read 7140 dr. tonja root summer 2008 2 nd grade interdisciplinary writing unit

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.




Listed no details.




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








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


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


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


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


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.


Met 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 no details.

Reason 3 Listed more than 2 details to support reason.; wrote in complete 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.

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








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


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.


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.


Met 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.


staying on taskPartner determined by the teacherPartner will provide motivation & encouragement





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


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


directions, explanations, and practice activityDirections communicated in various ways:


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.

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


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


directions, explanations, and practice activityDirections communicated in various ways:


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:

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