Interdisciplinary Writing Units Presentation - Narrative- 5 th grade - Informational – 5 th grade

1. Interdisciplinary Writing Units Presentation- Narrative- 5th grade- Informational – 5th grade Erica Dean READ 7140 Valdosta State University Summer 2006

2. Georgia Writing Test- 5th Grade • When in 5th grade students are given the Georgia Grade Five Writing Assessment. They are tested on their ability to be able to write a narrative piece. The student writes about a personal experience or they can be creative and create an imaginary story. The tests are given out randomly with each student obtaining a single topic.

3. Narrative Writing Unit Introduction • Grade Level: 5th Grade • Writing mode: Narrative • Content Area Integration: SS5H4 The student will describe U.S. involvement in World War I and post World War I America. b. Describe the cultural developments and individual contributions in the 1920s of the jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and the airplane (Charles Lindbergh).

4. Pre-assessment Prompt • For the preassessment, I will give each of the students a paper with the following writing prompts: Prompt # 1: Think of a childhood memory that you recall clearly. Write a story about what happened. Prompt # 2: Imagine that you could be invisible for one day. Write a story about that day.

5. Grouping Options • Prewriting, Revising, Editing- whole-modeling, small-practicing, individual-assessment • Drafting- whole-during modeling/practicing, individual-during assessment • Publishing- whole-during modeling/practicing, individual-during assessment

6. Prewriting • Getting-ready-to-write stage (Tompkins, 2004, p. 10) • Decide what to write on • Use graphic organizer • Jot ideas down • Pick your audience • Decide on how it will be published • Remember you do not have to write in complete sentences. Modeling- Show copy of completed Henry Ford prewriting graphic organizer.

7. Practice Activity • Students get into groups-discussed what they wanted to put on the graphic organizer • We filled out a graphic organizer together using shared writing on the transparency sheet • Made copies of the group graphic organizer for all the students

8. Prewriting Graphic Organizer

9. Assessment Activity-students filled out prewriting graphic organizer

10. Drafting • Focus on getting ideas on paper • No concern about grammar, spelling, or punctuation • Use all parts of graphic organizer Modeling- For my model, I wrote a story about a day in the life of Henry Ford.

11. Practice Activity- We wrote a story together using shared writing on a day in the life of Louis Armstrong. Assessment Activity- The students used the person that they chose and wrote a draft about a day in the life of them.

13. Revising • Clarify and refine ideas • Add, substitute, delete, and rearrange as needed • Revise beginning, middle, and end of story Modeling • Showed students how to revise my model and handed out revising symbols charts

14. Practice Activity-We used shared writing to revise our group story about Louis Armstrong on chart paper. Assessment Activity • Student used the revision symbols chart to revise their own paper • Get into writing groups of 4 students to go through revising together

17. Editing • Putting the piece of writing into its final form • Makes changes to mechanics • Polish writing by correcting punctuation and spelling Modeling • Handed out editing symbols charts • Showed model on overhead and demonstrated how to edit using editing symbols

18. Practice Activity-We used shared writing to go through the editing stage for our group story on Louis Armstrong Assessment Activity- • The students edit their own paper first • They then get into to peer editing partner to help each other to edit their papers

21. Publishing • Put the piece into its final form, after all corrections have been made • Ready for audience • Made into books and put into classroom library Modeling • Showed how to make my draft a published piece • Showed how to publish by typing and adding clipart • Made into a book, with cover page

22. Practice Activity-I will type and add clip art to our group draft as the students watch and help. Assessment Activity • Student will go to the computer lab and type and illustrate with clip art their published piece. • Bring to the room and put it together in a book

24. Accommodations and/or Modifications • Stages of Development • Gifted students proceed on after modeling • Learning Disabilities- gave lessons to Special Ed. Teacher for co-teaching • Cultural • Grouped African American student with High-level with proper English skills, trouble with sub./verb agreement

25. Informational Writing Unit Introduction • Grade Level: 5th Grade • Writing mode: Informational • Content Area Integration: SS5H4 The student will describe U.S. involvement in World War I and post World War I America. b. Describe the cultural developments and individual contributions in the 1920s of the jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and the airplane (Charles Lindbergh).

26. Pre-assessment Prompt • Prompt # 1: Using your knowledge of (science, geography, health), explain to a new inhabitant how to orient to a new place, such as a desert, or the jungle, or a new planet. • Prompt #2: Choose something you know about (a place you have visited, something you saw while traveling, something you have studied in school, a hobby you wish to share). Write a letter to your pen pal in another country telling about your topic.

27. Grouping Options • Prewriting, Revising, Editing- whole-modeling, small-practicing, individual-assessment • Drafting- whole-during modeling/practicing, individual-during assessment • Publishing- whole-during modeling/practicing, individual-during assessment

28. Prewriting • Getting-ready-to-write stage (Tompkins, 2004, p. 10) • Decide what to write on • Use graphic organizer • Jot ideas down • Pick your audience • Decide on how it will be published • Remember you do not have to write in complete sentences. Modeling • Put model of prewriting on the overhead projector • Explained that I filled out each part

29. Prewriting Graphic Organizer

30. Practice Activity-We filled out a graphic organizer together on Louis Armstrong Assessment Activity- • Students are asked to fill out a graphic organizer on the person they chose as the most influential person of the 1920s.

32. Drafting • Focus on getting ideas on paper • No concern about grammar, spelling, or punctuation • Use all parts of graphic organizer Modeling • For my model, I wrote a draft “All About Henry Ford” Book. I did not worry about grammar, mechanics, or punctuation.

33. Practice Activity- We wrote our rough draft “All About Louis Armstrong” Book together using shared writing. Assessment Activity- For the assessment activity the students will write their rough draft “All About…” Book. They should consider the drafting checklist as they go.

34. Drafting Scoring Guide

35. Revising • Clarify and refine ideas • Add, substitute, delete, and rearrange as needed • Revise beginning, middle, and end of story Modeling For my revising model I will show a copy on the overhead projector and then revised it using a green Sharpe.

36. Practice Activity- We will revise our chart paper rough draft using shared writing and a green marker. Assessment Activity- For the assessment activity the students will revise their own paper first. Once they are done, they will get into their writing groups and do group revision. They will give each other suggestions. Lastly they can make more revising changes if necessary.

37. Revising Scoring Guide

38. Editing • Putting the piece of writing into its final form • Makes changes to mechanics • Polish writing by correcting punctuation and spelling Modeling For my model I will put a copy of my revised draft onto the overhead projector. I will make editing corrections using a purple pen.

39. Practice Activity- We will group edit our revised draft using shared writing and a purple marker. Assessment Activity- For the assessment activity the students will begin by editing their own paper first. Then they will get into peer editing groups of two people and give editing suggestions to each other. Lastly they will make any additional editing corrections as needed.

40. Editing Scoring Guide

42. Publishing • Put the piece into its final form, after all corrections have been made • Ready for audience • Made into books and put into classroom library Modeling For the model, I will hook the TV up to the computer and show the students how to type their final draft and put clip art into their books.

43. Practice Activity- We will hook up the computer to the TV. We will type and add clipart (using shared writing) to our “All About Louis Armstrong”. Assessment Activity- I will take the students to the computer lab. There they will use the computers to type and add clip art to their published piece. Then they will put it all together into an “All About… “ Book.

44. Publishing Scoring Guide

45. Accommodations and/or Modifications • Stages of Development • Gifted students proceed on after modeling • Learning Disabilities- gave lessons to Special Ed. Teacher for co-teaching • Cultural • Grouped African American student with High-level with proper English skills, trouble with sub./verb agreement