read 7140 dr. tonja root summer 2008 2 nd grade interdisciplinary writing unit
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READ 7140Dr. Tonja RootSummer 2008
2nd Grade Interdisciplinary Writing Unit
Grade Level: 2nd Genre: Persuasive WritingForm: LetterContent Area Connection:
Social StudiesPersonal Saving & Spending
English/Language ArtsCompetency in the writing process
3rd gradeCovers 4 types of writing:
Narrative InformationalPersuasiveResponse to Literature
Three performance levels:Does not meetMeetsExceeds
Writing samples must be collected throughout the year.
Scoring rubrics are used to score each type of writing.Georgia writing assessments. (2008). Georgia Department of Education. Retrieved May 16,
2008, from The Georgia Department of Education Testing Web Site: http://www.doe.k12.ga.us/ci_testing.aspx?PageReq=CI_TESTING_WA.
Students will write a letter to the teacher trying to persuade her into letting them have a class pet.
Students should include details such as what kind of pet they would like, the responsibilities involved with having a class pet, and how the class would take care of the pet.
1st stage of the writing process
Whole Group Instruction: Used for the introduction of the writing assignment,
explanation of the writing process and form of writing, read-aloud, and practice activity. All students need to receive the same basic information since this is the beginning of a persuasive unit project. Utilizing whole group instruction will enable all students to receive the same information and will enable students to have more time to work, thus increasing time on task.
Independent Work: During the assessment activity (graphic organizer).
Individual work will allow the teacher to assess each student and ensure that each student receives the individual attention and focus needed to complete their assignment. Individual work also allows students to work in their zone of proximal development and provides an opportunity for the teacher to scaffold individual instruction.
Developmental:preferential seating in the front of the classroom (to
receive clear instruction with limited distractibility)more time for assessment activity if neededstudent with ADHD will be allowed to stand while
completing his work or walk across the back of the room for periods of time as needed
Cultural:Letter sent home to parents explaining the unit;
includes details and expectationsThis will promote a sense of belonging for
culturally diverse families (Mastropieri & Scruggs, 2007).
Linguistic:included in whole group instruction for
directions, explanations, and practice activityallowed to have a partner Directions communicated in various ways:
Verbally, Written on board, Hardcopy given to student for easy reference
A translator will also be made available if needed, and the graphic organizer will be printed in the appropriate written language.
Introduce Persuasive writing
Writer takes a position (for or against) on an issue and writes to convince reader to believe his/her opinion
“Argumentative”Format: includes an
introduction, body, conclusion
I Wanna Iguana By: Karen Kaufmann Orloff
Decide our topic, genre of writing, purpose, and audienceTopic = MoneyGenre = Persuasive Form = LetterPurpose = Persuade & provide facts that support
opinionAudience = Someone you are writing a letter to
(someone you know such as classmate, teacher, parent)
Complete graphic organizer by writing down ideas
Do not use complete sentencesSpelling not important
Conclusion: (Summarize your main f acts and opinions)
I ntroduction:
My topic (item I have chosen): _______________________________
My opinion (3 reasons why I chose this item):
1. ___________________________________________________________ 2. ___________________________________________ ________________ 3. ___________________________________________________________
Body: (Provide details about each of your reasons)
1. _________________________________________________________________________________________________________________________________________________________________________________
2. _________________________________________________________________________________________________________________________________________________________________________________
3. __________________________________________________________________________________________________________________________________________________________ _______________________
Pulliam, J. (2008, May). Is it really worth it: Persuasive letter writing organizer. Unpublished graphic organizer, Valdosta State University, Valdosta, GA.
Students will independently complete the graphic organizer
Students choose an item they want to buyTrying to persuade a friend, parent, teacher,
etc. why the item is worth the moneyCannot use the same item that was used in
practice activityInclude factual information to support opinionUse checklist to be sure everything is included
JoAnn Pulliam, READ 7140 A, Su 2008 p. 1
Name ___________________________________ Date ____________________________________
1. I wrote my name on my graphic organizer. 2. I am thinking about who I want to write my letter to. 3. I chose a topic and wrote it down. 4. I listed 3 reasons why I chose my topic. 5. I provided details f or reason # 1. 6. I provided details f or reason # 2. 7. I provided details f or reason # 3. 8. I wrote a summary statement under the closing section. 9. I included f acts in my summary. 10. I included opinions in my summary.
Place a check in the box only af ter you have reviewed your graphic organizer to make sure the items are completed.
Pulliam, J. (2008, May). Persuasive writing: Prewriting checklist. Unpublished manuscript, Valdosta State University, Valdosta, GA.
Expectation: Exceeded Expectations
Met Expectations
Partially Met Expectations
Did Not Meet Expectations
INTRODUCTION
Chose a topic Yes With prompting
No
Opinion Listed more than three reasons.
Listed 3 reasons.
Listed two reasons.
Listed 1 or no reasons.
BODY
Reason 1 Listed more than 2 details to support reason.
Listed 2 details to support reason.
Listed one detail to support reason.
Listed no details.
Reason 2 Listed more than 2 details to support reason.
Listed 2 details to support reason.
Listed one detail to support reason.
Listed no details.
Reason 3 Listed more than 2 details to support reason.
Listed 2 details to support reason.
Listed one detail to support reason.
Listed no details.
CONCLUSION
Summary Provided a strong summary statement that included both facts and opinion. The fact was one that had not been used in the prior supporting details.
Provided a strong summary statement that included both facts and opinion.
Provided a strong summary statement that included facts or opinion.
Did not provide a summary statement.
Developmental Needs:Paired with a peer partner to assist student in
staying on taskAdditional timePeer partner will check student’s checklist also
Cultural Needs:Directions & specific instructions sent home to
share with parents For students that do not understand the concept of
saving and spending money, and the value of money in America, additional instruction will be provided
Information from local bank about savings account
Linguistic Needs:Directions given during whole group
instructionRepeated as necessaryPeer partnerStudent may ask teacher questions; one-on-one
2nd stage of the writing process
Whole Group Instruction: Used for the explanation of the stage of writing and the
practice activity Will enable all students to receive the same information
and will enable students to have more time to work, thus increasing time on task.
Independent Work: During the assessment activity Will allow the teacher to assess each student and
ensure that each student receives the individual attention and focus needed to complete their assignment.
Allows students to work in their zone of proximal development and provides an opportunity for the teacher to scaffold individual instruction.
Developmental:preferential seating in the front of the classroom
(to receive clear instruction with limited distractibility)
more time for assessment activity if neededstudent with ADHD will be allowed to stand while
completing his work or walk across the back of the room for periods of time as needed
Cultural:Letter sent home to parents explaining the unit;
includes details and expectationsThis will promote a sense of belonging for
culturally diverse families (Mastropieri & Scruggs, 2007).
Linguistic:included in whole group instruction for
directions, explanations, and practice activityallowed to have a partner Directions communicated in various ways:
Verbally, Written on board, Hardcopy given to student for easy reference
A translator will also be made available if needed
Use completed graphic organizersWrite those ideas in complete sentencesSpelling still not importantWill use a letter format (provided by teacher)Write neat so you can read it laterWalk through format with students:
Write date at the topGreetingBody of letterConclusionClosing (“Sincerely”)Signature
JoAnn Pulliam, READ 7140 A, Su 2008 p. 1
Name ___________________________ ______ Date ___________________________
________________________________________ (Your street number, street name, & apartment number (if living in an apartment) _________________________________________ (Your city, state, and zip code) _________________________________________ (Today’s date) ___________________________, (Greeting) ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
Headin
g In
troducti
on
Persuasive Letter
Drafting Format
JoAnn Pulliam, READ 7140 A, Su 2008 p. 1
Reason #1 details: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
Reason #2 details: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
Reason #3 details: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
Body
Para
gra
ph 1
Bo
dy
Para
gra
ph
2
Body
Para
gra
ph 3
JoAnn Pulliam, READ 7140 A, Su 2008 p. 1
Summary: _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _____________________________________,
(Closing) _____________________________________
(Your signature)
Pulliam, J. (2008, May). Persuasive letter drafting format. Unpublished graphic organizer, Valdosta State University, Valdosta, GA. Adapted from: Root, T. (n.d.). Friendly letter graphic organizer. Retrieved May 22, 2007, from: http://coefaculty.valdosta.edu/troot/eced4300/Graphic%20Organizers.htm.
Con
clus
ion
Students will individually complete a rough draft
Students use drafting letter format provided by teacher
Use checklist to be sure everything is included
Will be scored using teacher’s scoring guide
JoAnn Pulliam, READ 7140 A, Su 2008 p. 1
Name ___________________________________ Date ____________________________________
1. I wrote my name on my paper. 2. I wrote my address. 3. I wrote today’s date. 4. I wrote the greeting (Dear ______,). 5. I wrote my topic and my opinion about it. 6. I wrote 3 reasons for my opinion. 7. I wrote at least 2 details to support Reason # 1. 8. I wrote at least 2 details to support Reason # 2. 9. I wrote at least 2 details to support Reason # 3. 10. I wrote a summary. 11. I included facts in my summary. 12. I included opinions in my summary. 13. I wrote a closing word or phrase (Sincerely,). 14. I signed my name.
Place a check in the box only af ter you have reviewed your letter draf ting organizer to make sure the items are completed.
Pulliam, J. (2008, May). Persuasive writing: Drafting checklist. Unpublished manuscript, Valdosta State University, Valdosta, GA.
Expectation: Exceeded Expectations
Met Expectations
Partially Met Expectations
Did Not Meet Expectations
HEADING
Address Wrote complete address with no errors.
Wrote address with one or two minor errors.
Wrote partial address, or included more than two errors.
Did not write address.
Date Yes No Greeting Yes No
INTRODUCTION
Topic/position stated
First sentence includes the topic and position, is a complete sentence, and grabs the reader’s attention.
First sentence includes the topic and position, and is a complete sentence.
First sentence includes the topic and/or position, but is not a complete sentence.
First sentence does not include the topic and/or position.
Reasons stated Listed more than three reasons.
Listed 3 reasons.
Listed two reasons.
Listed 1 or no reasons.
BODY
Reason 1 Listed more than 2 details to support reason. Wrote in complete sentences.
Listed 2 details to support reason. Wrote in complete sentences.
Listed one detail to support reason. Wrote in incomplete sentences.
Listed no details.
Reason 2 Listed more than 2 details to support reason. Wrote in complete sentences.
Listed 2 details to support reason. Wrote in complete sentences.
Listed one detail to support reason. Wrote in incomplete sentences.
Listed no details.
Reason 3 Listed more than 2 details to support reason.; wrote in complete sentences.
Listed 2 details to support reason. Wrote in complete sentences.
Listed one detail to support reason. Wrote in incomplete sentences.
Listed no details.
CONCLUSION
Summary Provided a summary statement that included both facts and opinion. The fact was one that had not been used in the prior supporting details.
Provided a summary statement that included both facts and opinion.
Provided a strong summary statement that included facts or opinion.
Did not provide a summary statement.
Closing Included an appropriate closing word or phrase.
Did not include an appropriate closing word or phrase.
Pulliam, J. (2008, May). Persuasive writing: Drafting scoring guide. Unpublished scoring guide, Valdosta State University, Valdosta, GA.
Developmental Needs:Paired with a peer partner to assist student in
staying on taskAdditional timePeer partner will check student’s checklist also
Cultural Needs:Directions & specific instructions sent home to
share with parents For students that do not understand the concept of
saving and spending money, and the value of money in America, additional instruction will be provided
Information from local bank about savings account
Linguistic Needs:Directions given during whole group
instructionRepeated as necessaryPeer partnerStudent may ask teacher questions; one-on-one
3rd stage of the writing process
Whole Group Instruction:Used for the introduction , explanation of
revising stage, & practiceWill enable all students to receive the same
information and will enable students to have more time to work, thus increasing time on task.
In pairs:During assessment activityWill peer conference with one anotherProvide feedback and encouragementWill be given guidelines to follow during peer
conferencing
Developmental:preferential seating in the front of the classroom (to
receive clear instruction with limited distractibility)more time for assessment activity if neededstudent with ADHD will be allowed to stand while
completing his work or walk across the back of the room for periods of time as needed
Cultural:Letter sent home to parents explaining the unit;
includes details and expectationsThis will promote a sense of belonging for
culturally diverse families (Mastropieri & Scruggs, 2007).
Linguistic:included in whole group instruction for
directions, explanations, and practice activityallowed to have a partner Directions communicated in various ways:
Verbally, Written on board, Hardcopy given to student for easy reference
A translator will also be made available if needed, and the graphic organizer will be printed in the appropriate written language.
Revising poster printed on 8 ½” x 11” sheet of paper to place on student’s desk
Read our writingPartner listens to our writingPartner compliments our writingWriter asks questionsListener answers questions“ARRR”
AddingReplacingRemovingRearranging
Use checklist to guide you
Students will revise their drafts independently first
Students will work in pairs to revise their rough drafts
Students will use the “ARRR” strategy:AddReplaceRemoveRearrange
Use checklist to be sure everything is includedWill be scored using teacher’s scoring guide
JoAnn Pulliam, READ 7140 A, Su 2008 p. 1
Name of writer: ______________________ Name of partner: _____________________
1. I read my writing. 2. My partner listened to me reading my writing. 3. I stayed on topic. 4. I used clear sentences. 5. I removed words or sentences that did not make sense. 6. I used vocabulary words appropriately. 7. I replaced words that were confusing with better words. 8. I rearranged words and sentences if needed. 9. I added information and details where they were needed. 10. I used details that support my topic. 11. My information is organized. 12. My partner provided suggestions on things to change. 13. My partner complimented at least one thing about my writing. 14. My partner was helpful.
JoAnn Pulliam, READ 7140 A, Su 2008 p. 1
Answer the following questions:
1. What is one thing I like about my writing? _____________________________________________________
__________________________________________________________________________________________________________
2. What is one thing I can improve about my writing? _____________________________________________________
__________________________________________________________________________________________________________
Pulliam, J. (2008, May). Expository writing: Revising checklist. Unpublished manuscript, Valdosta State University, Valdosta, GA.
Expectation: Exceeded Expectations
Met Expectations
Partially Met Expectations
Did Not Meet Expectations
Stayed on topic Stayed on topic throughout entire writing.
Stayed on topic throughout most of the writing.
Stayed on topic for less than half of the writing.
Sentence structure Sentences are clear and varied (different types of sentences)
Sentences are clear.
Most sentences are clear (more than half).
Most sentences are not clear (less than half).
Vocabulary words All are used appropriately.
Most are used appropriately.
Few are used appropriately.
None are used appropriately.
Organization Information is organized and coherent.
Information is not organized.
Additions 4 or more additions were made.
3 additions were made.
2 additions were made.
1 or no additions were made.
Replacing All words were replaced with better word choices when necessary.
Most words were replaced with better word choices when necessary.
Few words were replaced with better word choices when necessary.
Words were not replaced with better word choices when necessary.
Removing All words not needed were removed.
Most words not needed were removed.
Few words not needed were removed.
No unnecessary words were removed.
Rearranging All needed rearrangements were made.
Most needed rearrangements were made.
Few needed rearrangements were made.
No needed rearrangements were made.
Completed revising checklist
Checked off all items and answered questions concerning their attitude towards their writing.
Checked off half of the items and/or did not answer the questions concerning their attitude towards their writing.
Checked off less than half of the items.
Developmental Needs:Paired with a peer partner to assist student in
staying on taskPartner determined by the teacherPartner will provide motivation & encouragement
Cultural Needs:Directions & specific instructions sent home to
share with parents For students that do not understand the concept of
saving and spending money, and the value of money in America, additional instruction will be provided
Information from local bank about savings account
Linguistic Needs:Directions given during whole group
instructionRepeated as necessaryPeer partnerStudent may ask teacher questions; one-on-one
4th stage of the writing process
Whole Group Instruction:Used for the introduction , explanation of editing
stage, & practiceWill enable all students to receive the same
information and will enable students to have more time to work, thus increasing time on task.
In pairs:During assessment activityWill work to edit their revised drafts“Two heads are better than one”Zone of proximal development
Developmental:preferential seating in the front of the
classroom during whole group instructionmore time for assessment activity if neededstudent with ADHD will be allowed to stand
while completing his work or walk across the back of the room for periods of time as needed
Cultural:Students will work in pairs to provide extra
support & encouragement
Linguistic:included in whole group instruction for
directions, explanations, and practice activityDirections communicated in various ways:
Verbally, Written on board, Hardcopy given to student for easy reference
Students will work in pairs to provide extra support & encouragement during practice & assessment activities
Wait 2 -3 days since revising Proofread (word-by-word)Use proofreader’s marksMarks corrections with a different colored
penProofread for:
SpellingCapitalizationPunctuationParagraph formation
Students will work in pairs to edit their revised copies
Students/partners will make suggestions and provide compliments
Students will use proofreader’s marks to edit their OWN work
Editing should be completed in a different colored pen than other writing
Use checklist to be sure everything is included
Will be scored using teacher’s scoring guide
Students are expected to use proofreader’s marks on their revised copies of their drafts.
Retrieved May 27, 2008, from:
http://www.avon.k12.oh.us/villageteachers/mrsgantz/editor-marks.gif
_____ 1. Use a different colored pen.
_____ 2. Correct misspelled words.
_____ 3. Capitalize first letters in the first word of each sentence.
_____ 4. Capitalize the first letter in proper nouns.
_____ 5. Put a period at the end of sentences, unless another punctuation mark is needed.
_____ 6. Make sure all sentences are complete.
_____ 7. Use proofreader’s marks to correct mistakes.
_____ 8. Let my partner make suggestions for changes.
_____ 9. Make suggestions to my partner.
Elements Meets Criteria Partially Meets Criteria
Does Not Meet Criteria
Pen Used a different color
Did not use a different color
Spelling Corrected most errors
Corrected few errors
Did not correct any errors
Capitalization First words in sentences and proper nouns
First words or proper nouns
Did not capitalize first words or proper nouns
Punctuation Used periods and question marks at the end of sentences appropriately. Used commas in a series and after the greeting and closing.
Did not use ending punctuation correctly. Used commas in a series and after the greeting and closing of the letter.
Did not use punctuation correctly.
Sentence Structure Wrote in complete sentences.
Wrote in complete sentences most of the time.
Did not write in complete sentences
Proofreader’s Marks
Correct most of the time.
Correct some of the time.
Did not use correctly.
Partner Cooperation Worked with a partner to offer and accept suggestions.
Worked with a partner to either offer or accept suggestions, but not both.
Did not work with a partner to offer or accept suggestions.
Developmental Needs:Paired with a peer partner to assist student in
staying on taskAdditional timePeer partner will check student’s checklist also
Cultural Needs:Directions & specific instructions sent home to
share with parents For students that do not understand the concept of
saving and spending money, and the value of money in America, additional instruction will be provided
Information from local bank about savings account
Linguistic Needs:Directions given during whole group
instructionRepeated as necessaryPeer partnerStudent may ask teacher questions; one-on-one
5th stage of the writing process
Whole Group Instruction:Used for the introduction , explanation of
publishing stage, & practice activityWill enable all students to receive the same
information and will enable students to have more time to work, thus increasing time on task.
Independent Work:Assessment activityIndividual accountability and assessment
Developmental:preferential seating in the front of the
classroom during whole group instructionmore time for assessment activity if neededstudent may ask teacher questions; one-on-one
supportCultural:
Students will work with partner to provide extra support & encouragement
Linguistic:included in whole group instruction for
directions, explanations, and practice activityDirections communicated in various ways:
Verbally, Written on board, Hardcopy given to student for easy reference
Students will work with partner to provide extra support & encouragement during practice & assessment activities if needed
Students create a final copy of their writing.written in neatest handwriting, or
typedInclude all corrections from
revising and editing stagesShare published piece with others
Students will work individually to publish their letters
Students rewrite their work in their neatest handwriting
Students use checklist Teachers use scoring guide to assess the
publishing stage of the writing process
_______ 1. I used my best handwriting._______ 2. I used the letter format._______ 3. I made all of my corrections on my
final copy._______ 4. I wrote in complete sentences._______ 5. I used correct spelling._______ 6. I used correct capitalization._______ 7. I used correct punctuation._______ 8. I read over my writing one last time.
Elements Meets Criteria Partially Meets Criteria
Does not meet Criteria
Handwriting Neat, legible Some words are not legible
Not legible
Revision Changes
Included all/most changes
Included few changes
Included no changes
Editing Changes
Included all/most changes
Included few changes
Included no changes
Signature Signed final copy of letter
Did not sign final copy of letter
Sharing Shared letter with someone
Plans to share with person to whom the letter is addressed.
Did not /does not plan to share letter with anyone
Comments:
Developmental Needs:Paired with a peer partner to assist student in
staying on taskAdditional timePeer partner will check student’s checklist also
Cultural Needs:Directions & specific instructions sent home to
share with parents For students that do not understand the concept of
saving and spending money, and the value of money in America, additional instruction will be provided
Information from local bank about savings account
Linguistic Needs:Directions given during whole group
instructionRepeated as necessaryPeer partnerStudent may ask teacher questions; one-on-one
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