interdisciplinary writing unit narrative & informational writing teresa darlene smith

Interdisciplinary Writing Unit Narrative & Informational

Writing

Teresa Darlene Smith

Georgia Writing Test

• Statewide performance-based test• tested in 3rd, 5th, 8th, and 11th grades

• Purpose • improve writing instruction

• improve writing skills

Introduction To The Unit

• Fourth grade

• Narrative Writing

• Informational Writing

• Stages of the writing process• prewriting, drafting, revising, editing,

publishing

Georgia Performance Standards

• GPS Content Areas• Math, English /Language Arts, Science, and Social

Studies

• Performance Standards• Expectations for assessment, instruction, student’s

work

Grouping Arrangements

• Individual• assess what students does/not know

• Small Group• groups of 2 or 4-medium to high ability and groups

of 2 to 4 medium to low ability• collaboration increases motivation

• Whole Group• effective for instruction• increase time on task

Content Area Of Integration

• Social Studies• Study of abolitionist and suffrage

• Slavery

• Harriet Tubman

• Underground Railroad

Social Studies GPS

• SS4H5 The student will analyze the challenges faced by the new nation.• Identify the major leaders of the

Constitutional Convention (James Madison and Benjamin Franklin) and describe the major issues they debated, including the rights of states, the Great Compromise, and slavery.

Interdisciplinary Narrative Writing Lesson Plan

Prewriting

English Language Arts GPS

• ELA4W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The student• Plans and drafts independently and

resourcefully.

• ELA4W2 The student demonstrates competence in a variety of genres.• Establishes a plot, setting, and conflict,

and/or the significance of events.

Mode Of Writing

• Narrative Writing• Story telling

Stage Of Writing

• Prewriting• Getting-ready-to-write-stage

Narrative Pre-assessment

• Writing interest survey

• Reliable assessment activity• write a personal narrative

• provide topic list (2-4 topics)

• all students have the same paper, writing instruments, and time limit

Student Materials

• Resources• data charts , notes, books, Internet sites

• Narrative topic list

• Story map

• Narrative prewriting checklist

Teacher Materials

• Interdisciplinary Narrative Writing Unit

• Internet

• Scoring guidelines for narrative prewriting

• Overhead projector

• White board/markers

• Completed story map


• Individual• Assessment

• Small Group• Brainstorming ideas

• Whole Group• Instruction, modeling, and practicing

Instructional Procedures

Mode Of Writing Instruction

• Narrative• tells a story

• usually written from the author’s point of view

• personal experiences

• memorable events


• Five story elements

• plot, setting, characters, theme, and point of view

• Beginning (setting, character/s)

• Middle (events)

• End (resolution)

Stage Of Writing Instruction

• Prewriting• Choose a topic

• Consider the purpose, audience, and form

• Story Map• Brainstorm ideas in small group

• Fill in story map individually

• Lists idea in phrases

Modeling

• Review• Topic, purpose, audience, and form

• Transparency of completed story map• Setting, time, place, characters, problem, events,

resolution• Written in phrases

Practice Activity

• Quick review • social studies content previously taught

• Discuss• topic, purpose, audience, and form

• Story Map (Annabelle)• brainstorm (whole class)• fill out story map using shared writing

• Checklist• review expectation (whole class)

Assessment Activity

• Small group• choose topic• brainstorm ideas

• Individual• fill out story map

• complete and sign checklist

• turn in

Modifications/Accommodations

• Developmental delayed• assistive technology- Alpha Smart• extra time to complete

• Cultural and linguistic backgrounds• use language that is appropriate to audience• pair students with partner of same language

• Gifted• may skip some instruction• work at his/her own pace

Narrative Writing Topics Grade 4

YOU are a slave catcher. You have heard that a nearby house is a "safe house" on the Underground Railroad, and three escaped slaves may be hiding in it. YOU are a slave in Mississippi in 1854. You have recently run away, and you are spending the night alone in a swamp. YOU are Titus, a slave, and you are preparing to run away from your master. YOU are J ohn Corlies, a slave-owner in Monmouth County, New J ersey. Your slave Titus has recently run away. YOU are a Quaker who runs an Underground Railroad safe house. You have three runaway slaves hiding in your cellar, and you know that a group of slave catchers is searching houses in your neighborhood. Czajka, C. W. (2004). Slavery and the Making of America. Retrieved May 15, 2006, from

http://www.pbs.org/wnet/slavery/teachers/lesson1.html

Students Name: _________________ Date: ____________________ Smith, T. D. (2006). Story map. Unpublished manuscript, Valdosta State University (Read 7140), GA.

Setting Time Place

Characters

Problem or Goal

Event 1

Event 2

Event 3

Resolution

Narrative Writing Checklist (Prewriting) Grade 4

Consider _________ Did I consider the purpose? _________ Did I consider the audience? _________ Did I consider the form? Organize ________ Did I brainstorm to generate ideas? ________ Did I share my ideas with my group? ________ Did I use available resources (data chart, books

Internet) in my classroom? ________ Did I write my ideas on a graphic organizer

chart, story chart, sandwich chart)? Writing ________ Who are the characters? ________ What do my characters look like? ________ How do my characters feel? ________ Where does the story takes place? ________ When does the story take place? ________ What is the problem or situation? ________ What are some events that will add interest? ________ How does the story end?

Signed_____________________________ Date____________________ Smith, T. D. (2006). Narrative writing checklist: prewriting. Unpublished manuscript,

Valdosta State University (Read 7140), GA.

Scoring Guidelines For Prewriting Exceeds

Standards 4

Meets Standards

3

Meeting Some Standards

2

Improvement Needed

1

Setting Relevant to story with 4 or more details

Relevant to story with 3 details

Relevant to story with 2 details

Relevant to story at least 1 detail

Characters Lists characters provides several details

Lists characters provides some details

Lists characters provides few details

Lists characters provides little details

Problem/Goal Describes conflict and provides several supporting details

Describes conflict and provides some supporting details

Describes conflict and provides few supporting details

Describes conflict and provides little supporting details

Events Lists 4 events responses provides enough details to show exceptional thinking, imagination, or insight into the topic

Lists 3 events responses provides enough details to show proficient thinking, imagination, or insight into the topic

Lists 2 events responses provides enough details to show adequate thinking, imagination, or insight into the topic

Lists 1 event response provides enough details to show limited thinking, imagination, or insight into the topic

Resolution Gives conclusion wraps up all loose ends

Gives conclusion wraps up most loose ends

Gives conclusion wraps up some loose ends

Gives conclusion fails to wrap up loose ends

Student________________________

Date______________________ Smith, T. D. (2006). Scoring guides for prewriting. Unpublished manuscript, Valdosta State University

(Read 7140), GA.


Drafting


• ELA4W2 The student demonstrates competence in a variety of genres.The student produces a narrative that:• Engages the reader by establishing a

context, creating a point of view, and otherwise developing reader interest.

• Establishes a plot, setting, and conflict, and/or the significance of events.

• Provides a sense of closure to the writing.

Stage Of Writing

• Drafting• Putting ideas on paper

Student Materials

• Copy of completed story map

• Pencils

• Wide rule notebook paper

• Narrative drafting checklist

Teacher Materials

• Interdisciplinary Narrative Writing Unit

• Scoring guidelines for narrative drafting


• White board/markers

• Chart paper

• Completed story map


• Whole Group• instruction, modeling, and practicing

• Individual• assessment


• Rough draft or sloppy copy• Put ideas on paper

• Write in complete sentences

• Skip lines between sentences

• Handwriting needs to be legible

• Not concerned about organization, spelling, capitalization, punctuation

Modeling

• Transparency of completed rough draft

• Think-out-loud• Rough draft written on top

• Skipped one line between written

• Did not write on back

• Lead, setting, characters, and problem

• Events with supporting details• Resolution

Practice Activity

• Overhead • Completed story map (Annabelle)

• Brainstorming (whole class)• Interactive writing on board

• Lead, setting, character, events, resolution

• Class votes on best ideas

Practice Activity

• Chart paper• Sketch story using shared writing • Rough draft top, skip lines, don’t write on back • complete sentences• paragraphs to separate introduction, events, resolution

• Ignore errors• Spelling, capitalization, punctuation

Assessment Activity

• Write a rough draft• Work individually

• Write rough draft using story map

• Complete checklist, sign

• Turn in



• Cultural and linguistic backgrounds• pair students with partner of same language• accept dialect

• Gifted• work at his/her own pace• partner for dictation

Narrative Writing Checklist (Drafting) Grade 4

Beginning ___________ Did I write an interesting lead to develop the plot? __________ Did I introduce my character/s? __________ Did I describe the setting and time? Middle ________ _ Did I add details describing my character/s? ________ _ Did I add supporting details that were not on my

graphic organizer? ________ _ Did I add suspense or build a climax based on the

conflict or goal? ________ _ Did I use paragraphs to write about diff erent

events? End __________ Did I tie up all the loose ends? ________ _ Did I have a resolution for the conflict or goal? __________ Did I have a conclusion or ending for my story?

Smith, T. D. (2006). Writing narrative checklist: Drafting. Unpublished manuscript, Valdosta State University (Read 7140), GA.

Scoring Guidelines For Drafting Exceeds

Expectations 4

Meets Expectations

3

Meets Some Expectations

2

Does Not Meet Expectation

1

Uses Graphic Organizer

Uses graphic organizer as a guide to write story. Expands on all ideas.

Uses graphic organizer as a guide to write story. Expands on most ideas.

Uses graphic organizer as a guide to write story. Expands on some ideas.

Uses graphic organizer as a guide to write story. Expands little on ideas.

Beginning of Story

Writes an interesting lead to “hook” the audience. Introduces setting, time, and character/s and adds several details.

Writes 3 to 4 sentences to introduce the topic. Introduces setting, time, and the character/s and adds some details.

Writes 2 to 3 sentences to introduce the topic. Introduces setting, time, and the character/s and adds few details.

Writes 1 to 2 sentences to introduce the topic. Introduces setting, time, and the character/s.

Middle of Story Develops character/s. Adds three or more details to each event to develop the plot.

Develops character/s. Adds two or more details to each event to develop the plot.

Adds at least one supporting detail for each event to develop plot.

List the events but does not add supporting details.

End of Story Ties up all loose ends. Writes a resolution for the problem or goal

Ties up most of the loose ends. Writes a resolution for the problem or goal.

Ties up some of the loose ends. Writes a resolution for the problem.

Writes a resolution for the problem.

Student___________________ Date_________________

Smith, T. D. (2006). Scoring guidelines for drafting. Unpublished manuscript, Valdosta State University (Read 7140), GA.


Revising


• ELA4W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The student• Revises selected drafts to improve

coherence and progression by adding, deleting, consolidating, and rearranging text.

Student Materials

• Copy of completed draft

• Copy of the proofreaders’ marks

• Blue and green ink pens

• Revising checklist

Teacher Materials

• Copy of revised draft (modeling)

• Copy of proofreaders’ marks


• Blue and green ink pens

• Scoring guidelines for revising


• Whole class• Instruction, modeling, practicing

• Individual• Revising (first)

• Small group• Revising partners (second)


• Revising• Reread rough draft after 1-2 days

• Use proofreaders’ marks• Add details to clarify, create interest

• Substitute words

• Delete sentences not related to topic

• Rearrange sentences/paragraphs for sequencing and clarity


• Not concerned with• Subject and verb agreement

• Commas in a series

• Spelling

• Capitalization

• Punctuation

Modeling

• Completed rough draft

• Read slowly

• Draw attention• Add-ins, deletions, substitutions, rearranging

• Misspelled words, comma usage, capitalization, punctuation (not corrected)

Modeling

• Compliments• I liked the part where_______

• Your lead grabbed my attention because_______

• Questions• Are there some words I need to change?

• Is there something I need to delete?

• Is there something that is not clear?

Practice Activity

• Completed rough draft (Annabelle)

• Read slowly

• Use proofreaders’ marks

• Compliments

• Questions

Assessment Activity

• Work individual

• Read rough draft slowly

• Revise with green pen


Assessment Activity

• Small group• Author reads story• Partner offers suggestion• Author revises with blue pen, if agreeable• Use proofreaders’ marks• Partner gives compliments and asks for clarification• Author asks questions


• Developmental delayed• Partner for dictation• extra time to complete

• Cultural &linguistic backgrounds• pair students with partner of same language• Mini lesson on transition words


Revising Checklist 4th Grade Author ___________________ Reread story Uses proof readers’ marks for revising A dd details to clarify meaning, add interest A dd details or action to existing events Substitute word use, adjectives Delete words or sentences not related to topic Rearrange sentences to clarify meaning M ade revisions based on comments Partner__________________ Give compliments Off ered suggestions A sked questions

Smith, T. D. (2006). Revising checklist4th grade. Unpublished manuscript, Valdosta State University (Read 7140), GA.

Scoring Guidelines For Revising Exceeds

Expectations 4

Meets Expectations

3


2

Improvement Needed

1

Proofreaders’ marks

Uses a wide variety of proofreaders’ marks

Uses a some proofreaders’ marks

Uses a few proofreaders’ marks

Uses very little proofreaders’ marks

Substitutes Words

Uses both the dictionary and Thesaurus to locate adjectives, synonyms, and antonyms

Uses both the dictionary and Thesaurus to locate adjectives

Uses either the dictionary and Thesaurus to locate adjectives

Uses neither the dictionary and Thesaurus to locate adjectives

Add Adds many additional words to clarify meaning

Adds some additional words to clarify meaning

Adds few additional words to clarify meaning

Adds little additional words to clarify meaning

Delete Deleted all sentences that are not related to topic

Deletes most sentences that are not related to topic

Deletes some sentences that are not related to topic

Deletes few sentences that are not related to topic

Rearrange Rearrange 3 sentences to sequence events

Rearrange 2 sentences to sequence events



Sentence Variation

Uses wide variety of sentences. (Simple, compound complex)

Uses some variety of sentences. (Simple, compound complex)

Uses little variety of sentences. (Simple, compound complex)

All sentences are simple

Smith, T. D. (2006). Scoring guideline for revising. Unpublished manuscript, Valdosta State University

(Read 7140), GA.


Editing


• ELA4W3 The student uses research and technology to support writing. The student• Uses various reference materials (e.g.,

dictionary, thesaurus, encyclopedia, electronic information) as aids to writing

• ELA4W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The student• Edits to correct errors in spelling, punctuation,

etc.


• ELA4C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student• Uses and identifies correct mechanics (end marks,

commas for series, capitalization), correct usage (subject and verb agreement in a simple sentence), and correct sentence structure (elimination of sentence fragments).


• Spells most commonly used homophones correctly (there, they’re, their; two, too, to).

• Varies the sentence structure by kind (declarative, interrogative, imperative, and exclamatory sentences and functional fragments), order, and complexity (simple, compound).

Group Arrangements

• Whole class• Modeling , instruction, and practicing

• Individual• Editing (first)

• Small group• Editing (second)

Student Materials

• Copy of revised rough draft

• Red and purple pens

• Checklist for editing

Teacher Materials

• Edited copy of rough draft (modeling)


• Red and purple pens

• Markers

• Scoring guidelines for editing


• Editing• Polishing (final form)

• Read story• Slowly word-by-word

• Mark errors with proofreaders’ marks• Spelling

• Capitalization, punctuation

• Subject and verb agreement

Modeling

• Edited rough draft

• Read draft slowly (word-by-word)

• Errors denoted by proofreaders’ marks• Spelling




Practice Activity

• Revised draft (Annabelle)

• Teacher read slowly

• Students point out errors • Uses proofreaders’ marks

• Uses interactive writing

• Uses dictionary to look up spelling

• Uses Thesaurus for word substitution

• Complete checklist together

Assessment Activity

• Edit revised story

• Individually• Read slowly

• Mark errors with purple pen


• Complete and sign checklist

Assessment Activity

• Small group (partners sit side-by-side)• Author reads slowly

• Partner points out errors

• Author marks errors with red (if agree)

• Partners signs checklist


• Developmental delayed• dictation • extra time to complete

• Cultural and linguistic backgrounds• pair students with partner of same language• mini lesson on subject and verb agreement


Editing Checklist 4th Grade

A uthor____________________ Editor___________________ Date________________ A uthor Editor

Reread the story with my partner Used proof readers’ marks Complete sentences Subject and verb agreement in sentences Spelling Sentences end in punctuation Commas in a series Capitalization Smith, T. D. (2006). Editing checklist 4th grade. Unpublished manuscript, Valdosta State University (Read

7140), GA.

Scoring Guidelines For Editing Exceeds

Expectations 4

Meets Expectations

3


2

Improvement Needed

1

Complete Sentences

All sentences are complete

Most sentences are complete

Some sentences are complete

Few sentences are complete

Subject and verb agrees

All subject and verb agrees

Most subject and verb agrees

Some subject and verb agrees

Few subject and verb agrees

Spelling No misspelled words

Few misspelled words

Some misspelled words

Several misspelled words

End marks All sentences have correct punctuation (period, questions marks, exclamation marks)

Most sentences have correct punctuation (period, questions marks, exclamation marks)

Several sentences have correct punctuation (period, questions marks, exclamation marks)

Few sentences have correct punctuation (period, questions marks, exclamation marks)

Commas in a series

All commas in a series are correct

Most commas in a series are correct

Several commas in a series are correct

Few commas in a series are correct

Capitalization All sentences begins with a capital letter

Most sentences begins with a capital letter

Several sentences begins with a capital letter

Few sentences begins with a capital letter

Capitalization All proper nouns

Most proper nouns

Several proper nouns

Few proper nouns

Smith, T. D. (2006). Scoring guidelines for editing. Unpublished manuscript. Valdosta State University

(Read 7140) GA.


Publishing


• ELA4W3 The student uses research and technology to support writing. The student• Demonstrates basic keyboarding skills and familiarity

with computer terminology (e.g., software, memory, disk drive, hard drive).

Student Materials

• Copy of edited draft

• Checklist for publishing

• Computer

• Floppy

Teacher Materials

• Completed published copy (modeling)

• Scoring guidelines for publishing

• Computer lab

• Smart board

• Overhead


• Whole Class• Instruction, modeling, and practicing


Stage Of Instruction

• Publishing

• Final stage of writing

• Polished copy

• Share orally or display it publicly

Modeling

• Read story through without stopping

• Students listen and discuss

• Beginning• Lead, character, setting

• Middle• Events, drama, climax

• Ending• Loose ends, resolution

Modeling

• Published story• Display on Smart Board

• Edited copy• Display on overhead

• Comparison (edited, published)

Practice Activity

• Edited copy of Annabelle• On overhead

• Use computer and Smart Board• Type first two paragraphs as student observe

• Talk about format

• Double space, indent paragraph

• Make appropriate corrections

Assessment Activity

• Edited story

• Review publishing checklist

• Students type story

• Adds clip art

• Stories are bound and placed in media center


• Developmental delayed• assistive technology- computer

• extra time to complete

• Cultural and linguistic backgrounds• pair students with partner of same language

• Mini lesson on basic keyboarding skills

• Gifted• work at his/her own pace

Publishing Checklist 4th Grade

A uthor_________________ Date__________________ M ade all my changes f rom revising and editing Used the correct format (beginning, middle, ending) Worked carefully while I typed A dded illustrations Shared my work with others in the class Smith, T. D. (2006). Editing checklist 4th grade. Unpublished manuscript, Valdosta State University (Read

7140), GA.

Scoring Guidelines For Publishing Exceeds

Expectations 4

Meets Expectations

3


2

Improvement Needed

1

Made appropriate changes

Made all changes from revising and editing

Made most changes from revising and editing

Made some changes from revising and editing

Made few changes from revising and editing

Used correct story format (beginning)

Writes an interesting lead to “hook” the audience. Introduces setting, time, and character/s and adds several details.

Writes 3 to 4 sentences to introduce the topic. Introduces setting, time, and the character/s and adds some details.

Writes 2 to 3 sentences to introduce the topic. Introduces setting, time, and the character/s and adds few details.

Writes 1 to 2 sentences to introduce the topic. Introduces setting, time, and the character/s.

Used correct story format (middle)

Develops character/s. Adds three or more details to each event to develop the plot.

Develops character/s. Adds two or more details to each event to develop the plot.

Adds at least one supporting detail for each event to develop plot.

List the events but does not add supporting details.

Used correct story format (ending)

Ties up all loose ends. Writes a resolution for the problem or goal

Ties up most of the loose ends. Writes a resolution for the problem or goal.

Ties up some of the loose ends. Writes a resolution for the problem.

Writes a resolution for the problem.

Keyboarding I was very careful- no typing errors

I was careful- few typing errors

I was somewhat careful- some typing errors

I was not careful several typing errors

Smith, T. D. (2006). Scoring guidelines for publishing. Unpublished manuscript, Valdosta State University

(Read 7140), GA.

Interdisciplinary Informational: Biography Writing Lesson Plan

Introduction To Unit

• Introduction To Unit

• Fourth grade

• Informational Writing

• Stages of the writing process• prewriting, drafting, revising, editing,

publishing


• Individual• assess what students does/not know

• Small Group• groups of 2 or 4-medium to high ability & medium

to low• collaboration increases motivation

• Whole Group• effective for instruction• increase time on task

Content Area Of Integration

• Social Studies• Study of abolitionist and suffrage

• Slavery

• Harriet Tubman

• Underground Railroad

Social Studies GPS

• SS4H5 The student will analyze the challenges faced by the new nation.• Identify the major leaders of the

Constitutional Convention (James Madison and Benjamin Franklin) and describe the major issues they debated, including the rights of states, the Great Compromise, and slavery.


Prewriting



resourcefully.


• ELA4W2 The student demonstrates competence in a variety of genres.The student produces informational writing (e.g., report, procedures, correspondence) that:• Creates an organizing structure appropriate to a

specific purpose, audience, and context.

• Draws from more than one source of information such as speakers, books, newspapers, and online materials.



resourcefully.

• ELA4W2 The student demonstrates competence in a variety of genres.• Establishes a plot, setting, and conflict,

and/or the significance of events.

Mode Of Writing

• Informational:Biography

• Shares information with the reader • Well supported

• Facts, comparisons, quotes from reputable source

• Reports, essays, letters, brochures, or articles

Stage Of Writing

• Prewriting• Getting-ready-to-write

• Brainstorming

• Gathering information

Informational Pre-assessment

• Reliable assessment activity• all students have the same paper, writing

instruments, and time limit

• Assignment• write a autobiography

Student Materials

• Informational library books (age appropriate), Encyclopedias, Internet

• Biography prewriting checklist

• Biography topic list

• Biography note taking organizer

• Lifeline organizer

• Biography writing organizer

• Pencils

Teacher Materials


• Markers

• White board

• Completed biography lifeline

• Completed biography note taking organizer

• Completed biography writing organizer

• Scoring guidelines for prewriting biographies


• Whole group• Instruction, modeling, and practicing

• Small group• Brainstorming

• Individual • Assessment


• Informational Writing• inform the reader

• Biography• written account of someone's life • choose a topic (person)• brainstorming some research questions • gathering and organizing the information


• Biography writing• Beginning

• introduce the person• Middle

• information about the person’s accomplishments or contributions

• Ending• your opinion about why it is important to learn

about this person


• Prewriting• getting-ready-to write-stage

• Consider• purpose, audience, and form

• Generate ideas • do not worry about completing sentences, spelling,

punctuation or capitalization

Modeling

• Completed lifeline• Overview of person’s life

• when/where he/she was born

• accomplishments/contributions

• when he/she died

• Completed note taking organizer• relevant to my questions • did not use complete sentences or punctuation

Modeling

• Biography writing organizer• Don’t write in complete sentences• Organize information into topics • Choose information to introduce person• Chose three main ideas (most important contributions) • Five supporting ideas • Why is this person is important

Practice Activity

• Completed lifeline and note taking organizer for Susan B. Anthony

• Blank biography writing organizer (whole class)• Decide on introductory information

• Decided on three main ideas

• Decided on some supporting details

• Discuss why this person is important

• Use shared writing to fill in writing organizer

Assessment Activity

• Students work individually

• Use researched data to complete biography writing organizer

• Teacher monitors and provides feedback



• Cultural and linguistic backgrounds• pair students with partner of same language• Provide pictures of person/connect with current

events• Gifted

• work at his/her own pace

Biography Writing Checklist (Prewriting) Grade 4

____ Choose a narrow topic ____ Brainstorm and make a list of questions that you would like to know

the answers (5 to 10 questions).

____ L earn about the person’s life f rom at least three sources (and no more that one encyclopedia).

____ M ake a lifeline (time line) listing 10 important events. ____ Fill in a graphic organizers with at least three-main idea topics and at

least five details for each topic

Signed_____________________________ Date____________________ Smith, T. D. (2006). Student biography writing checklist. Unpublished manuscript, Valdosta State University (Read 7140), GA.

Biography Writing Topics Grade 4

Harriet Tubman Frederick Douglass Sojourner Truth William L loyd Garrison Elizabeth Cady Stanton Thomas Garrett William Still J ohn Brown Harriet Beecher Stowe

Smith, T. D. (2006). Biography writing topics. unpublished manuscript, Valdosta State University (Read 7140) GA.

Biography Note Taking Organizer

Where was this person born/year? Died?

Where did this person grow up? Family?

What did this person do for a living? Why is this person famous?

Student ________________________ Date ________________________

Famous Person ________________________________

Smith, T. D. (2006). Biography note-taking organizer. Unpublished manuscript, Valdosta

State University (Read 7140), GA.

How has this person made an impact on others' lives?

What are some accomplishments by this person?

Interesting Facts Pictures

Student: ______________________ Date: __________________________

L ifeline of a Famous Person (L ist 10 events and years)

Year Event

_____________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Smith, T. D. (2006). Lifeline: prewriting. Unpublished manuscript, Valdosta State University (Read 7140), GA.

Biography Writing Organizer A uthor________________ Date______________ Introduction This is a biography of________________________________________ Place and date of birth______________________________________ M other and Father__________________________________________ Education___________________________________________________ Childhood: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Middle Three main ideas with five supporting ideas: (One of the main ideas must be contribution/accomplishments) Main idea 1__________________________________________________ 1)____________________________________________________________ 2)____________________________________________________________ 3)____________________________________________________________ 4)____________________________________________________________ 5)____________________________________________________________

Main idea 2__________________________________________________

1)____________________________________________________________

2)____________________________________________________________

3)____________________________________________________________

4)____________________________________________________________

5)____________________________________________________________

Main idea 3__________________________________________________

1)____________________________________________________________

2)____________________________________________________________

3)____________________________________________________________

4)____________________________________________________________

5)____________________________________________________________

Ending

Scoring Guidelines For Biography: Prewriting Exceeds

Standards

4

Meets Standards

3

Meets Some Standards

2

Improvement Needed

1

Paragraph 1 Introduction

Lists place/date of birth. Lists parents. Describes 5 childhood events.




Paragraph 2 Has main idea and 5 supporting details

Has main idea and 4 supporting details



Paragraph 3

Has main idea and 5 supporting details.




Paragraph 4 Lists at least 4 accomplishments plus dates

Lists at least 3 accomplishments plus dates



Paragraph 5 Opinion

Well-developed and relevant to the topic.

Developed relevant to the topic

Somewhat developed and relevant to the topic

Not developed and vaguely relevant to the topic

Student________________________

Date______________________

Smith, T. D. (2006). Scoring guidelines for biography: Prewriting. Unpublished manuscript, Valdosta State University (Read 7140), GA.


Drafting


• ELA4W2 The student demonstrates competence in a variety of genres. The student produces informational writing (e.g., report, procedures, correspondence)that:• Engages the reader by establishing a context,

creating a speaker’s voice, and otherwise developing reader interest.

• Frames a central question about an issue or situation.

• Creates an organizing structure appropriate to a specific purpose, audience, and context.


• Includes appropriate facts and details.

• Excludes extraneous details and inappropriate information.

• Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote.

• Provides a sense of closure to the writing

Stage Of Writing

• Drafting

• Putting ideas on paper

Student Materials

• Copy of the completed graphic organizers• lifeline and biography note-taking

• Blank biography writing organizer

• Pencils

• Biography drafting checklist

Teacher Materials


• Markers

• Transparencies

• Completed biography draft

• Scoring Guidelines for Biography Writing (Drafting)


• Whole class • Instruction, model, and practicing

• Assessment

Stage Of Writing

• Rough draft or sloppy copy• Put ideas on paper

• Write in complete sentences


• Handwriting needs to be legible

• Not concerned about organization, spelling, capitalization, punctuation

Modeling

• Completed rough draft (Harriet Tubman)

• Write rough draft at top of page


• Don’t write on back

• Don’t worry about spelling, capitalization, punctuation

Modeling

• Biography• Similar to writing narratives

• Beginning • Introduction of person

• Middle• Person’s accomplishments or contributions

• Ending• Why this person is important

Practice Activity

• Completed graphic organizer of Susan B. Anthony

• Write “rough draft” at the top of the chart paper

• Skip every other line and only write on the front side of the paper

• Whole class brainstorms ideas for beginning, middle and end

Practice Activity

• Use interactive writing to record the student’s ideas on chart paper

• Errors in spelling, punctuation, and capitalization are not corrected

Assessment Activity

• Students work individually• Use completed graphic organizer

• Writes rough draft

• Teacher monitors students • Offers suggestions to help struggling students get

started

• Provides feedback

• Students turn in completed rough drafts

Modifications/ Accommodations

• Developmentally delayed students • Assistive technology – Alpha Smart , tape recorder• Extra time to complete task

• Cultural and linguistic backgrounds • Accept written dialect

• Gifted students • Allow student to work at his or her own pace • Take dictation

Biography Draf ting Checklist

Student__________________________ Date ______________________ ____I followed the instructions for writing a biography ____I wrote a title for my paper. ____I wrote an introduction that engages the reader. ____I wrote an introduction that lets the reader know the

name of the person that I am writing about and includes important information about the person’s life.

____I wrote 2-3 paragraphs that include the person’s talents

and accomplishments. ____I wrote a conclusion that explains to the reader why it is important to learn about this person. ____I used at least two resources to gather my facts. ____M y paper is legible for the teacher and myself . Adapted by Darlene Smith, from Time for Kids. 2004. Retrieved may 20, 2006, from http://www.timeforkids.com/TFK/media/hh/pdfs/checklists/biography_checklist.pdf

Scoring Guidelines For Biography Drafting Exceeds

Standards 4

Meets Standards

3

Meets Some Standards

2

Improvement Needed

1

Beginning Introduction

Introduces person and provides many important facts about person’s life

Introduces person and provides some important facts about person’s life

Introduces person and provides few important facts about person’s life

Introduces person and provides little important facts about person’s life

Middle Paragraph #1

List 1 contributions or accomplishment and provides 5 supporting details.




Middle Paragraph #1





Middle Paragraph #1





Ending Opinion

Gives 4 reasons why person is important to society and provides supporting evidence




Smith, T. D. (2006). Scoring guidelines for biography drafting. Unpublished manuscript, Valdosta State University (Read 7140), GA


Revising


• ELA4W3 The student uses research and technology to support writing. The student • Uses various reference materials (e.g., dictionary,

thesaurus, encyclopedia, electronic information) as aids to writing


• ELA4W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The student• Revises selected drafts to improve coherence

and progression by adding, deleting, consolidating, and rearranging text.


• ELA4C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student• Varies the sentence structure by kind

(declarative, interrogative, imperative, and exclamatory sentences and functional fragments), order, and complexity (simple, compound).

Stage Of Writing

• Revising• Rereads

• Shares in writing group

• Marks errors using proofreaders’ marks

Student Materials

• Copy of completed biography draft

• Red and green ink pens


• Revising Checklist

• Thesaurus

• Dictionary

Teacher Materials

• Copy of revised draft for modeling


• Scoring guidelines for biography revising


• Whole class • instruction, modeling, and practicing

• Individual • for assessment activity

Stages Of Writing Instruction

• Revising• Reread rough draft after 1-2 days

• Use proofreaders’ marks• Add details to clarify, create interest

• Substitute words

• Delete sentences not related to topic

• Rearrange sentences/paragraphs for sequencing and clarity

Stage of Instruction

• Not concerned with• Subject and verb agreement


• Spelling

• Capitalization

• Punctuation

Modeling

• Completed rough draft

• Read slowly

• Draw attention• Add-ins, deletions, substitutions, rearranging

• Misspelled words, comma usage, capitalization, punctuation (not corrected)

Modeling

• Compliments• I liked the part where_______

• Your lead grabbed my attention because_______

• Questions• Are there some words I need to change?

• Is there something I need to delete?

• Is there something that is not clear?

Practice Activity

• Completed rough draft of (Annabelle)

• Read slowly


• Compliments

• Questions

Assessment Activity

• Work individual

• Read rough draft slowly

• Revise with green pen


Assessment Activity

• Small group• Author reads story

• Partner offers suggestion

• Author revises with blue pen (if agreeable)


• Partner gives compliments and asks for clarification

• Author asks questions


• Developmental delayed• Partner for dictation• Extra time to complete

• Cultural and linguistic backgrounds• Pair students with partner of same language• Mini lesson on compound and complex sentences

• Gifted• Work at his/her own pace• Partner for dictation

Proofreaders’ Marks Symbol Meaning

Delete word

^ Insert word (caret)

(Transpose)

Capitalization

Lower Case

Insert Period Insert period

Insert Exclamation

Spelling

Insert apostrophe

Insert comma

Insert quotation marks

Begin a new paragraph Indent paragraph

Adapted by Darlene Smith from, The University of Texas at Dallas writers’ guide. (2002). Retrieved May 20, 2006, from http://www.utdallas.edu/ospa/Publications/VIG/11proof.htm

Biography Revising Checklist 4th Grade Author ___________________ Reread biography Uses proofreaders’ marks for revising A dd details to clarify meaning, add interest Substitute word use, adjectives Delete words or sentences not related to topic Rearrange sentences to clarify meaning M ade revisions based on comments Partner__________________ Give compliments Off ered suggestions A sked questions

Smith, T. D. (2006). Biography revising checklist 4th grade. Unpublished manuscript, Valdosta State

University (Read 7140), GA.

Scoring Guidelines For Revising Exceeds

Expectations 4

Meets Expectations

3


2

Improvement Needed

1

Proofreaders’ marks

Uses a wide variety of proofreaders’ marks appropriately

Uses a some proofreaders’ marks, most are appropriately used

Uses a few proofreaders’ marks some are appropriately used

Uses very little proofreaders’ marks some are appropriately used

Substitutes Words

Uses both the dictionary and Thesaurus to locate adjectives, synonyms, and antonyms

Uses both the dictionary and Thesaurus to locate adjectives

Uses either the dictionary and Thesaurus to locate adjectives

Uses neither the dictionary and Thesaurus to locate adjectives

Add Adds many additional words to clarify meaning

Adds some additional words to clarify meaning

Adds few additional words to clarify meaning

Adds little additional words to clarify meaning

Delete Deleted all sentences/words that are not related to topic, if necessary

Deletes most sentences/words that are not related to topic, if necessary

Deletes some sentences/words that are not related to topic, if necessary

Deletes few sentences/words that are not related to topic, if necessary

Rearrange If necessary, rearranges all sentences to sequence events

If necessary, rearranges most sentences to sequence events

If necessary, rearranges some sentences to sequence events

When necessary, doesn’t rearrange sentences to sequence even

Sentence Variation

Uses wide variety of sentences. (Simple, compound complex)

Uses some variety of sentences. (Simple, compound complex)

Uses little variety of sentences. (Simple, compound complex)



Editing


• ELA4W3 The student uses research and technology to support writing. The student • Uses various reference materials (e.g., dictionary,

thesaurus, encyclopedia, electronic information) as aids to writing


• ELA4W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The student • Edits to correct errors in spelling, punctuation, etc

• ELA4C1: The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student


• Uses and identifies correct mechanics (end marks, commas for series, capitalization), correct usage (subject and verb agreement in a simple sentence), and correct sentence structure (elimination of sentence fragments).

• Varies the sentence structure by kind (declarative, interrogative, imperative, and exclamatory sentences and functional fragments), order, and complexity (simple, compound).

Student Materials

• Revised copy of the biography

• Purple and red ink pens


• Editing Checklist

• Thesaurus

• Dictionary

Teacher Materials

• Edited copy of biography for modeling


• Markers


• Whole class• Instruction, modeling, and practicing

• Individual• Editing (first)

• Small Group• Editing (second)

Stage Of Writing

• Editing• Polishing, final form

• Read biography• Slowly word-by-word

• Mark errors with proofreaders’ marks• Spelling



Modeling

• Edited rough draft

• Read draft slowly (word-by-word)

• Errors denoted by proofreaders’ marks• Spelling




Practice Activity

• Revised draft of Susan B. Anthony

• Teacher reads slowly

• Students point out errors • Use proofreaders’ marks

• Use interactive writing

• Use dictionary to look up spelling

• Use Thesaurus for word substitution

• Complete checklist together

Assessment Activity

• Edit revised story

• Individually• Read slowly

• Mark errors with purple pen


• Complete and sign checklist

Assessment Activity

• Small group (partners sit side-by-side)• Author reads slowly

• Partner points out errors

• Author marks errors with red (if agree)

• Partners signs checklist


• Developmental delayed• Partner for dictation• Extra time to complete

• Cultural &linguistic backgrounds• Pair students with partner of same language• Mini lesson on subject and verb agreement

• Gifted• Work at his/her own pace• Partner for dictation

Biography Editing Checklist 4th Grade

A uthor____________________ Editor___________________ Date________________ A uthor Editor

Reread the biography with my partner Used proof readers’ marks Complete sentences Subject and verb agreement in sentences Spelling Sentences end in punctuation Commas in a series Capitalization Smith, T. D. (2006). Biography editing checklist 4th grade. Unpublished manuscript, Valdosta State


Scoring Guidelines For Biography: Editing Exceeds

Expectations 4

Meets Expectations

3


2

Improvement Needed

1

Complete Sentences





Subject and verb agrees

All subject and verb agrees

Most subject and verb agrees

Some subject and verb agrees

Few subject and verb agrees





End marks All sentences have correct punctuation (period, questions marks, exclamation marks)

Most sentences have correct punctuation (period, questions marks, exclamation marks)

Several sentences have correct punctuation (period, questions marks, exclamation marks)

Few sentences have correct punctuation (period, questions marks, exclamation marks)

Commas in a series

All commas in a series are correct

Most commas in a series are correct

Several commas in a series are correct

Few commas in a series are correct

Capitalization All sentences begins with a capital letter

Most sentences begins with a capital letter

Several sentences begins with a capital letter

Few sentences begins with a capital letter

Capitalization All proper nouns

Most proper nouns

Several proper nouns

Few proper nouns

Smith, T. D. (2006). Scoring guidelines for Biography: Editing. Unpublished manuscript, Valdosta State



Publishing


• ELA4W3 The student uses research and technology to support writing. The student• Demonstrates basic keyboarding skills and

familiarity with computer terminology (e.g., software, memory, disk drive, hard drive).

Student Materials

• Copy of edited draft

• Publishing checklist

• Computer

• Floppy

Teacher Materials

• Published copy to model

• Computer lab

• Smart Board

• Overhead

• Scoring guidelines for editing


• Whole group• Instruction, modeling, and practice

• Small group• Keyboard mini lesson



• Publishing

• Final stage of writing

• Polished copy

• Share orally or display it publicly

Modeling

• Edited draft on over head

• Published work on Smart Board

• Read through biography • Stop after each paragraph• Compare edited to published

• Discuss corrections

Practice Activity

• Edited copy of Susan B. Anthony• On overhead

• Use computer and Smart Board• Type first two paragraphs as student observe

• Talk about format (indent, double space)

• Make appropriate corrections

Assessment Activity

• Edited biography draft

• Review publishing checklist

• Students type biography

• Adds clip art (optional)

• Submits online

• Turns in hard copy and signed checklist


• Developmental delayed• assistive technology- computer

• extra time to complete

• Cultural and linguistic backgrounds• pair students with partner of same language

• mini lesson on basic keyboarding skills

• Gifted• work at his/her own pace

Biography Publishing Checklist 4th Grade

A uthor_________________ Date__________________ M ade all my changes f rom revising and editing

Used the correct f ormat (title, intoduction, contributions, my opinion).

Indented each paragraph

Worked carefully while I typed. A dded illustrations. Submitted my work online.

M y biography would sound good if it were read aloud.

Smith, T. D. (2006). Biography publishing checklist 4th grade. Unpublished manuscript, Valdosta State


Scoring Guidelines For Publishing: Biography Exceeds

Expectations 4

Meets Expectations

3


2

Improvement Needed

1

Ideas and Content

Writer knows the topic really well. Includes early life and significant events, character traits. Many interesting details. Conclusion states author’s opinion

Writer knows the topic well. Includes early life and important events, character traits. Most details fits and are interesting. Conclusion states author’s opinion

Writer knows the topic. Includes early life and some important events, character traits. Some details fit and are interesting. Conclusion states author’s opinion

Writer doesn’t know enough about the topic. Missing one or more: early life, significant events, contributions, and character traits. Conclusion states author’s opinion.

Organization Carefully organized with varied transitions. Lead grabs the reader’s attention. Conclusion works well. Details and paragraphs are in right order.

Uses some transitions. Most parts of the paper fit together. Most details and paragraphs are in the right order.

Uses some transitions used. Some details are out of order.

Few transitions used. Too many details are out of order.

Sentence Variation (Simple, compound, complex)

Uses wide variety of sentences.

Uses some variety of sentences.

Uses little variety of sentences.


Sentences Completion









Punctuation End marks

All sentences have correct punctuation

Most sentences have correct punctuation

Several sentences have correct

Few sentences have correct punctuation

Keyboarding Very careful- no typing errors

Careful- few typing errors

Somewhat careful- some

Not careful several typing

interdisciplinary writing unit narrative & informational writing teresa darlene smith

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