interdisciplinary writing unit civil rights movement: brown v board of education najakka hargrove...

Interdisciplinary Writing UnitCivil Rights Movement:

Brown v Board of EducationNajakka Hargrove

• Grade: 5th

• Genre: Narrative• Form: Response to Literature/Simulated

Journal• Content Area: Social Studies• Topic: Brown v Board of Education

Najakka Hargrove Read 7140 OWA

Georgia Writing AssessmentGrade:5

• Evaluation of students’ response to narrative, persuasive, or informational writing

• Taken in the month of March by all 5th graders• Need to be familiar with the writing process • Need to be familiar with genres and forms of

writing• Cover Georgia Performance Standards for

content purposes


Georgia Writing Assessment

• Scoring– Analytic

• More than one feature or domain is evaluate

– Holistic• Each domain is

evaluated holistically (making overall judgment)

– Domains• Content - 40%• Organization - 20%• Style - 20%• Convention - 20%

– Raters• 2 raters• Trained for

standardized scoring system

• 4yr college degree• No knowledge of

the author


Writing Prompts

• The teacher will have students to write on familiar topics to see what students are capable of writing.

• Student will be give 40 minutes to complete writing.• Students will select a topic from the following:

– Think of a day in your life when everything seemed to be going wrong. Tell about it.

– Tell about a time when you felt proud. – What is one of the funniest things that have ever happened to

you? Retell the event as completely as you can. – When you get to school, there’s a sign on the door stating,

"School’s Closed." What do you do?


Writing Process


• Whole Group (modeling)• same content and instructions• cover more information in the time allotted • Identify who does and doesn’t understand• opportunity to ask questions and answer questions• let students know their expectations

Instructional Grouping


• Small Group ( practice activity)– share ideas– make corrections to graphic organizers– Interact with peers

• Individual (assessment)– evaluate graphic organizer

– individual expectations

Instructional Grouping


• Development – high to medium writers, medium to medium

writers, medium to low writers

• Linguistic– sit next to a student who speaks English

proficiently and Spanish

• Culturally– sit with students with the same interest

according to student inventory

Student Grouping


Narrative Instructional Procedures

Beginning: introduce character(s), describes setting, presents problem or

conflict

Middle: adds to events presented in the beginning, conflict heightens, character face roadblocks

End: reconciles all that has happened, reveals outcome of problem or solution


Narrative Instructional Procedures

Choose narrative elements: – character(s): people or personified animals– Setting: place, time, weather, season, time

period – problem/conflict: tension or opposition

between forces in the plot – Plot: sequence of events involving characters

in conflict situations


Instructional Procedures

●70% of your write will take place ● choose a topic, title, purpose, audience, and form ● Think and organize thoughts and ideas

- graphic organizers* - free- writing - brainstorming


Graphic Organizer


Scoring Guide


Accommodations/ Modifications• Developmental

– look at pictures to generate ideas– given questions to plan their writing – Use kidspiration to create graphic organizer

• Cultural – role play correct behaviors– use visual prompts to redirect inappropriate behavior

• Linguistic– paired with a student who speaks English proficiently and

speaks Spanish – use tape recorder for notetaking


Instructional Procedures

●Use story map● Give character, setting, and plot at the beginning ● Write what you think and know about topic● Connect main ideas and supporting details● Explain and Support ideas● Put ideas into sentences and paragraphs● Each event is a paragraph● Errors not important● Content is important● Remember audience


Scoring Guide


InstructionalProcedures

●Give yourself time before revising● Reread rough draft● Make improvements● Add, subtract, delete, and rearrange material● Organize writing effectively● Use powerful introduction and conclusion● Receive feedback from peers and teacher


Scoring Guide



●Give yourself time before editing● check grammar, mechanics, punctuation, capitalization, sentence structure, subject-verb agreement, spelling, and documentation style. ● Read paper slowly aloud● Make complete sentences● Use multiple paragraphs● Make sure sentence began with a capital letter and end with correct punctuation● Check handwriting


Scoring Guide


Practice Activity

• Teacher will introduce editing marks and model how they are used using sample writing.

• Teacher will pass out copies of writing and index cards.• Students will read story silently.• Teacher will have the students to turn over index cards

with an editing mark on them.• Teacher will read the story. When the students’ editing

mark needs to be inserted, the student will stand up.• Students will write correct editing marks on their writing.• Student will trade cards with peers until everyone have

used all of the editing marks.



●Time to celebrate● Final copy w/ illustrations if appropriate● Let others read (share)● Use software for interactive version w/pictures, graphics, and recordings● Present to class


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Scoring Guide


interdisciplinary writing unit civil rights movement: brown v board of education najakka hargrove...

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