interdisciplinary writing unit: expository
DESCRIPTION
Interdisciplinary Writing Unit: Expository. Shantelle Roberson READ 7140 OWA Summer 2008. 5 th Grade Level Expository Writing: Bio-Poem Social Studies: Immigration. Georgia 5 th Grade Writing Assessment. Description Evaluation of student response Assigned a topic - PowerPoint PPT PresentationTRANSCRIPT
Interdisciplinary Writing Unit:
Expository
Shantelle RobersonREAD 7140 OWA
Summer 2008
5th Grade LevelExpository Writing:
Bio-PoemSocial Studies:Immigration
Georgia 5th Grade Writing Assessment
DescriptionEvaluation of student responseAssigned a topicAllowed ~120 minutes to write essayAdministered in one dayMake-up given the following day
Type of Writing:
Narrative
Informational
Persuasive
Teacher’s Instructional Grouping
• Whole Group– Saves time; promotes active learning– Modeling
• Individual– Monitor students’ progress– Assessment
• Small Groups/Partners– Enhances social interactions– Scaffolding
Grouping: Students’ Needs
• Developmental– Students function independently at their
Zone of Proximal development• Cultural
– Students instructed with visual aids and modeling
• Linguistic– Students instructed at their language
demand
Accommodations/Modifications
Developmental Needs:
Heterogeneous Grouping
Preferential seating
Peer tutor
Assistive Technology
Modified Assignments
Short Breaks
Cultural/Linguistic Needs:
Visual Aids
Modeling
Peer Tutor
Repeated Instruction
Word Walls/Banks
Scaffolding
The Writing Process
5 Stages of Writing(1) Pre-Writing
(2) Drafting
(3) Revising(4) Editing
(5) Publishing
Prewriting•Getting-ready-to-write stage
•Generate and organize ideas
•Decide what direction to take
•Most neglected stage in the writing
process
•At least 70% of writing time
Determine~
Topic: Immigrant Group (Jewish)
Form: Bio-Poem
Audience: Teacher, Classmates
Purpose: To Inform
Instructional ProceduresPrewriting
• Modeling– No sentence structure
• Sentences, spelling, punctuation, etc.– Video Demos
• Hints about Print• Fact Fragment Frenzy
• Practice– Complete bio-organizer together– Reference materials, including internet
Assessment
• Bio-Poem Organizer (Individual)
• Reference materials, including internet
• Bio-poem Prewriting Scoring Rubric
Bio-Poem Organizer
Name ______________________________ Date __________________ Topic ______________________________ Audience ______________________ Form ______________________________ Purpose ________________________ Immigrant Group
Traits (adjectives) that describe the group
Immigrants of….
Motivated by… (why they left, why they chose America)
Hardships endured… (voyage, arrival, life in America)
Prejudices faced… (why, how, and from whom)
Impacted on… (how America benefited)
Other Factual Items… (Things they saw or did, clothes they wore, food they ate, length of stay at Ellis Island, etc.)
Who settled… (a brief description of specific place where immigrants settled after Ellis Island)
Synonymous descriptor
Citation for resources
Modified by Roberson, S. (2008). Bio-poem organizer. Bio-poem format: Retrieved May 16, 2008 from Heritage Preservation web site: http://www.heritagepreservation.org/Programs/Sos/4KIDS/4kids2000/bio.html
Bio-Poem Prewriting Scoring Guide
Name __________________________________ Date _________________________
Meets
(3 pts.) Partially met
(1 pt.) Did not meet
(No pts.) Points
Traits 6 adjectives to describe the group
4-5 adjectives to describe the group
No adjectives to describe the group
Motivation 5 items listed about immigrant
group
3 or less items listed about
immigrant group
No items listed about immigrant
group
Hardships 5 items listed about immigrant
group
3 or less items listed about
immigrant group
No items listed about immigrant
group
Prejudices 5 items listed about immigrant
group
3 or less items listed about
immigrant group
No items listed about immigrant
group
Impact 5 items listed about immigrant
group
3 or less items listed about
immigrant group
No items listed about immigrant
group
Factual Information
5 items listed about immigrant
group
3 or less items listed about
immigrant group
No items listed about immigrant
group
Format Follows poem format
Partially follows form format
Does not follow poem format
References At least 2 resources listed (print or online)
At least 1 resource listed
(print or online)
No resources listed (print or online)
Total Points
Comments: Roberson, S. (2008). Bio-poem prewriting scoring rubric. Valdosta State University: Georgia. READ 7140
Drafting •Focus on getting ideas on paper
•Little concern about mechanical aspects of writing
•Changes may be made in the topic, purpose, or even audience
•Label paper “Rough Draft”
•Skip Lines
•WRITE! WRITE! WRITE!
“ROUGH DRAFT”
Skip lines
Rough DraftX
X
X
X
X
Instructional ProceduresDrafting
• Modeling– Information pulled from organizer– Follow poem format/template
• Practice– Complete template together– Shared pen technique
Assessment• Bio-poem template (Individual)
• Factual Information
• Bio-poem Draft Scoring Rubric
Bio-Poem Template _________________________________
(Title of Poem)
_________________________________ (Author's Name)
___________________________
(Immigrant group)
______________, ______________, _______________, ______________
Immigrant of ______________________
Motivated by ____________, ____________ and ____________
Hardships endured ____________, ____________ and ____________
Prejudices faced____________, ____________ and ____________
Impacted on ____________, _____________, and _____________
___________________, _________________, and __________________
Who settled ________________________________________
_______________________________. (Synonymous descriptor)
Modified by Roberson, S. (2008). Bio-poem template from: Opp-Beckman, L. (2003). Pizazz…Persona-Poems. Retrieved May 19, 2008 from University of Oregon web site: http://darkwing.uoregon.edu/~leslieob/bio-poem.html
Bio-poem Drafting Scoring Rubric
Name __________________________________ Date _________________________
Meets (3 pts.)
Partially meets (1 pt.)
Did not meet (No pts.)
Points
Traits 4 adjectives to describe the
group
2-3 adjectives to describe the
group
No adjectives to describe the group
Motivation Selected 3 items about immigrant
group
Selected 2-3 items about
immigrant group
No items listed about immigrant
group
Hardships Selected 3 items about immigrant
group
Selected 2-3 items about
immigrant group
No items listed about immigrant
group
Prejudices Selected 3 items about immigrant
group
Selected 2-3 items about
immigrant group
No items listed about immigrant
group
Impact Selected 3 items about immigrant
group
Selected 2-3 items about
immigrant group
No items listed about immigrant
group
Factual Information
Selected 3 items about immigrant
group
Selected 2-3 items about
immigrant group
No items listed about immigrant
group
Format Follows poem format
Partially follows form format
Did not follow poem format
Total Points
Comments:
Roberson, S. (2008). Bio-poem drafting scoring rubric. Valdosta State University: Georgia. READ 7140
Revising
•Clarify/refine your ideas
•Revising types:
~add
~delete
~rearrange
~substitute
•Continual process
Reread rough draftWriting GroupMake revisions w/ different color ink
Instructional ProceduresRevising
• Modeling– Point out revisions
• Practice– Students paired into writing groups
• Students share their writing with peers• Peers offer comments, suggestions, and ideas• Students revise on the basis of the feedback receive
from the writing group.– Revise class’ completed rough draft
Assessment•Different color revision marks
•Proofreaders’ marks
•Bio-poem Revising Scoring Rubric
Bio-poem Revising Scoring Rubric
Name _________________________________
Exceeds Standard
3
Meets Standard
2
Partially Meets
Standard 1
Does not Meet Standard
0
Self Score
Teacher Score
Adding *6 or more additions were
made *Additions
varied (words, sentences,
phrases, etc.)
5 additions were made
3-4 additions were made
2 or less additions were
made
Deleting All unnecessary information or
words were deleted
Most unnecessary
information or words were
deleted
Some unnecessary
information or words were
deleted
There is information (or
words) that needs to be
deleted, yet no deletions were
made
Rearranging All rearrangements were made as
necessary
Most rearrangements made to clarif y
writing
Some rearrangements were made to clarify writing
There were no rearrangements
that were needed were
not made
Color of revision marks
All revisions are made using
a diff erent colored pen
Most revisions are made using
a diff erent colored pen
Revisions are made with same color pen/ pencil in which draf t was written
Proof reading
Marks
All proof reading
marks are used correctly
Most proof reading
marks are used correctly
Some proof reading
marks are used correctly
No proof reading marks have been used or all have been used incorrectly
Total Score: Modified by Roberson, S. (2008). from: Kidd, L. (2007). Bio-poem revising scoring guide. Unpublished rubric, Valdosta State University, Valdosta, GA.
Editing•Put piece into final form•Focus on Mechanics ~ Spelling ~ Punctuation ~ Sentence structure ~ Capitalization (Proper Nouns)•Use Proofreaders’ marks
Instructional ProceduresEditing
• Modeling– Point out mechanics
• Practice– Students partner with peer editor
• Locate mechanical errors• Edit on basis of feedback from peer
– Edit class’ revised draft• Shared pen technique
– Use dictionary, thesaurus, other references
Assessment• Mechanics
• Proofreaders’ Marks
• Editor’s Checklist
• Bio-poem Editing Scoring Rubric
Proofreaders’ Marks
Tompkins, G. E. (2008). Teaching writing: Balancing process and product. Upper Saddle River, New Jersey: Pearson Prentice Hall.
Editor’s Checklist
Author Peer
Editor Category
I have circled and corrected the words that might be misspelled, using a dictionary or asking someone if necessary.
I have checked that all proper nouns begin with capital letters.
I have checked for grammar mistakes, including subject-verb agreement.
I have used a different color pen than the one I used during revising and drafting.
I have used proofreaders’ marks to identify and make corrections (author only).
Comments:
Author: ____________________ Editor: ______________________
Modified by Roberson, S. from: Tatum, S. (2008). Editing checklist for author and editor. Unpublished manuscript. Waycross, GA. Valdosta State University.
Bio-poem Editing Scoring Rubric
Meets 3 pts.
Partially meets 2 pt.
Does not meet No pts.
Points
Grammar; Subject/Verb Agreement
Most grammar is correct; correct
subject/verb agreement
Some grammar is correct; some
correct subject/verb agreement
Very little or no grammar is correct;
subject/verb agreement
Spelling Most spelling is correct
Some spelling is correct
Very little or no spelling is correct
Capitalization (Proper Nouns)
Most capitalization is correct
Some capitalization is correct
Very little or no capitalization is
correct
Proofreaders’ Mark
Most proofreading marks are used
correctly
Some proofreading marks are used
correctly
No proofreading marks have been
used or all have been used incorrectly
Color of editing marks
All revisions are made using a
different colored pen
Most revisions are made using a
different colored pen
Revisions are made with same color
pen/pencil in which draft was written
Total points
Comments:
Roberson, S (2008). Bio-poem editing scoring rubric. Unpublished manuscript. Valdosta State University, G.A.: READ 7140.
•Recopy writing ~ Neatness
•Final Form: ~ Making books
~ Poetry Tree
~ Author’s Chair
Publishing
Instructional ProcedurePublishing
• Practice– Recopy class’ edited draft
– Best Handwriting
– Display poem on Poetry Tree
•Readable
•Content
•Illustration
•Bio-poem Publish Rubric
Assessment
Bio-poem Publish Scoring Rubric
Criteria Exceeds 4 pts.
Meets 3 pts.
Partially Meets 2 pts.
Does not meet No pts.
Points
Ideas (Lines)
All ideas are factual and relevant to requested information
Most ideas are factual and relevant to requested information
Some ideas are factual and relevant to requested information
No ideas are factual and relevant to requested information
Word Choice Precise, original, fresh words Creates vivid images
Uses most descriptive words to create image Experiments with new and different word with success
Attempts to use descriptive words to create images Experiments with new and different words with some success
General or ordinary words Attempts new words with limited success may include inappropriate words or limited use of vocabulary
Language Conventions (spelling, grammar, punctuation)
Has grade-level Appropriate spelling, grammar, and punctuation; contains few, if any, errors that do not interfere with the reader’s understanding.
Has mainly grade level Appropriate spelling, grammar, and punctuation; contains some errors that do not interfere with the reader’s understanding.
May contain many errors in spelling, grammar, and/or punctuation that may interfere with the reader’s understanding.
May contain frequent and numerous errors in spelling, grammar, and punctuation that interferes with the reader’s understanding.
Content (Poem)
The content of this poem is clearly related to the topic.
The content of this poem relates to the topic well.
The content of this poem relates to the topic only minimally.
The content of this poem does not relate to the topic.
Format Follows poem format
Partially follows form
format
Did not follow poem format
Illustration/ Picture
Effective and creative use of an illustration or picture enhances the poem’s meaning.
Uses an illustration or picture to enhance the poem’s meaning.
Uses an Illustration or picture that may add to the poem’s meaning.
Lacks an illustration or picture.
Effort Student’s work
demonstrates a complete understanding of the assignment and goes beyond the requirements.
Student’s work demonstrates an understanding of the assignment.
Student’s work Demonstrates some understanding of the assignment.
Student’s work Lacks understanding of the assignment.
Neatness (“Readable”)
Handwriting is legible or poem is typed
Handwriting is legible or poem is typed
Handwriting is legible or poem is typed
Handwriting needs improvement; poem needs to be typed
References Print/On-line
3+ resources listed
2 resources listed
1 resource listed
No resources listed
Total Points
Comments:
Roberson, S. (2008). Bio-poem publishing scoring rubric. Unpublished transcript. Valdosta State University, G.A.: READ 7140