, verbs, adjectives, and writing a first draft paper. There

are examples of graphic organizers, used for prewriting before writing a story. The strategies are

highlighted and labeled within the lesson plans.

     

24  

Student Teacher: Aleshia James Grade Level: four Date of Lesson December 14, 2008 Lesson Unit: Teamwork Inside the Classroom: Motivational Writing Strategies Lesson Title: “Elementary School Musical” Classroom Teamwork Bulletin Board Content Standards:

NCTE 4: Students adjust their use of spoken, written, and visual language (e.g. conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

NCTE 11: Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

Learner background: Students might have watched the High School Musical movie prior to lesson. Students have edited and revised their own papers, but their teacher did not specifically teach students each step of the writing process. Students are used to working on writing activities with their writing buddies. Students will use their knowledge and skills to understand the steps of the writing process and write their own lyrics that reflect the importance of teamwork. Student Learning Objective(s): Students learn to…

• Cognitive: Recognize, identify and review the steps of the writing process (prewriting, drafting, revising, editing and publishing); demonstrate uses of descriptive writing inspired by text.

• Affective: will connect the lyrics of the song to ideas about teamwork. • Psychomotor: write collaboratively with classmates; decorate bulletin board with a hand

painting activity. Assessment:

• Students write their own lines to the High School Musical song “We’re All in This Together.” (Assessed by project rubric)

• Students will complete sheet A2 take home sheet, questions about the writing process. Materials/Resources: -pen/pencil -notebook -folders -markers -paint

     

25  

-CD of “We’re All in This Together” (High School Musical Movie) -Sheet A1 (lyrics to High School Musical:”We’re All in This Together” -Sheet A2 (writing process review sheet) Learning Activities:

Initiation: Students are told: “Whoever watched the movie, High School Musical, raise your hands. Does anyone know this song?” First, the teacher plays the song “We’re All In This Together” (High School Musical Movie) in the background; Students may sing along. (5 minutes) Lesson Development:

1. Initiate lesson (see above) 2. The teacher passes out copies of the “We’re All in This Together” lyrics (sheet

A1). 3. The teacher plays “We’re All in This Together” have the students read along with

the written lyrics. 4. The teacher reads the chorus (highlighted) of the song (only). Ask students: “Can

anyone explain the chorus to me?” 5. Teacher passes out diagram of the writing process sheet A2. 6. The teacher explains the diagram. Students take notes on the paper. (15 minutes) 7. Students have to write their own (five sentences) lyrics that describe teamwork

and the writing process. (20 minutes) 8. Students drip a hand into paint and stamp the bulletin board. 9. The teacher hangs up students’ paragraphs on the bulletin board next to their hand

prints.

Closure: For homework students have to complete sheet A3 (match up the steps in the writing process.)

     

26  

Student Teacher: Aleshia James Grade Level: four Date of Lesson December 15, 2008 Lesson Unit: Teamwork Inside the Classroom: Motivational Writing Strategies Lesson Title: Organization time: Personalizing Writing Notebooks and Writing Folders Content Standards:

NCTE 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

NCTE 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Learner background: Students have not yet written in notebooks as journals; however, students write in notebook for other subjects. Students were introduced to the writing process in previous lessons. Students have not been introduced to the organizational aspect of writing (writing process). Students will apply their knowledge to decorate their writing journals and writing folders, well developed one to two page journal entry in response to the first chapter of Harriet the Spy. Student Learning Objective(s): Students will be able to…

• Cognitive: discuss, recognize, and write a response reflecting on any ideas from the first chapter of Harriet the Spy. Design, label, and organize their writing folders and writing journals.

• Affective: compare their ideas with the class about what teamwork means to them. Share their writing assignment with the class. Share their personal interests to Harriet’s personal interest of her notebook.

• Psychomotor: write one to two page(s) journal entry reflecting on the first chapter of Harriet the Spy. Will bend their fingers to cut out pictures to glue on their folders and journals.

Assessment: • Students are responsible for participating in the class discussion about Harriet the Spy. • Students will write one to two pages in their journal reflecting on the Harriet the Spy

chapter one; teacher will use journal rubric to assess journals. Materials/Resources:

     

27  

-pen/pencil -notebook -folders -markers -crayons -magazines -Harriet the Spy by Louise Fitzhigh

Learning Activities:

Initiation: ask students: “Does anyone write in a journal at home?” two to three students respond. The teacher explains that Harriet is a girl who loves writing in her notebook. After the teacher introduces the book Harriet the Spy. (5 minutes)

Lesson Development:

1. Initiate lesson (see above). 2. The students read aloud. 3. Students read the Harriet the Spy chapter 1 aloud (20 minutes) (interactive/

reading); students pass around the “book ball” to the next student who will read aloud.

4. Students’ reactions on the book; class saga ways into a discussion about the significance of Harriet’s notebook.

5. The teacher goes into talking about the role of organization in the writing process. “Would you like your own folder and notebooks to keep their writing in like Harriet?” (routines)

6. The teacher explains the purpose of writing notebooks and writing folders. 7. The teacher informs students that they will have 15 minutes to personalize their

own writing notebooks and writing folders for their writing pieces. 8. After students decorate the notebooks and folders. 9. Students will write one to two page(s) journal entry about chapter 1. 10. The teacher asks students who wants to read their writing aloud.

Closure: The teacher will tell students to finish writing in their journals for homework.

     

28  

Student Teacher: Aleshia James Grade Level: four Date of Lesson December 16, 2008 Lesson Unit: Teamwork Inside the Classroom: Lesson Title: Describe The Picture and Web Organizer part 1 Content Standards:

NCTE 3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

NCTE 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

NCTE 5: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Learner background: Students understand what “describe” means and have described objects orally, but not their ideas. Students understand the definition of an adjective Students have never worked with the web diagram; however, students have filled in other types of web organizers. Students will use their knowledge of adjectives to describe the picture on the over head projector, and complete the web organizer with their ideas, and write a paragraph describing anything they want. Student Learning Objective(s): Students will be able to…

• Cognitive: Identify adjectives; explain the definition of an adjective. Fill in a graphic organizer. Organize ideas in a graphic organizer. Describe a picture and object orally and in written form.

• Affective: practice using adjectives in written form, and examine the picture and develop ideas to describe object, person, place, etc of personal interest.

• Psychomotor: Write a descriptive paper using adjectives from a word bank and adjectives students think of on their own.

Assessment:

     

29  

• Students will write (collaboratively) a descriptive paragraph using adjectives. • Students will write a paragraph describing any of the following object, place, person, etc.

Assessed based on writing rubric. • Students have to fill out a wheel diagram.

Materials/Resources: -pen/pencil -notebook -folders -markers -easel board - sheet A4 (Diagram) Learning Activities:

Initiation: Students are told: “Today we are going to be spies like Harriet…What do you see in this picture? Call out some words that describe this picture.” The teacher passes out plastic toy glasses similar to Harriet’s glasses. The teacher is displaying a picture on the overhead projector. The teacher has the students write down the words they use to describe the picture on the board. (interactive) Students take out their folders and journals. (5 minutes)

Lesson Development:

1. Initiate lesson (see above). 2. The teacher instructs a student to pass out sheet A5 (wheel diagram). 3. The teacher has the web drawn on the easel board. 4. Ask students to describe how to fill in a graphic organizer? 5. Students respond; teacher writes responses on overhead projector. 6. The teacher explains that the students wrote adjectives on the board to describe

the picture. 7. The teacher copies the responses from the about that describe the picture on

graphic organizer written on the easel board. 8. Students fill in their diagrams as well. (10 minutes) 9. The teacher tells students that they are going to write a paragraph that describes

the picture using the information in the diagram. 10. The teacher tapes the paper with the diagram on the wall next to the easel board. 11. The teacher writes the first sentence on the easel board paper. 12. Students give suggestion for the next sentences. (interactive) 13. The teacher finish writing (three to four) sentences created by students on the

easel board. 14. A student will read the paragraph aloud. (10 minutes) 15. Students will write their own paragraph (four to five sentences) describing

whatever they want (e.g. object, person, character or etc.) 16. Students pass out sheet A6 (wheel diagram) and sheet A7 “I Spy: Adjective Stew”

(sheet with a list of adjectives).

     

30  

17. Students have to include at least two of the adjectives in the adjective word stew in their paper. Students have to draw a picture as well.

18. The teacher asks if anyone has any questions. (20 minutes) Closure: One to two students can read their wheel diagrams. For homework students have to start writing their paper or finish writing their paper. Also, students have to read Harriet the Spy Chapter three.

     

31  

Student Teacher: Aleshia James Grade Level: four Date of Lesson December 17, 2008 Lesson Unit: Teamwork inside the Classroom: Lesson Title: “I Spy” Interviewing peers Content Standards:

NCTE 3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g. sound-letter correspondence, sentence structure, context, graphics).

NCTE 7: Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

Learner background: Students have written in the first and third point of view before. Students have filled in graphic organizers. Students are familiar with the interviewing process. Students will use their knowledge to fill in the web organizer with organized ideas. Student Learning Objective(s): Students will be able to…

• Cognitive: Understand and identify the first person POV. Express information gathered from peer interview into written form.

• Affective: Collect information by interviewing peers. Relate information from text to their writing assignment. Organize ideas into a diagram.

• Psychomotor: Able to write in the first person POV based on information collected from an interview and diagram.

Assessment:

• Students will fill out a web organizer with ideas of a “good friend” from their interviewee (writing buddy).

• First drafts will be assessed by first draft rubric. • Students will be assessed by journal rubric.

     

32  

Materials/Resources: -pen/pencil -notebook -folders -Activity sheet 8 (wheel diagram) -Harriet the Spy by Louise Fitzhigh

Learning Activities:

Initiation: Students are told: “Does anyone want to share their graphic organizer?” Two-three students read (explain) their diagrams to the class. The teacher puts her graphic organizer on the projector and explains to the class. (modeling) (5 minutes) Lesson Development:

1. Initiate lesson (see above). 2. The teacher reviews the lesson from the previous day (writing a descriptive

paper). 3. The class has a discussion about Harriet and her friends. (Harriet wants to be a

spy, but she said mean things about her friends). (5 minutes) 4. Teacher pairs students into writing buddies. 5. The teacher passes out Harriet the spy glasses, and tells students that they are

going to pretend to be spies like Harriet, but friendly spies, and they will ask their writing buddy questions about what are the characteristics of a “good” friend. (interactive)

6. Students interview their writing buddy about characteristics that describe a good friend.

7. Students take notes, and fill in a sheet A8 graphic organizer. (15 minutes) 8. After students interview a classmate (routine/writing buddy) and finish filling out

their graphic organizer; the teacher will have students go back to their seats. (interactive)

9. Finally, the teacher asks student how did they like the interviewing process? 10. Students respond. Teacher informs students that they will write a paper about

what makes a good friend but based on their writing buddies’ interview. 11. Ask students if they have any questions.

     

33  

12. Teacher tells students to look over their notes and to finish completing their web diagrams. Students can join with their writing buddy for last minute clarifications (10 minutes).

Closure: Students will put their work in their folders. (routines) Students have to gather their notes and finish filling out their web drams for homework. Also, students have to read chapter 5-6 for homework and writing in their journals.

     

34  

Student Teacher: Aleshia James Grade Level: four Date of Lesson December 18, 2008 Lesson Unit: Teamwork Inside the Classroom: Motivational Writing Strategies Lesson Title: Draft it: Descriptive Writing (Friend interviews) Content Standards:

NCTE 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

NCTE 7: Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

NCTE 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Learner background: Students have written in first and third person point of view in reviews lessons, and know how to distinguish between the two POVS. Students completed web diagrams in prior lesson. Write a descriptive paper based on the information they have written in their graphic organizer. Student Learning Objective(s): Students will be able to…

• Cognitive: explain a draft. Understand the important details and information to write in a descriptive paper. Gather information from an interview.

• Affective: share their organizers with the class. Compare ideas about characteristics that describe a “good” friend. Practice communication skills.

• Psychomotor: fill out a wheel diagram.

Assessment:

• Students will fill out a wheel organizer with information collected from their peer interview.

     

35  

Materials/Resources: -pen/pencil -notebook -folders -markers -crayons -Harriet the Spy by Louise Fitzhigh

Learning Activities:

Initiation: Ask students: “Does anyone care to share their web organizers?” The teacher chooses 2-3 students to read their work. Students are instructed to take out their web organizers. (5 minutes) Lesson Development:

1. Initiate lesson (see above) 2. The teacher explains that she has written a paper based on the information

gathered from her interview with her friend. (modeling) 3. First, the teacher hangs her wheel organizer (routines) written on easel paper on

the board. 4. Then, the teacher put a copy of her paper, about what makes a good friend from

one of her friends, on the projector. Aleshia is a good friend because… 5. Class discussion about the paper. 6. Teacher tells the class that they will be writing a paper (one to one and a half

pages) (1st draft) describing what makes a good friend based on the information they collected from the interview with their pairs. The stories must be written in first person POV.

7. Students explain first draft. 8. The teacher explains to students that they do not have to make sure everything is

perfect, and that this is their first drafts. 9. Students are asked to explain what a draft is. 10. Students moved next to their writing buddies (classmate they interviewed). 11. Students are instructed to put on their Harriet the Spy glasses and began writing. 12. Students write independently for the reminder of the class. (interactive)

     

36  

Closure: At the end of class students have to put their papers into their writing folders and into their book bags. (routines) For homework students will finish writing their stories. Also, students have to read the next chapter of Harriet the Spy. Students have to bring their writing journals home for their parents to sign. (parental involvement)

Student Teacher: Aleshia James Grade Level: four Date of Lesson December 19, 2008 Lesson Unit: Teamwork Inside the Classroom: Motivational Writing Strategies Lesson Title: Revise it! Content Standards:

NCTE 5: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Learner background: Students were taught the revising process in prior lessons. Students are not used to writing more than one draft; however students can identify punctuation and grammar errors. Some students are more advanced than others, but students will have an individual writing conference with the teacher. Student Learning Objective(s): Students will be able to…

• Cognitive: Arrange sentences to write a well-developed paper. Review the revising stage of the writing process.

• Affective: connect to their emotions to write a clearer draft. Chose more details to incorporate in paper.

• Psychomotor: write paper over.

Assessment:

• Teacher will use a rubric to assess the draft. • Teacher will use journal rubric to assess journals.

Materials/Resources: -pen/pencil -notebook -folders -Harriet the Spy by Louise Fitzhigh

     

37  

Learning Activities: Initiation: Ask students: “How did you all like being spies, and how was your experience writing your drafts?” 1-2 students respond by explaining their experiences. (10 minutes)

Lesson Development: 1. The teacher explains to the class that they will revise their papers for a second draft. 2. One to two students explain the revising stage.

3. Ask if students have any questions? 4. Students take out their folders and began revising their papers. (30 min.) 5. While students are correcting their papers, the teacher meets with students for individual conferences. 6. Students staple their first draft to their second draft. Students label their papers. 7. Students write a (paragraph) journal entry.

Closure:

Students explain some of their difficulties with revising their paper. Students put their papers in their folders. For homework students will finish writing in their journals, and read chapter four in Harriet the Spy.

     

38  

Student Teacher: Aleshia James Grade Level: four Date of Lesson December 20, 2008 Lesson Unit: Teamwork Inside the Classroom: Motivational Writing Strategies Lesson Title: Peer Editing Time Content Standards:

NCTE 5: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

NCTE 6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

Learner background: The teacher edits students’ papers, and the students make the corrections. Students have not participated in peer editing writing written by their peers. Students have edited their own papers; they completed grammar sheets, and can identify and correct capitalization and punctuation. Student Learning Objective(s): Students will be able to…

• Cognitive: Identify and correct writing errors in paper. Review editing skills. • Affective: • Psychomotor: highlight writing errors with highlighter marker. Students move from their

seats to write down their ideas on the chalk board. Draw a picture of a family member. Assessment:

• Students will identify errors in a paper with a highlighter marker. • Teacher will use a rubric to assess peer editing and teamwork skills. • Teacher will use a rubric to assess the first draft. • Teacher will assess journals using journal rubric.

Materials/Resources: -pen/pencil -notebook -folders -markers -Harriet the Spy by Louise Fitzhigh

     

39  

Learning Activities:

Initiation: Ask students: “I hope everyone made new friends after writing their papers yesterday. We are going to do something different today; we’re going to peer edit papers. Can anyone explain the editing stage of the writing process, and what do you think peer editing means?” Students write down their responses on the chalk board . Students copy the info. from the board. (5 minutes)

Lesson Development:

1. Initiate lesson (see above). 2. Teacher displays a paragraph filled with random punctuation and grammar errors

on the over head projector. 3. Students takeout their highlighters. (interactive) 4. A student passes out sheet A9 to students. 5. Teacher explains the directions. Students only have (2 minutes to highlight as

many writing errors as possible and correct the errors). (5 minutes) 6. Students work independently on sheet A9 (highlighting and correcting writing

errors). (2 minutes) 7. Next, the students raise their hands and tell the teacher the errors that they

highlighted and corrected. 8. The teacher makes the corrections on the overhead projector copy. (10 minutes) 9. Students sit next to their writing buddies and exchange papers. (interactive) 10. The teacher meets with each pair of writing buddies while students are peer

editing. 11. The teacher reads over the work with students and answer questions students have

about their paper. (conferences) (20 minutes) 12. Students put their papers in their writing folders. (routines)

Closure: Students will finish peer editing in the next lesson. For homework students will write a paragraph journal entry describing the physical appearance of someone in their family, and draw a picture. (parental involvement)

     

40  

Student Teacher: Aleshia James Grade Level: four Date of Lesson December 21, 2008 Lesson Unit: Teamwork Inside the Classroom: Motivational Writing Strategies Lesson Title: Peer Editing Time: Part II Content Standards:

NCTE 6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

NCTE 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Learner background: Students have started editing their classmates’ paper in the prior lesson. Students have edited their own papers. Students completed grammar sheets and are familiar with capitalization and punctuation. Student Learning Objective(s): Students will be able to…

• Cognitive: Identify and fix writing errors in paper. Review editing skills. • Affective: Practice speaking skills. Differentiate between important details to keep in

paper and information to edit from the paper. Reflect on emotions. • Psychomotor: Highlight writing errors with highlighter marker. Converse with peers

about writing information. Move seats to sit with peers. Assessment:

• Students will identify errors in a paper by highlighting errors and correcting. • Teacher will use a rubric to assess peer editing and teamwork skills. • Teacher will use a rubric to assess the first draft. • Teacher will assess journals with journal rubric.

Materials/Resources: -pen/pencil -notebook -folders -markers -Harriet the Spy by Louise Fitzhigh

     

41  

Learning Activities:

Initiation: Students are told: “I want to share a paper that was well-written.” The teacher reads the paper. The teacher points out the good qualities of the paper. Students take out their writing folders. (modeling) Students take notes. (10 minutes)

Lesson Development:

1. See initiation above 2. Students discuss their editing experience from the prior lesson. 3. Students get into their writing buddies and finish editing their work. 4. While students are editing. The teacher calls each pair (writing buddies) up for

conferencing. 5. The teacher reads over the papers with students, and talks about the edits that

have been made. (20 minutes) 6. Students put their work in their folders.

7. Students write a journal entry about the writing prompt “I am happy when…” (10 minutes)

Closure: One to Two students read their journal entry. For homework students have to read chapter five in Harriet the Spy, and finish their journal entry. Also, students will create three to five questions pertaining to Harriet the Spy chapter five.

     

42  

Student Teacher: Aleshia James Grade Level: four Date of Lesson December 22, 2008 Lesson Unit: Teamwork Inside the Classroom: Motivational Writing Strategies Lesson Title: Publishing Time! Content Standards:

NCTE 6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

NCTE 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Learner background: Students have corrected their papers and rewritten their papers in prior lessons. Students have typed their papers on the computer and have written their papers in script hand writing. Student Learning Objective(s): Students will be able to…

• Cognitive: arrange a developed draft, and develop more details for topic. Identify writing errors and correct.

• Affective: review the writing process. Practice fixing grammar skills and punctuation skills. practice penmanship skills.

• Psychomotor: type paper or write paper. Draw a picture of writing buddy.

Assessment:

• Teacher will use a final draft (project) rubric to assess finial paper. • Teacher will use an art rubric to assess the drawing.

Materials/Resources: -pen/pencil -notebook -folders -Harriet the Spy by Louise Fitzhigh

     

43  

Learning Activities: Initiation: Ask students: “Does anyone want to read their questions about Harriet the Spy (chapter five) that they made for homework?” One-two students read their questions and the students answer the questions. (interactive) (5 minutes)

Lesson Development: 1. See initiation above. 2. Students take out their folders (routines) and both of their drafts. 3. The teacher explains that students will be writing polishing their work and writing

their papers neatly with a pen or students have the option of typing their papers. 4. The teacher tells students that they will have a little party later in the week; their

parents will be invited and students will read their papers and display their pictures. (parental involvement)

5. The teacher asks students if anyone has any questions? Students respond. 6. The teacher lets students and their writing buddy work on their last drafts

together. (35 minutes) 7. Students will paper clip the final draft to their other two drafts and their graphic

organizers. 8. After, students will write in their journal. (routines) (10 to 15 minutes)

Closure: Students will read chapter 6 of Harriet the Spy, and write a response paragraph about the something in the chapter that stuck out to them.

     

44  

(High School Musical) “We’re All in This Together”

Together, together, together everyone Together, together, come on lets have some fun Together, were there for each other every time

Together together come on lets do this right

Here and now its time for celebration I finally figured it out (yeah yeah)

That all our dreams have no limitations That's what its all about

Everyone is special in their own way

We make each other strong (each other strong) Were not the same

Were different in a good way Together's where we belong

We're all in this together

Once we know That we are

We're all stars And we see that

We're all in this together And it shows

When we stand Hand in hand

Make our dreams come true

Together, together, together everyone Together, together, come on lets have some fun Together, were there for each other every time

Together together come on lets do this right

We're all here and speaking out with one voice

we're going to rock the house (yeah, yeah) the party's on now everybody make some noise

come on scream and shout

We've arrived because we stuck together Champions one and all

We're all in this together

Once we know A1 That we are

     

45  

We're all stars And we see that

We're all in this together And it shows

When we stand

Hand in hand Make our dreams come true

We're all in this together

When we reach We can fly

Know inside We can make it

We're all in this together Once we see

There's a chance That we have And we take it

Wild cats sing along

Yeah, you really got it goin' on Wild cats in the house Everybody say it now Wild cats everywhere

Wave your hands up in the air That's the way we do it

Lets get to it Time to show the world

We're all in this together

Once we know That we are

We're all stars And we see that

We're all in this together And it shows

When we stand Hand in hand

Make our dreams come true

We're all in this together When we reach

We can fly A1

Know inside We can make it

     

46  

We're all in this together Once we see

There's a chance That we have And we take it

Wild cats everywhere

Wave your hands up in the air That's the way we do it

Let's get to it Come on everyone!

Source: http://www.lyricstop.com/albums/highschoolmusicalsoundtrack/wereallinthistogether.html A1

     

47  

Writing Process

1.                                         2.     

 

• free writing • journaling • image streaming (transplant yourself

to another place or time and describe from a first person point of view)

• lists • visualization • brainstorming - individually or as a group • webbing/mapping/clustering • graphic organizers • topic or word chart

     

3.                                              

4.  

• spelling • capitalization • punctuation • grammar • sentence structure • subject/verb agreement • consistent verb tense • word usage

5.  

• Be selective in the ideas that you include. You don't have to include everything that was in your prewriting! Pick your best ideas. Make sure they relate to each other and your topic.

• WRITE! WRITE! WRITE! Don't stop once you start writing. Revising and editing come later. Just let the ideas flow.

• Don't count words, ask your teacher how long it should be or when it is done. When YOU feel that you have completed your ideas, you are then ready to go to the next stage.

• HOLD IT! Before going to the next stage, make sure you have enough content to work with. If you feel that you are lacking content, go back to your prewriting for more ideas and details.

 

• making decisions about how you want to improve your writing

• looking at your writing from a different point of view

• picking places where your writing could be clearer, more interesting, more informative and more convincing.

 

     

48  

• Blue or black ink pen or word processed  • Centre title on top line with a line space that follows • Name, class and date in top right hand corner • Neat - no scribbles or overuse of liquid paper!

Source: http://www.angelfire.com/wi/writingprocess/publishing.html A2

Writing Process: Matching Game

Name:_________________________________ Date:_______________________

Directions: Match the step to the correct definition. Draw a line to the matching writing step and definition. Use a marker number each of the steps in the correct order. Write the second part of the definition underneath each writing step.

1. Editing A. This step is for rewriting the first draft.

2. Prewriting B. This step is for putting together all your ideas and information.

3. Publishing C. This step is for brainstorming and gathering ideas.

4. Revising D. This step is for highlight writing errors.

     

49  

5. Writing (Drafting) E. This step is for making corrections. A3

Wheel Diagram

Name:_________________________________ Date:________________________

     

50  

Source: www.teach-nology.com/.../neworg/wheel.html

A4, A5, A6

     

51  

Source: http://picture-book.com/files/userimages/370u/homepb.jpg

Lesson 3

“I Spy” Adjective Stew

     

52  

Name:______________________________ Date:________________________

Directions: Pick at least two words from the stew of adjectives and write a descriptive paragraph describing any topic, including an object, character, game, toy, room etc.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ A7

Harriet the Spy: Chapter 3 Word Wheel Diagram

     

53  

Name: Date: Directions: Write the activity question in the prompt space, provided by low. Write the topic of writing prompt in the center of the circle. Write descriptive words, sentences, or phrases about the topic on the lines outside of the circle. Prompt:

A8

Name:____________________________________ Date:_____________________

     

54  

______________________ is a good friend because…

A8

Sally and Sam the Dog

     

55  

Name:_________________________ Date:_______________ Directions: Using a highlighter marker highlight the writing errors in this paragraph. Then, rewrite the paragraph.

one day sally run down the street to find her dog sam! sam

went to Jake’s house. “Hello, Jake is my dog her.” Said sally. Yes, he is. Said Jake. Sam was so happy to see Sally that he jump on her. Sally smiled because she was so happy to see Sam. Sally and Sam run all the way home ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

A9

     

56  

Journal Writing Rubric  

 

Criteria     Points

1 2 3 4

Organization Sequence of information is

Reader has difficulty 

following work

Student presents 

information in logical

Information in logical, 

interesting

difficult to follow. because student jumps around.

sequence which reader can follow.

sequence which reader can follow.

Content 

Knowledge 

Student does not have grasp of information; student

Student is uncomfortable with content and

Student is at ease with 

content, but

Student demonstrates full knowledge

cannot answer questions about 

subject.

is able to demonstrate basic concepts.

fails to elaborate.

(more than required).

Grammar Work has four or more spelling errors

Presentation has three 

misspellings

Presentation has no more than two 

misspellings

Presentation has no 

misspellings or

and Spelling and/or grammatical errors.

and/or grammatical 

errors.

and/or grammatical 

errors.

grammatical errors.

Neatness Work is Illegible. Work has three or four areas 

that

Work has one or two areas

Work is neatly

are sloppy. that are sloppy. done.

References Work displays no

Work does not have the 

appropriate Reference section was

Work displays the correct number of

references. number of required references.

completed incorrectly

references, written correctly.

Total — >

http://teachers.teach‐nology.com/cgi‐bin/webquest.cgi

     

57  

     

58  

     

59  

http://teachers.teach‐nology.com/cgi‐bin/webquest.c

Organization Sequence of information is

difficult to follow.

Reader has difficulty following

work because student jumps

around.

Student presents

information in logical

sequence which reader can

follow.

Information in logical,

interesting sequence which

reader can follow.

Content Student does not have grasp of

information; student cannot

Student is uncomfortable

with content and is able to

Student is at ease with

content, but

Student demonstrates

full

Knowledge answer questions about subject.

demonstrate basic concepts.

fails to elaborate.

knowledge (more than required).

Grammar And Spelling

Work has four or more spelling errors and/or grammatical

errors

Presentation has three

misspellings And/or

grammatical errors.

Presentation has no more

than two misspellings and/or two

areas that are sloppy.

Presentation has no

Misspellings or grammatical

errors.

Neatness

Work is illegible.

Work has three or four areas that

are sloppy.

Work has one or two areas

that are sloppy.

Work is Neatly done

References Work displays no references.

Work does not have the

appropriate number of required

references.

Reference section was completed incorrectly.

Work displays the

correct number of references,

written correctly.

Total — >

     

60  

Works Cited

Baron, Eleanor, and Others. “Collaborative Urban Education: Characteristics of Successful

Urban Teachers.” ERIC (1992): 1-44. 15 November 2008.

<http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED346232&site=eh

ost-live>.

Bills, Patricia. “Let Me Tell You about My Perfect Pair of Shoes: Katie Wood Ray and the

Urban Elementary Writing Classroom.” Duke University Press 5:2 (2005): 344-348. 15

November 2008.

<http://muse.jhu.edu/login?uri=/journals/pedagogy/v005/5.2bills.html>.

Busch, Amy E. and Arnetha F. Ball. “Lifting Voices in the City.” Educational Leadership 62.2

(2004): 64-71. November 24 2008.

<http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=t

rue&_&ERICExtSearch_SearchValue_0=EJ716776&ERICExtSearch_SearchType_0=no

&accno=EJ716776>.

Borich, Gary D.. Effective teaching Methods: Research-Bases Practice. New Jersey: Pearson

Education, Inc., 2007. Sixth edition.

Check, Joe. “Imaginary Gardens and Read Issues: Improving Language Arts in the Urban

Elementary School.” The Quarterly 22:1 (2000): 1-14.

Collins, James L. Teaching Writing Strategies. 2008. 15 November 2008.

<http://www.gse.buffalo.edu/org/writingstrategies/>.

Dubelle, Stanley T. Effective Teaching Critical. Pennsylvania: Technomic Publishing, 1986.

     

61  

Evans, Janet. Writing in the Elementary Classroom: A Reconsideration. New Hampshire:

Cockatoo publishing, 2000.

Everson, Barbara J. “Vygotsky and the Teaching of Writing.” The Quarterly 13.3 (1991): 1-4. 18

December 2008. 

<http://www.nwp.org/cs/public/download/nwp_file/789/Vygotsky.pdf?x-r=pcfile_d>.

Farr, Marcia. Advances in Writing Research: Children’s Early Writing Development. Chicago:

Ablex Publishing, 1985.

Kawazoe, Alice. “One Student’s Writing Process.” The Quarterly 17.1 (1995): 1-3. 22

November 2008. <http://www.twu.ca/Library/tqd_2008/VOL_28_3.PDF>.

Kinney, David A. “We Get to Learn: Building Urban Children’s Sense of Future in Elementary

School.” ERIC (1995): 1-33.

<http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/14/56/

26.pdf>

Oaks, Jeannie. “Improving Inner-City Schools: Current Directions in Urban District Reform.”

1-81. (1987).15 November 2008.

<http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/

1c/70/d2.pdf>.

Okun, Will. "Parents Who Don't Parent." New York Times (23 June 2008). 12 November 2008.

<http://kristof.blogs.nytimes.com/2008/06/23/parents-who-dont-

parent/?scp=77&sq=urban%20schools&st=cse>.

Ornstein, Allan C., and Thomas J. Lasley II. Strategies for Effective Teaching. New York:

McGraw-Hill Companies, 2004.

Matsumura, Lindsay, et al. “Investigating the Process Approach to Writing Instruction in Urban

     

62  

Middle Schools.” Journal of Adolescent & Adult Literacy 47.6 (2004): 462-477. 12

November 2008.

<http://www.questia.com/googleScholar.qst;jsessionid=J9tPYB9HdyphH9B2XTd5QnJ1

QKt0tH18xQLBshphRPx29c4r1D7B!486960826?docId=5005902572>.

---.“Teacher Feedback, Writing Assignment Quality, and Third-Grade Students' Revision in

Lower-And Higher-Achieving Urban Schools.” The Elementary School Journal

103.1 (2002): pages. 12 November 2008.

<http://www.jstor.org/stable/1002306>.

Mayberry Jr., Claude. "Urban Education: The City As A Living Curriculum" (1980):

1-140. October 20 2008.

<http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/39/7f/

5a.pdf>.

MiddleWeb. Reading and Writing Workshop Journal Juli Kendall. 2005 24 November 2008.

<Kendallhttp://www.middleweb.com/mw/workshop/jkjournal/jk06.html>.

Montana University. 24 Nov. 2008. The Teaching and Learning Resources at Montana

University. 1 January 2008.

<http://www.montana.edu/teachlearn/Papers/teachingstrategies.html>.

Myers, John. Involving Families. Ohio: National Middle School Association, 1992.

Pardo, Laura S..“The Role of Context in Learning to Teaching Writing: What Educators Need

To know To Support Beginning Urban.” Journal of Education 57.4 (2006): 378-394.

Ross, Elinor P., and Betty D. Roe. An Introduction to Teaching The Language Arts. FL: Holt,

Rinehart and Winston, Inc., 1990.

     

63  

Stevens, Robert. J. "Integrated Reading and Language Arts Instruction." Research in Middle

School Level Education 30.3 (2006): 1-12. 25 October 2008.

<http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3e/71/

7f.pdf>.

“Solving Writing Challenges in Title I Schools.” 10 November 2008.

<http://www.writemorestuff.com/docs/studies/Solving-Writing-Challenges-in-Title-1-

Schools.pdf>.

Warger, Cynthia. A Resource Guide to Public School Early Childhood Programs. Virginia:

Association for Supervision and Curriculum Development, 1988.

     

64  

Works Consulted

Corcoran, Thomas B.; and others. “Working in Urban Schools.” (1988) ERIC. 8 December

2008.<http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1

c/f7/77.pdf>.

Forsyth, Patrick B.; Marilyn Tallerico. City Schools Leading the Way. California: Corwin Press,

1993.

Holbrook, David. English For The Rejected Training Literacy In The Lower Streams Of The

Secondary School. London: Spottiswoode, Ballantyne and Co, 1964.

Hornick, Karen.“Teaching Writing to Linguistically Diverse Students.” Cleaning house on

Urban Education. (10 November 1986) ERIC Digest. 15 December 2008.

<http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2f/86/

59.pdf>.

Jacobsen, David; Eggen, Paul and Kaucgak, Donald. Methods For Teaching A Skill Approach.

Ohio: Merrill Publishing, 1989. Third edition

Kretovics, Joseph; Nussel, Edward J. Transforming Urban Education. Massachusetts: Allyn and

Bacon Inc, 1994.

Ornstein, Allan C. and Thomas J. Lasley II. Strategies for Effective Teaching. New York:

McGraw-Hill Companies, 2004.

Matsumura, Lindsay, et al. “Teacher Feedback, Writing Assignment Quality, and Third-Grade

Students' Revision in Lower-And Higher-Achieving Urban Schools.” The Elementary

School Journal 103.1 (2002): 3-25 <http://www.jstor.org/stable/1002306>.

     

65  

---- “Learning To Write in Urban Elementary and Middle Schools: An Investigation of

Teachers’ Written Feedback on Student Compositions.” (8 August 2000) California

University. 15 December 2008.

<http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/8e/

a5.pdf>.

---- “Investigating the Process Approach to Writing Instruction in Urban Middle

Schools.” Journal of Adolescent & Adult Literacy, 2004.

<http://www.questia.com/googleScholar.qst;jsessionid=J9tPYB9HdyphH9B2XTd

5QnJ1 QKt0tH18xQLBshphRPx29c4r1D7B!486960826?docId=5005902572>.

Shaughnessy, Mina P..Errors and Expectations A Guide For the Teaching of Basic Writing. New

York: Oxford University Press, 1977.