Jordan Cayton

1. Jordan Cayton Jordan Cayton Persuasive Writing: Travel Brochure Persuasive Writing: Travel Brochure Grade Level: 2nd grade Grade Level: 2nd grade Social Studies: Capitol Buildings (National or State) Social Studies: Capitol Buildings (National or State)

2. Georgia Writing Assessment for 3rd Grade Georgia Writing Assessment for 3rd Grade Four Types of Writing: Narrative Informational Persuasive Response to Literature Three Performance Levels: Exceeds Meets Does not meet Four Types of writing: • Narrative • Informational • Persuasive • Response to Literature Three Performance Levels: • Exceeds • Meets • Does not meet

3. Pre-assessment Prompt Pre-assessment Prompt Travel brochure persuading others to visit Lake Park Elementary due to interesting, historical, and educational aspects. Travel brochure persuading others to visit due to interesting, historical, and educational aspects

4. PrewritingpppRE Prewriting • Writer Chooses: • Purpose • Audience • Form • Topic • And creates a graphic organizer

5. Grouping Options: Teacher’s Needs Grouping Options: Teacher’s Needs • Whole Group • Learn prewriting process collectively • Following guidelines of graphic organizer with peer. • Gain knowledge through modeling of others. • Students are more on-task • Reduce repetition or re-teaching later • Maximizing the student’s zone of proximal development • Instant feedback • Through scaffolding, skill is mastered

6. Grouping Options: Students’ Needs Grouping Options: Students’ Needs Developmental: Read papers aloud, one-on-one time with the teacher, and pair up with partners. Cultural: Teacher clearly explains different topics; teacher provides stories, pictures, a video, and interesting information; and students pushed to create new experiences. Linguistic needs: Placed near other students and one-on-one help with teacher. Developmental: Read papers aloud, one-on-one time with the teacher, and pair up with partners. Cultural: Teacher clearly explains different topics; teacher provides stories, pictures, a video, and interesting information; and students pushed to create new experiences. Linguistic needs: Placed near other students and one-on-one help with teacher.

7. Instructional Procedures: Persuasive Writing Instructional Procedures: Persuasive Writing • Forms: • Editorials • Book/Movie Reviews • Opinion essays • Anything that argues a point of view • Purpose: • Change the opinion/view of others • Use your opinion • Use facts from: • Books • Internet • Videos • Class information

8. Instructional Procedures: Prewriting Instructional Procedures: Prewriting • Topic: What you’re writing about • Purpose: The reason why you are writing • Audience: Whom you are writing • Form: Type of text being written • Graphic Organizer: Organize your thoughts

9. Persuasive Writing Graphic Organizer Prewriting

10. Persuasive Writing Graphic Organizer Prewriting

11. Assessment: Assessment: • Fill out your graphic organizer • Identify: • Building contact information • Class contact information • Historical importance • Educational importance • Interesting aspect • Pictures • Persuade others of the interesting, historical, and educational aspects of the capital building. • Use checklist for additional guidance • >Fill out your graphic organizer. • +Identify: • -Building contact information • -Class contact information • -Historical importance • -Educational importance • -Interesting aspect • -Pictures • >Persuade others of the interesting, historical, and educational aspects of a capitol building.  • >Use checklist for additional guidance.

12. Checklist:

13. Scoring Guide:

14. Scoring Guide cont’d

15. Accommodations/ Modifications: Accommodations/ Modifications: • Developmental: • Observe my modeling • Large ribbed lines • Big boxes • “Spacing stickers” • Cultural: • Provide experiences • Clearly explain • One-on-one teacher assistance • Linguistic needs: • Signal • Peer helpers • One-on-one teacher assistance

16. Drafting: Drafting Writer begins the “rough draft” based on information obtained from the prewriting stage. Writer begins the “rough draft” based on information obtained from the prewriting stage.

17. Grouping Options: Teacher’s Needs Grouping Options: Teacher’s Needs • Whole Group • Learn prewriting process collectively • Following guidelines of graphic organizer with peer. • Gain knowledge through modeling of others. • Students are more on-task • Reduce repetition or re-teaching later • Maximizing the student’s zone of proximal development • Instant feedback • Through scaffolding, skill is mastered • Individual • Complete draft individually

18. Instructional Procedures: Drafting Instructional Procedures: Drafting • Focus: • Information used in prewriting graphic organizer • Add details • In sentence format • Write on every other line • Don’t worry about: • Grammar • Spelling • Neatness • Focus: • Information used in prewriting graphic organizer • Add details • In sentence format • Write on every other line • Don’t worry about: • Grammar • Spelling • Neatness

19. Assessment: Assessment • >Fill out your travel brochure based on: • +graphic organizer • +checklist • >Identify: • +Building contact information • +Class contact information • +Historical importance • +Educational importance • +Interesting aspects • +Paste resources • +Pictures • >Persuade others of the interesting, historical, and educational aspects of a capitol building in sentence format.  • >Use checklist for additional guidance. • Fill out your graphic organizer • Identify: • Building contact information • Class contact information • Historical importance • Educational importance • Interesting aspect • Pictures • Persuade others of the interesting, historical, and educational aspects of the capital building. • Use checklist for additional guidance

22. Revising Revising • Reread rough draft looking for information to: • Add • Delete • Rearrange • Change • Share with peer • Revise based on feedback • Reread rough draft looking for information to: • Add • Delete • Rearrange • Change • Share with peer • Revise based on feedback

23. Grouping Options: Teacher’s Needs Grouping Options: Teacher’s Needs • Whole Group • Learn prewriting process collectively • Following guidelines of graphic organizer with peer. • Gain knowledge through modeling of others. • Students are more on-task • Reduce repetition or re-teaching later • Maximizing the student’s zone of proximal development • Instant feedback • Through scaffolding, skill is mastered • Individual • Complete revision individually • Peer • Peer helps identify areas of needed revision.

24. Instructional Procedures: Genre of Writing Instructional Procedures: Revising • Reread rough draft looking for information to: • Add • Delete • Rearrange • Change • Don’t fix grammatical or spelling errors, yet. • Reread rough draft looking for information to : • Add • Delete • Rearrange • Change • Don’t fix grammatical or spelling errors, yet.

25. Proofreader’s Marks Proofreader’s Marks GTCO CalComp, Inc. (2008). Background image library - english/writing. Retrieved May 27, 2008, from InterWrite Products-Background Image Library- English/Writing Web site: http://www.gtcocalcomp.com/erc/interwritebackgrounds_writing.htm

26. Assessment: Assessment: • Individual • Reread travel brochure • Make addition, subtraction, and rearranging changes • Peer • Read to peer • Peer listens • Peer compliments • Ask questions, such as, “Where do I need more details?” • Peer gives suggestions • Make changes based on suggestions • Individual • >Reread travel brochure • >Make addition, subtraction, and rearranging changes • Peer • >Read to peer • >Peer listens • >Peer compliments • >Ask questions, such as, “Where do I need more details?” • >Peer gives suggestions • >Make changes based on suggestions

27. Checklist:

28. Checklist cont’d:

29. Checklist Scoring Guide-Revision

30. Checklist Scoring Guide-Revisioncont’d

31. Checklist Scoring Guide-Revisioncont’d

32. Editing Editing • Set aside writing for a while • Proofread • Locate errors • Correct errors • Set aside writing for a while. • Proofread • Locate errors • Correct errors _______________________________________________________________________________________________________________

33. Grouping Options: Teacher’s Needs Grouping Options: Teacher’s Needs • Whole Group • Learn prewriting process collectively • Following guidelines of graphic organizer with peer. • Gain knowledge through modeling of others. • Students are more on-task • Reduce repetition or re-teaching later • Maximizing the student’s zone of proximal development • Instant feedback • Through scaffolding, skill is mastered • Individual • Complete editing individually • Peer • Peer helps identify areas of needed editing.

34. Instructional Procedures: Editing Instructional Procedures: Editing • Use Proofreader’s Marks • Focus on rereading for: • Grammar • Spelling • Capitalization • Punctuation • Use proofreader’s marks • Focus on rereading for: • Grammar • Spelling • Punctuation • Capitalization

35. Proofreader’s Marks Proofreader’s Marks GTCO CalComp, Inc. (2008). Background image library - english/writing. Retrieved May 27, 2008, from InterWrite Products-Background Image Library- English/Writing Web site: http://www.gtcocalcomp.com/erc/interwritebackgrounds_writing.htm

36. Assessment Assessment • Reread revised travel brochure • Make changes: • Grammar • Spelling • Punctuation • Capitalization • Reread revised travel brochure to peer. • Make corrections based on peer’s suggestions: • Grammar • Spelling • Punctuation • Capitalization

37. Checklist

38. Checklist cont’d

39. Scoring Guide

40. Scoring Guide cont’d

41. Publishing Publishing • Publish work • Correct any revision/editing errors • Write neatly; in best handwriting • Publish work • Correct any revisions/editing errors • Write neatly; in best handwriting

42. Grouping Options: Teacher’s Needs Grouping Options: Teacher’s Needs • Whole Group • Learn prewriting process collectively • Following guidelines of graphic organizer with peer. • Gain knowledge through modeling of others. • Students are more on-task • Reduce repetition or re-teaching later • Maximizing the student’s zone of proximal development • Instant feedback • Through scaffolding, skill is mastered • Individual • Complete publishing individually

43. Instructional Procedures: Publishing Instructional Procedures: Publishing • Write final product of travel brochure. • Paste pictures • Write neatly; in best handwriting • Share work • Write final product of travel brochure. • Paste pictures • Write neatly; in best handwriting • Share work

44. Instructional Procedures: Editing Assessment: • Use Proofreader’s Marks • Focus on rereading for: • Grammar • Spelling • Capitalization • Punctuation • Fill out your travel brochure based on: • Graphic organizer • Checklist • Corrections of revisions • Corrections of editing • Identify: • Building contact information • Class contact information • Historical importance • Educational importance • Interesting aspect • Write out resources • Pictures • Persuade others of the interesting, historical, and educational aspects of a capital building in sentence format. • Use checklist for additional guidance • Publish!

45. Checklist:

46. Checklist cont’d:

47. Scoring Guide

48. Scoring Guide cont’d

49. Congratulations!! Congratulations! Your student and you have now completed the five stages of writing through persuasive writing! Your students and you have now completed the five stages of writing through persuasive writing!