Differentiated Instruction. Sarah Gavin & Wendy Gregg. Alston Middle School: 6 th – 7 th Grade Writing. Mission and Vision. Mission : Dorchester School District Two leading the way, every student, every day, through relationships, rigor, and relevance. .
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Sarah Gavin & Wendy Gregg
Alston Middle School: 6th – 7th Grade Writing
Mission: Dorchester School District Two leading the way, every student, every day, through relationships, rigor, and relevance.
Vision: Dorchester School District Two desires to be recognized as a “World Class” school district, expecting each student to achieve at his/her optimum level in all areas, and providing all members of our district family with an environment that permits them to do their personal best.
RAFT is a writing strategy that helps students understand their role as a writer, the audience they will address, the varied formats for writing, and the topic they'll be writing about. By using this strategy, teachers encourage students to write creatively, to consider a topic from a different perspective, and to gain practice writing for different audiences.
It teaches students to think creatively about writing by responding to the following prompts that are more similar to what they will see outside of the classroom:
How to use it: responding to the following prompts that are more similar to what they will see outside of the classroom:When, how, and what is needed to use R.A.F.T.s:
When to use it:
Before reading/the unit
During reading /the unit
After reading/the unit
As an assessment
With small groups
Whole class setting
As a summative assessment
As a pre-assessment
What is needed:
Pencil or Pen
Example of one completed
Math Example: responding to the following prompts that are more similar to what they will see outside of the classroom:
RAFTs Example for Language Arts responding to the following prompts that are more similar to what they will see outside of the classroom:
Social responding to the following prompts that are more similar to what they will see outside of the classroom: Studies RAFT Example:
You can keep it the same for a certain outcome
Social Studies RAFT Assignment in a different format responding to the following prompts that are more similar to what they will see outside of the classroom: (with the rubric):
To complete a RAFT Assignment you are expected to write from the point of view of a historical character. It is important that you include historically accurate details to help the reader better understand your character, write clearly, strive for creativity, and pay attention to the format.
Answer the following to help you plan your writing:
R-ole: Which role from the historical past will you play?
A-udience:Who will you be writing to? [This relates to the format below and you have many choices. You could write to yourself in a diary entry, the public in a speech or newspaper article, a loved one in a letter or poem, etc.]
F-ormat:What type of format or writing style will you use? (Remember you can write a song, newspaper article, journal entry, letter, public speech, or poem.)
T-opic:What important event will you be writing about? [Think about the most significant times in your character's life.]
You may include an illustration that you draw or paste into the document.
4. Step four: Assign students to small, heterogeneous groups of four or five or pairs and have them "put their heads together" to write about a chosen topic with one RAFTs assignment between them.
5. Step five: Circulate among the groups to provide assistance as needed. Then have the groups share their completed assignments with the class.
6. Step six: After students become more proficient in developing this style of writing, have them generate RAFTs assignments of their own based on current topics studied in class.
Ideas to make the R.A.F.T. activity: responding to the following prompts that are more similar to what they will see outside of the classroom:
A teacher can scaffold the RAFT activity as well by having the students work in certain groups or the teacher can assign a certain aspects of the RAFT and only allow the students to choose one of the aspects.
Use more visual options for them to create such as a comic stripe or diagram
A great quick warm-up or closure activity.
What is this activity?
When can I use this activity?
This activity is a quick fun way for the students to share what they know and ask questions
At the beginning of the class as review
At the end of class as closure
During the lesson to check for understanding
Why should I use this activity?
What do you need for this activity?
This activity is designed to give the students an opportunity to show/tell you what they know/remember from the lesson.
It also allows students that are shy or concerned about asking a question out loud in front of their peers a chance to ask the questions anonymously.
It is a good way to reflect on your teaching and to see what questions you still need to address or reteach.
You will need a hard surface (wall, door, or a parchment paper that is pinned up.)
The area needs to be enough space for the students to walk around and post things on it.
Students will need pencils or pencils.
Session Evaluation responding to the following prompts that are more similar to what they will see outside of the classroom: Participants are asked to complete a session evaluation for each session attended. Credit (attendance, renewal, and/or technology) will be added following evaluation completion.
For each question, use 1=Strongly Disagree, 2=Disagree, 3=Neither Agree nor Disagree, 4=Agree, 5=Strongly Agree. Your responses will assist us in planning future professional development in Dorchester School District Two.
7th Grade Writing
6th Grade Writing