Interdisciplinary Writing Unit Presentation

1. Interdisciplinary Writing UnitPresentation Tiersa Stalvey Summer 2011 READ 7140 Dr. Tonja Root

2. Introduction • Grade level – 3rd • Genre – Persuasive • Content Area – Science • Topic – The importance of Georgia’s habitats.

3. Pre-assessment • Prompt - Students will write a persuasive letter to the teacher about which is better: Tootsie Roll or Tootsie Pop • Materials - notebook paper (2 sheets per student) blank paper (1per student) pencil for each student timer Directions may be read from the Georgia Writing Test (if available).

4. Pre-assessment (cont’d) Directions: Good morning! Yesterday, you were each given a Tootsie Roll and a Tootsie Pop. Today, you have a very important decision to make. Which one is better and why. You will be writing a persuasive letter to convince me. (Teacher writes prompt on board.) (Teacher passes out paper and sharpened pencils to student.) Please put your name and date on the top right corner of the blank page and one sheet of notebook paper. Please write “Tootsie Roll or Tootsie Pop” at the top center of the blank page and one sheet of notebook paper. There will be no talking during this assignment. If you need more paper or a sharpened pencil, please raise your hand and I will come to you. I will not answer questions. You do not need to be concerned about correct spelling. Do your best! You each have 2 pieces of notebook paper and one sheet of blank paper. When I say “begin” use your blank sheet of paper to state your opinion and jot down your ideas. You will have 10 minutes to complete this portion. Next, you will write your letter on the notebook paper using your ideas from your first sheet of paper. You will have 25 minutes to complete this. (Once time is up, teacher clips students’ pages together and collects all materials.)

5. Instructional Grouping • Whole Group Instructional • Benefits: • allows more instructional time for • teacher to cover content • eliminates answering questions that • may be asked repeatedly in small • groups • allows more time for time on task • activities

6. Instructional Grouping • Whole Group Practice Activities • Benefits: • allows more time for teacher to clarify • points • provides more time for teacher to • check for understanding during • guided practice • eliminates questions that may be • asked repeatedly in small groups

7. Instructional Grouping • Assessments • Individually in all stages • Paired grouping in revising and editing • Benefits: • ability to gauge each student’s strengths and • weaknesses • allows time for teacher to monitor students’ progress • and assist when needed • teacher can make notes of changes needed to make • in instruction • teacher can observe students’ abilities to critique • their own work as well as work of peers

8. Grouping for Developmental Levels Whole group all instructional and practice stages Benefits: • learn from questions asked by peers • interactive with their typically developing peers • explain concepts in terms peers may understand Individual assessments all assessments Paired grouping revising and editing assessment Benefits: • see their own strengths and weaknesses • receive encouragement from peer compliments • use peer critiques as a reference

9. Grouping for Differing Cultural/Linguistic Whole group arrangement all instructional and practice stages Benefits: • immerses student in whole language approach • student shares words in their native language • provides a sense of community Individual assessments all assessment activities Paired grouping during revising and editing assessments Benefits: • allowed lenience in minor errors in language • preview instruction ahead of time by taking home information the night before • work at their own pace when working individually • interaction and communication with peers during paired grouping

10. Prewriting Genre – type of writing Form – organization structure of writing *consider purpose and audience Genre and form for this unit: Persuasive letter • Written to convince • Argue your opinion • Includes facts and details

11. Prewriting (cont’d) • First stage • Most time spent • Generate ideas • Organize ideas • Words and phrases only • Correct spelling is not a concern

12. Persuasive Letter Graphic Organizer Heading What is your address? ________________________________________ (Your street number, street name, & apartment number (if living in an apartment)) _________________________________________ (Your city, state, and zip code) _________________________________________ (Today’s date) Who will get your letter? ___________________________ (Greeting) Body What does that person need to know? (topic)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ (reason1)__________________________________________ (reason2)__________________________________________ (reason3)__________________________________________

13. What are supporting details for your reasons? (reason1)__________________________________________ detail________________________________________ detail________________________________________ detail________________________________________ (reason2)__________________________________________ detail________________________________________ Body detail________________________________________ detail________________________________________ (reason3)__________________________________________ detail________________________________________ detail________________________________________ detail________________________________________ What are the key points you want this person to remember? _________________________________________________ Conclusion _________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________ _____________________ (Closing) _____________________ (Your signature)

14. Prewriting Rubric Total ___________/ 28

15. Prewriting Checklist for Persuasive Letter Name____________________________ Date __________________________ Place a checkmark next to each item when completed.  ____________ 1. I have included my address. ____________ 2. I have written the name of the person I am sending my letter to. ____________ 3. I have written my topic. ____________ 4. I have listed my reasons in the section: What does that person need to know? What are supporting details for your reasons? ____________ 5. I listed a reason. ____________ 6. I have listed three supporting details for reason 1. ____________ 7. I have listed a second reason. ____________8. I have listed three supporting details for reason 2. ____________9. I have listed a third reason. ____________ 10. I have listed three supporting details for reason 3. ____________11. I have summarized my reasons in the conclusion. ____________12. I have restated my position in the conclusion.

16. For students working below grade level: • picture symbols to illustrate key points • read aloud text, repeat and rephrase instructions as needed. (GaDOE) For students with differing cultural and linguistic backgrounds: • Write ideas in native language • Conferring to engage English Language Learners in writing activities (Rojas, 2007).

17. Drafting • Second stage of writing process • Writing ideas from graphic organizer • Use complete sentences • Skip lines • Focus on content not mechanics • Use sensory details

18. Drafting Checklist for Persuasive Letter Name________________ Date ______________________ Place a checkmark next to each item when completed. ____________ I have included my address. ____________ I have written the name of the person I am sending my letter to. ____________ I have written my topic. ____________ I have included my reasons. ____________ I have included my supporting details for my reasons. ____________I have summarized my reasons in the conclusion. ____________I have restated my position in the conclusion. ____________I skipped lines.

19. Persuasive Draft Rubric Total ___________/ 18

20. Revising • Third stage • Add information • Delete information • Change information • Rearrange information • Use proofreader’s marks

21. Self Revising Checklist Name____________ Date______________ 1._____ I have used a purple pen. 2._____ I have used the correct revision marks. 3._____ I have added information to my draft to clarify my viewpoint. 4._____ I have deleted information that was unnecessary. 5._____I changed information to make my draft flow better. 6._____ I rearranged information to make my draft flow better.

22. Revising Rubric for Persuasive Writing • Total Points _______________ / 11

23. Editing • Fourth stage • Correct punctuation, capitalization, and spelling • Use proofreader’s marks • Writer is only one to write on piece • Peer editing uses sticky notes

24. Self Editing Checklist Name___________ Date___________ 1._____ I have complete sentences. 2._____ I spelled words correctly. 3._____ I used ending punctuation (period, question mark). 4._____ I capitalized beginning words. 5._____ I capitalized proper nouns. 6._____ I used correct subject-verb agreement. 7._____ I have spaced my writing appropriately.

25. Editing Rubric for Persuasive Writing • Total Points _______________ / 15

26. Publishing • Final Stage • Use your best handwriting • Include all revisions • Include all edits • Share with audience

27. Publishing Checklist Name____________ Date ____________ 1._____ I made all changes marked in purple on my revising draft . 2._____ I made all changes marked in orange on my editing draft. 3._____ I used my very best handwriting.

28. Publishing Rubric for Persuasive Writing • Total Points _______________ / 12

29. References Bafile, C. (2011). Author, author field trip. Retrieved from http://www.field-trips.org/lit/author/ Dictionary online. Retrieved from: http://dictionary.reference.com/ Encyclopedia online. Retrieved from: http://www.factmonster.com/encyclopedia.html Kelly, C. (1998). Periods, question marks and exclamation marks. Retrieved from http://a4esl.org/q/j/ck/ed-punct01.html Georgia Department of Education, Georgia Project for Assistive Technology. (n.d.). Supporting participation in typical classroom activities for students with disabilities through the use of accommodations, modifications, and assistive technology solutions. Lipkewich, A., & Mazurenki, R. (2011). Abc’s of the writing process. Retrieved from http://www.angelfire.com/wi/writingprocess/ Rojas, V.P. (2007). Strategies for success with English language learners. Alexandria, VA: Association for Supervision and Curriculum Development. Root, T. (2011). Revising and editing: Proofreader’s marks. Retrieved from http://www.valdosta.edu/~troot/eced4300/revising_&_editing.htm Root, T. (1996).The writing process – a brief outline of instruction and planning. Retrieved on May 19, 2006, from http://coefaculty.valdosta.edu/troot/read7140/writing_process.htm SMARTBoard™ Stalvey, T. (2011). Modified from Root, T. (n.d.). Friendly letter graphic organizer. Retrieved May 22, 2007, from http://coefaculty.valdosta.edu/troot/eced4300/Graphic%20Organizers.htm Stalvey, T. (2011). Persuasive editing rubric. Unpublished Manuscript. Valdosta State University, Valdosta, GA. Stalvey, T. (2011). Persuasive letter checklist. Unpublished Manuscript. Valdosta State University, Valdosta, GA.

30. References (cont’d) Stalvey, T. (2011). Persuasive letter draft checklist. Unpublished Manuscript.Valdosta State University, Valdosta, GA. Stalvey, T. (2011). Persuasive letter draft rubric. Unpublished Manuscript. Valdosta State University, Valdosta, GA. Stalvey, T. (2011). Persuasive letter prewriting rubric. Unpublished Manuscript. Valdosta State University, Valdosta, GA. Stalvey, T. (2011). Persuasive peer editing checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA. Stalvey, T. (2011). Persuasive peer revising checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA. Stalvey, T. (2011). Persuasive publishing checklist. Unpublished Manuscript. Valdosta State University, Valdosta, GA. Stalvey, T. (2011). Persuasive publishing rubric. Unpublished Manuscript. Valdosta State University, Valdosta, GA. Stalvey, T. (2011). Persuasive revising rubric. Unpublished Manuscript. Valdosta State University, Valdosta, GA. Stalvey, T. (2011). Persuasive self editing checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA. Stalvey, T. (2011). Persuasive self revising checklist. Unpublished Manuscript. Valdosta State University, Valdosta, GA. Tompkins, G.E. (2009). Language arts: Patterns of practice (7th ed.). Upper Saddle River, NJ: Prentice Hall. Tompkins, G.E. (2008). Teaching writing: Balancing process and product (5th ed.). Upper Saddle River, NJ: Prentice Hall.