Interdisciplinary Writing Unit Mish Nyutu

Georgia Writing Test Emergent Writer Developing writer Focusing writer Experimenting writer Engaging writer Extending writer

Grouping Practice Activity – Whole group Assessment -- Individual Revising – Partner

Grade Level: 2nd Mode: Expository – sequencing Content area: Science

Pre- assessment Prompt Students write about getting ready for school.

Pre- writing First stage of writing Involves Brainstorming ideas Choosing form of writing Topic selection Graphic organizer

Assessment Students complete their own graphic organizers

Drafting Phrases to sentences Adding details Content not mechanics

Assessment Students complete their own drafts

Revising Seeing again Add Change Delete Rearrange Conferencing

Assessment Students revise their work by: Adding Deleting Changing Rearranging

Editing Spelling Punctuation Proofreading

Assessment Students edit their work

Publishing Handwriting skills Final changes Sharing

Assessment Student rewrite their story Make all changes

Grade Level: 2nd Mode: Persuasive – Persuasive letter Content area: Social Studies

Pre- assessment Prompt Students write to a letter asking their parents to buy them a toy.

Pre- writing First stage of writing Involves Brainstorming ideas Choosing form of writing Topic selection Graphic organizer

Assessment Students fill in the graphic organizer

Drafting Phrases to sentences Adding details Content not mechanics

Assessment Students complete their own drafts

Revising Seeing again Add Change Delete Rearrange Conferencing

Assessment Students revise their work by: Adding Deleting Changing Rearranging

Editing Spelling Punctuation Proofreading

Assessment Students edit their work

Publishing Handwriting skills Final changes Sharing

Assessment Student rewrite their story Make all changes

Accommodation Multiculturalism and cultural diversity vs. race, and ethnicity. Knowledge of elements that affect the cultural diversity/ multiculturalism Do not overlook students due to their SES Group homogeneously ESOL students can have someone interpret Share about different cultures

Cont For the student with visual impairment, I’d move him close to the front so that he can be closer to the screen. I’d also make sure that materials I give to her is in large print, so that she can read easily. For the students with LD and MLD, I’d let the special education teacher know what we are discussing in advance and that way when we are all working as a class, they would have had a mini lesson and will participate and not feel left out. For the student with EBD, I’d have him sit where I can easily reach him. This will help me get to him easily when he starts getting off task. I’d also have a desk near my desk where he can sit when he wants to work alone. This will ensure that he does his work and does not disturb others. For the ESOL students, I’d ensure that they are sitting near students that can help them when they have a question regarding to what I say. On the other hand, if I have any ESOL student that is fluent in both languages, I’d have them work together to ease the transition for these students. SES. I’d ensure all students have all materials needed to complete their work thus no excuse of incomplete work because of lack of necessary materials.