Interdisciplinary Writing Unit Presentation

1. Interdisciplinary Writing Unit Presentation By: Kayla Lear

2. Introduction to the Unit • Grade Level: 2nd • Genre: Expository (informational) • Content Area: Social Studies/ELA • Topic: Georgia Piedmont

3. Pre-assessment • Students will write an information piece for their pre-assessment. • Materials needed: • Wide Rule Paper • Computer Paper • Pencils

4. Pre-assessment • Verbal Prompt: “Today, you will write an informational paper. This paper will not be graded but I will use it to see what areas we still need to work on in our writing. Before you begin to write on the topic I give you, brainstorm some ideas and plan your paper on this blank computer paper. Then begin to write your paper on this notebook paper and remember to skip lines. When you finish writing you may go back and make changes if you wish to. Here is your writing prompt: Write the story of your life story! Include real facts like where and when you were born and how many brothers and sisters you have. Write as much as you can!”

5. Instructional Grouping • Instruction: Whole group setting to ensure the accuracy of delivery of instruction to all students and to allow all students to receive the same information at the same time. • Practice: Whole group setting-interactive writing. • Assessment- Individual- this will allow teacher to see students progress and to scaffold as needed to meet students needs.

6. Grouping related to Student’s Developmental Levels • Instruction/Practice- grouping will remain the same but student will sit near the teacher for assistance. • Assessments- • Prewriting- seated with teacher to dictate responses to teacher • Editing- student will be allowed to use a computer.

7. Grouping related to Student’s Linguistic Backgrounds • Instruction/Practice- grouping will remain the same but student will sit near other Spanish speaking students for support. • Assessment- ELL students will be seated together so that they may converse in Spanish. A bilingual student may also sit with them if they need the additional support.

8. Prewriting

9. Prewriting: • Nonfiction- information is fact, not make believe • Purpose: to share information • Audience: teacher and classmates • Topic: Georgia Piedmont • Form: Expository Report (informational)

10. Prewriting: • First stage of writing process • Purpose: get your ideas down on paper! • No complete sentences. • Don’t worry about spelling! • Complete graphic organizer

11. Graphic Organizer Audience: Who is your audience? Purpose: What is your purpose for writing this report? Introduction: “top slice of bread”- What is a catchy way to start your report? What is the topic of your report?

12. Graphic Organizer Body: “peanut butter and jelly” 1st Paragraph Topic:___________________________________________ Detail 1: Detail 2: Detail 3: 2nd Paragraph Topic:___________________________________________________ Detail 1: Detail 2: Detail 3:

13. Graphic Organizer 3rd Paragraph Topic:___________________________________________________ Detail 1: Detail 2: Detail 3: Conclusion: “bottom slice of bread” How can you finish your report? Topic #1:_______________________________________________________ Topic#2:______________________________________________________ Topic #3:_______________________________________________________

14. Prewriting Checklist Introduction: ______ Did I state my topic? ______ Did I create a hook? ______ Did I identify my audience and purpose? Body: _____ Did I pick a first subtopic? _____ Did I identify three details about this topic? _____ Did I pick a second subtopic? _____ Did I identify three details about this topic? _____ Did I pick a third subtopic? _____ Did I identify three details about this topic? Conclusion: ____ Did I restate my topic and three subtopics?

15. Prewriting Rubric

16. Accommodations: Differing Developmental Levels • To reduce stress, student will dictate responses for graphic organizer to teacher. • Lower level books provided for research.

17. Accommodations: Different Linguistic Backgrounds • Lower level books • Work with partner • Bilingual student will provide assistance

18. Drafting

20. Drafting • Don’t worry about grammar or spelling • Skip every other line • Use your graphic organizer to help you • Write in complete sentences

21. Drafting: Checklist Introduction: ______ Did I state my topic? ______ Did I create a hook? ______ Did I remember my audience and purpose? ______ Did I stay focused on my topic throughout the draft? Body paragraphs: _____ Does my first body paragraph have a main sub-topic? _____ Did I include at least three details about this topic? _____ Does my second body paragraph have a main sub-topic? _____ Did I include at least three details about this topic? _____ Does my third body paragraph have a main sub-topic? _____ Did I include at least three details about this topic? Conclusion: _____ Does my conclusion restate the topic and subtopics?

22. Drafting: Rubric

23. Revising

24. Revising • Add more details • Delete unrelated information • Rearrange the order • Change words • Don’t worry about spelling or grammar yet • Use our proofreading marks

25. Revising Checklist ____ Did I add information to draft to make it flow together better? ____ Did I delete any unnecessary information from my draft? ____ Did I rearrange information in my draft to make my draft flow better? ____ Did I change information in my draft to make the draft better? ____ Did I use the correct revision marks?

26. Revising Rubric

27. Revising Rubric (cont’d)

28. Editing

29. Editing • Reread your draft • Check spelling and grammar • Things to look for: • End punctuation • Capitalization • Complete sentences

30. Editing Checklist • ____ Did I capitalize the first word in every sentence? • ____ Did I capitalize proper nouns? • ____ Did I correct any spelling mistakes? • ____ Did I use the correct punctuation mark at the end of each sentence? • ____ Did I use correct grammar? • ____ Do I have subject/verb agreement in every sentence? • ____ Did I use the correct editing marks?

31. Editing Rubric

32. Publishing

33. Publishing • Include all of your changes from revision and editing! • Read your work when you are finished! • Neat Handwriting!

34. Publishing Checklist • ____ Did I use my best handwriting? • ____ Did I keep focused on my topic? • ____ Do I have an introduction? • ____ Do I have three subtopics? • ____ subtopic 1 • ____ subtopic 2 • ____ subtopic 3 • ____ Did I use correct grammar? • ____ Do I have subject/verb agreement in every sentence? • ____ Did I check my spelling?

35. Publishing Rubric

36. Publishing Rubric (cont’d)

37. References Lipkewich, A., & Mazurenko, R. (2001). Abc's of the writing process. Retrieved from http://www.angelfire.com/wi/writingprocess/ Rojas, V.P. (2007). Strategies for success with English language learners. Alexandria, VA: Association for Supervision and Curriculum Development. The Faculty Room. (2004). Learning disabilities. Retrieved from http://www.washington.edu/doit/Faculty/Strategies/Disability/LD/ Tompkins, G. (2012). Teaching writing: balancing process and product. Fresno, CA: Pearson.