Interdisciplinary Writing Unit: Writing Within Language Arts Tracie Wrye READ 7140

5 th Grade Content Area Reading and Language Arts Modes of Writing Expository and Persuasive

Stages of Writing Process Stage 1: Prewriting getting-ready to write 70% of writing time brainstorming Use graphic organizers Stage 2: Drafting forming ideas into complete sentences Ideas down Neatness not an issue

Stage 3: Revising Meet needs of the audience  changing, adding, deleting, and rearranging content of draft Stage 4: Editing Students proofread and reread Pay attention to form Neatness matters Stage 5: Publishing Rewrite piece in best handwriting Share

Grouping When grouping teacher will consider level of ability, linguistic capabilities, and behavior.  Students with low ability: not paired with low ability student  High ability student Not paired with high ability student  Students with: EBD, ADD, ADHD  not be paired together if behavior is problematic

Grouping Continued... Prewriting: Students work cooperatively with whole class. Drafting: Students work cooperatively with writing partner. Revising/Proofreading/Editing: Students work cooperatively with writing partner. Publishing: Students work individually.

Modifications / Accommodations Teacher:  make needed modifications to ensure that all students are able to learn in least restrictive environment Teacher makes modifications according to: SST, IEP, and 504 plans. Students having EBD or needing closer supervision or more than the usual amount of explanation will be seated near the front of the room  Not seated with other students with behavior problems Students with visual impairments  Seated closer to the board and teacher Student with mild learning disability  Seated with partner or in small group and have peer helper during publishing stage

Methods of Instruction Model all stages whole group Practice using shared writing or shared pen activities Allow partners to help one another during practice Assessment activity should provide students time to independently practice all strategies taught- scoring guide and checklists used

Georgia Writing Assessment Grade 5 Georgia writing assessment for grade five is an evaluation of student response to an assigned prompt Scored by trained raters  Use standardized scoring system Evaluated to determine the developmental stage writing represents  There are six developmental stages. ( Georgia Department of Education, p.1-5).

Developmental Stage Scoring Guidelines for the Georgia Grade 5 Writing Assessment Stage 1 – The Emerging Writer Stage 2 – The Developing Writer Stage 3 – The Focusing Writer Stage 4 – The Experimenting Writer Stage 5 – The Engaging Writer Stage 6 – The Extending Writer

Language Arts content connection ELA5R1 Prior to lesson teacher will:  Read book by Louis Lowery “Number The Stars” with students  Researched with students this author  Discussed findings with students

Expository Preassessment Students write about a topic they learned about in Social Studies. Holocost Reassure, assessment not to be graded Students get no assistance

Expository Writing Language Arts Georgia Professional Standard: ELA5W1 Reading Georgia Professional Standard: ELA5R1

Expository Writing Instruction Teacher explains to students that expository writing must: Have an introduction, a body, and a conclusion Engage the reader Completely address the topic Use descriptive language Same focus throughout writing Easily understood by the intended audience Conclusion gives the a sense of closure and satisfaction

Persuasive Writing Language Arts Georgia Professional Standard: ELA5W1 Reading Georgia Professional Standard: ELA5R1

Persuasive Preassessment Students will write an opinionated essay about the Holocaust and what could have been done to prevent it from happening. Reassure, assessment not to be graded Students get no assistance

Persuasive Writing Instruction Teacher tells students persuasive writing must: Have an introduction, a body, and a conclusion Engage the reader State your purpose Use descriptive language Arrange arguments for clarity Same focus throughout writing- one issue Convey a message that is appealing to audience Conclusion gives the a sense of closure and satisfaction

Before Each Unit, The Teacher Will: Expository unit:  Explain expository writing to students  Introduce and explain graphic organizers  How used in prewriting and editing  How to research and use different materials to research  Encyclopedias  Internet  Autobiographies

Before Each Unit, The Teacher Will: Persuasive Unit:  Explain persuasive writing and purpose To convince State a position on a topic Offer information Address an issue  Introduce and explain graphic organizers  How used in prewriting and editing  How to research and use different materials to research  Encyclopedias  Internet  Autobiographies

Modeling Pre-Writing Teacher will:  Model how to fill out a graphic organizer: Go through each section What information goes where  Say “What would I put in this section?” Imitate writing in each section based on topic being discussed Fill out completely

Writing Instruction Prewriting Student Will: Expository Unit: Complete expository–prewriting graphic organizer. Persuasive Unit: Complete persuasive–prewriting graphic organizer. Practice Activity: Students and teacher (with whole group) will:  Expository: Using blank organizer Chose author and research (Louis Lowery- Chosen by teacher) Fill out organizer with researched information  Working with partner to find information on given author  Persuasive: Using blank organizer Fill out organizer with information  Working with partner to find information on given author

Assessment: Prewriting Student: Complete organizer  Chosen author Researched and fill out organizer Teacher: Assess students’ completion of graphic organizer using the graphic organizer scoring guide.

Scoring Guide Expository Prewriting

Scoring Guide Persuasive Prewriting

Modeling Drafting Teacher will:  Model how to take information from organizer to: Make sentences and paragraphs Add details  Imitate writing sentences and paragraphs

Writing Instruction Drafting Student: Practices writing sentences from class completed graphic organizer Practices writing paragraphs to complete draft Practice: Students (with partner) will:  Using blank organizer, create sentences and paragraphs Working with partner, create a introduction, body, and conclusion

Assessment: Drafting Student:  Use completed organizer  Create sentences and paragraphs  Create introduction, body and conclusion Teacher: Assess, using drafting scoring guide, students’ completed drafts made from their graphic organizer information.

Scoring Guide Expository Drafting

Scoring Guide Persuasive Drafting

Model Revising Teacher will: Make a copy of draft Reread the first draft:  changing, adding, deleting, and rearranging content of draft  Use different color pen Discuss differences between the two with the class. Rewrite the rough draft with class

Writing Instruction Revising Students will:  Read through draft changing, adding, deleting, and rearranging content of draft Practice:  Students (with partner) will: Make photocopy to compare to draft Read their drafts and add, delete, rearrange information using different color pen

Assessment Revising Student: Use photo copy of their first draft to make revisions to own draft. Use different color pen Teacher: Assess students’ revised photo copy using the revising scoring guide.

Scoring Guide Expository Revising

Scoring Guide Persuasive Revising

Model Editing Teacher will:  Show students proofreader marks How to use  Scan for errors  Use different color pen to make corrections

Writing Instruction Editing Students will:  Read through draft Making corrections:  Spelling errors  Capitalization  Grammar errors Practice:  Students (with partner) will : Read their drafts and use proofreaders marks to correct mistakes in grammar and capitalization using different color pens

Assessment Editing Student: Edit photo copy of revised essays using a different color pen. Teacher: Assess students’ edited photo copies of their revised essays using the editing scoring guide.

Scoring Guide Expository Editing

Scoring Guide Persuasive Editing

Model Publishing Teacher: Explain to the students that this is the final copy. Demonstrate how it is free of errors and written neatly.

Writing Instruction Publishing Student: As a class work combining the sentences into a well written piece of work. Take their revised copies with editing marks and rewrite the essay. Practice Activity: Students:  Practice with partner rewriting revised draft with no errors

Assessment Publishing Student: Rewrite their own essay with no errors. Present or read essay to an audience.