37th Grade Literacy - The Teachable Moments Web viewUsing strong word lists and/or thesaurus...

Bronx Green Middle School Grade 7 Realistic Fiction Unit(Viewing, Reading, Writing, Speaking)

Start Date: Monday March 1, 2010End Date: Friday March 26, 2010

REMINDERS:

Concepts to be covered: Text structures & features of informational text & brochures What is a brochure? What is a social issue? Types of social issues that affect us Researching and note taking from different sources Website design and construction

Citing references Fact and opinion Layout and design Writing for an audience Appropriate vocabulary for social issue and audience Why we don’t plagiarize

Informational text is factual text. It contains facts, not opinions. Informational text can be presented in many forms. This unit we are focusing on brochures. Brochures are tri-fold, double sided texts that present many challenges in regard to layout and design. Writing needs to be succinct. Visual information such as diagrams, charts, labels, captions and pictures may be included. Social issues are those issues that affect the local and wider community. They may include things such as homelessness, climate change, teenage pregnancy, gang violence, gambling, racism, eating disorders etc.

Final Project: Social Issues brochure, letter, and website

Criteria Chart:These are the minimum requirements for the unit. You may add to this, you may turn this into a rubric. Let the kids know about this at the beginning of the unit so they are aware of it. Use it as part of your assessment for the unit.

1. Research a social issues topic2. Write and publish social issues brochure, letter to

someone who can influence change, and create a website which focuses on informing people about your social issue

3. Use the text structures and features of informational text and brochures

4. Facts, no opinions5. Be aware of the audience for your brochure6. Cite sources7. Use appropriate vocabulary8. Use appropriate visual information

Reader’s Workshop: During Reader’s Workshop we will be:

Reading informational text on social issues Deconstructing informational text Text features and structures of brochures

Researching and note taking from different sources Using visual information to gain understanding Fact and opinion

This will be done through shared reading, read alouds, independent reading and discussion.

Writer’s Workshop:During Writer’s Workshop we will: Researching and note taking from different sources

1 Bronx Green Middle School: Grade 7 - Social Issues Unit, 2009 – 2010 Developed by: Kristin Crowley and Debbie Showers

20 INSTRUCTIONAL DAYS

It is important you stay in connect with the technology coordinator and the other teachers who are working on this unit as technology is limited and everyone will need access to computers. You will need to constantly monitor the students to make sure that they are actually working on their websites and not surfing the internet. If you have continued issues please see the technology coordinator for additional help. Remember students who can not demonstrate proper procedures using technology should not be allowed continued access. Lastly, even though it is a suggested timeline and suggested lessons, please don’t deviate too much from the content because the unit is structured to meet the 7th standards for literacy and build upon the units that students have engaged in during the previous units of study. Remember to continually assess the students during the unit and track your data for further reflection and analysis.

Focusing on craft elements of brochures Text features and structures of brochures

Examining brochure layout and design Understand ways to cite references

Mini lessons will utilize modeled and shared writing as well as link to the reading mini lesson/tasks for the day.

Resources: Chapters from Write Ways: Modeling Writing Forms 2nd edition Lesley Wing Jan, Oxford, Australia 2001 Non fiction classroom resources Books, magazines, articles, brochures and pamphlets on social issues Daily newspapers Interviews with community representatives Assorted brochures

ELA StandardsReading Standard 1: Students will read, write, listen, and speak for information and understanding.• Locate and use school and public library resources to acquire information • Interpret data, facts, and ideas from informational texts by applying thinking skills, such as define, classify, and infer• Preview informational texts, with guidance, to assess content and organization and select texts useful for the task• Use indexes to locate information and glossaries to define terms• Use knowledge of structure, content, and vocabulary to understand informational text• Distinguish between relevant and irrelevant information• Identify missing, conflicting, and/or unclear information• Formulate questions to be answered by reading informational text, with assistance• Compare and contrast information from a variety of different sources• Condense, combine, or categorize new information from one or more sources• Draw conclusions and make inferences on the basis of explicit and implied information• Make, confirm, or revise predictionsReading Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.• Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in text to

- identify conflicting information- consider the background and qualifications of the writer- evaluate examples, details, or reasons used to support ideas- identify propaganda, with assistance- identify techniques used to persuade, such as emotional and ethical appeals, with assistance- identify differing points of view in texts and presentations- identify cultural and ethnic values and their impact on content- identify multiple levels of meaning

• Judge a text by using evaluative criteria from a variety of perspectives, such as literary and personal, with assistance• Recognize the effect of one's own point of view in evaluating ideas, information, opinions, and issuesReading Standard 4: Students will read, write, listen, and speak for social interaction.• Share reading experiences with peers or adults; for example, read together silently or aloud with a partner or in small groups• Consider the age, gender, social position, and cultural traditions of the writer• Recognize conversational tone in social communication• Recognize the types of language (e.g., informal, culture-specific terminology, jargon, colloquialisms, and email conventions) that are appropriate to social communication Writing Standard 1: Students will read, write, listen, and speak for information and understanding. Use several sources of information, in addition to an encyclopedia, in developing research reports• Identify an appropriate format for sharing information with an intended audience• Take research notes, using a note-taking process, with assistance• Use outlines and graphic organizers, such as semantic webs, to plan reports, with assistance• Include relevant information and exclude irrelevant information• Use paraphrase and quotation correctly• Connect, compare, and contrast ideas and information from one or more sources• Support ideas with examples, definitions, analogies, and direct references to the text• Use graphics, such as graphs, charts, and diagrams, to enhance the communication of information• Cite sources in footnotes and bibliography, using correct form, with assistance• Write accurate and complete responses to questions about informational material• Maintain a portfolio that includes informational writingWriting Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.• Present clear analysis, using examples, details, and reasons from text• Present a hypothesis and predict possible outcomes• Select content and choose strategies for written presentation on the basis of audience, purpose, and content• Present a subject from more than one perspective by using various resources (e.g., news articles, nonfiction texts, personal experiences, and other school

subjects)• Explain connections between and among texts to extend the meaning of each individual text


• Compare and contrast literary elements in more than one genre and/or by more than one author• Maintain a writing portfolio that includes writing for critical analysis and evaluationWriting Standard 4: Students will read, write, listen, and speak for social interaction.

• Share the process of writing with peers and adults; for example, write a condolence note, get well-card, or thank-you letter with a writing partner or in small groups

• Respect the age, gender, social position, and cultural traditions of the recipient• Develop a personal voice that enables the reader to get to know the writer• Write personal reactions about experiences, events, and observations, using a form of social communication• Identify the social communication techniques of published writers

• Maintain a portfolio that includes writing for social communicationListening Standard 1: Students will read, write, listen, and speak for information and understanding. Identify essential information for note taking• Listen in planning or brainstorming sessions with peers• Listen to and follow multistep directions that provide information about a task or assignment• Recall significant ideas and details, and describe the relationships between and among them• Distinguish between relevant and irrelevant oral information• Make, confirm, or revise predictions by distinguishing between relevant and irrelevant oral information• Draw conclusions and make inferences on the basis of explicit information• Recognize that the speaker’s voice quality and delivery impact communication, with assistance Listening Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.• Form an opinion or judgment about the validity and accuracy of information, ideas, opinions, themes, and experiences• Recognize multiple levels of meaning • Use personal experiences and knowledge, and the opinions of speakers in school and community settings, to make judgments from a variety of perspectives• Recognize persuasive techniques, such as emotional and ethical appeals, in presentations• Consider the experience and qualifications of speakers when analyzing and evaluating presentations, with assistance• Identify missing or unclear information • Evaluate the organization of presentations• Evaluate the quality of the speaker’s presentation style by using criteria such as voice quality and enunciationListening Standard 4: Students will read, write, listen, and speak for social interaction.• Participate as a listener in social conversation with one or more people who are friends or acquaintances• Respect the age, gender, social position, and cultural traditions of the speaker• Listen for more than one level of meaning• Withhold judgment• Appreciate the speaker’s uniquenessSpeaking Standard 1: Students will read, write, listen, and speak for information and understanding.• Prepare and give presentations on informational topics• Contribute to group discussions by offering comments to clarify ideas and information• Present information to address audience needs• Present examples, definitions, and direct references to the text in support of ideas• Connect, compare, and contrast ideas and information• Use the conventions of the presentational format for panel discussions and mock trials• Ask questions to clarify information Speaking Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.• Express opinions or judgments about information, ideas, opinions, themes, and experiences • Use an organizational format (e.g., question/answer, compare/contrast, and cause/effect) so that ideas and information are clear• State a hypothesis and predict possible outcomes• Present content, using strategies designed for the audience and purpose• Present a subject from one or more perspectives• Credit sources of information and opinions accurately in presentations and handouts, with assistance• Ask and respond to questions to clarify an opinion or judgment Speaking Standard 4: Students will read, write, listen, and speak for social interaction.• Respect the age, gender, social position, and cultural traditions of the listener• Provide feedback by asking questions• Use courtesy; for example, avoid sarcasm, ridicule, dominating the conversation, and interrupting• Use culture-specific language, jargon, and colloquialisms appropriate to the purpose and the listener• Adopt conventions of email to establish friendly tone in electronic-based social communication

Suggested Pacing:3 Bronx Green Middle School: Grade 7 - Social Issues Unit, 2009 – 2010

Developed by: Kristin Crowley and Debbie Showers

Session 1Read aloud: As per your selections (See books listed on page one for suggestions)

Reading Focus: Introduction of Social Issues Mini Lesson:

- Pre-Assessment on Social Issues

- What are they, who do they effect, how can you make change

- Pre-Assessment on technological abilities. – use of websites, computers, typing, etc.

-Independent Work:Chose a book that is either realistic fiction, or non-fiction that has social issues (or AM New York or Metro) and preview it for articles that have a social issue.Share: Share reading

Writing Focus: Introduction of Social Issues Mini Lesson:- After you have

picked out an article, highlight the areas of the article that indicate social issues

Independent Work:Students should place an entry in their notebook which includes social issues that are important to studentsShare:Students share out what their writing was or article hunt

Duplicate lesson with Session 2 – one day should be used for Acuity Practice.


Reading Focus: Introduction of Social Issues Mini Lesson:

- Introduce social issues

- Define social issues (A social issue is a problem that affects a group of individuals in society or in a community)

- Generate a chart of issues that interest the students

Independent Work:Chose a book that is either realistic fiction, or non-fiction that has social issues (or AM New York or Metro) and preview it for articles that have a social issue.Share: Share reading

Writing Focus: Introduction of Social Issues Mini Lesson:- After you have

picked out an article, highlight the areas of the article that indicate social issues

Independent Work:Students should place an entry in their notebook which includes social issues that are important to studentsShare:Students share out what their writing was or article hunt

Duplicate lesson with Session 1 – one day should be used for Acuity Practice.


Reading Focus: Fact and Opinion Mini Lesson:

- Generate a chart of the differences between fact and opinion

- Fact – something that is proven true.

- Opinion – Something that is our belief based on something that is proven true.

Independent Work:Read independently for 15 – 20 minutes and look for examples of social issues in your text (students can read AM NY) or their own chose bookShare: Share reading

Writing Focus: Fact and Opinion Mini Lesson:- Using the articles

from yesterday look for examples of facts and opinions in the article.

Independent Work:Students should write a list of examples to attach with their article for from yesterdayShare:Students share out what their writing was or article hunt

Chart: Fact and Opinion


Reading Focus: Generalizations Mini Lesson:

- Introduce students to generalizations (i.e – “Homeless people deserve to be homeless)

- Is this a fact or an opinion??

- Why are they a problem??

Independent Work:Using AM NY ask students to find generalizations or the opposite of generalizations in there writing and highlight them.Share: Share reading

Writing Focus: Generalizations Mini Lesson:- Ask students to

think about generalizations that may have affected them.

- Using the AM NY or other book begin to generate a list of generalizations

Independent Work:Students create a list of generalizations that they have heard of or that have affected themShare:Students share out their generalizations. Try to display the students work in the classroom as a referenceChart: Generalizations


Reading Focus: Non-Fiction text feature review Mini Lesson:

- What are the elements of non-fiction (see attached for specific of text features)

- Ask students to compare the differences between fiction and non-fiction (fiction is not real/made up)

Independent Work:Students read independently for 15 – 20 minutes and look for examples of non-fiction text features in their writingShare: Share reading

Writing Focus: Note-taking Mini Lesson:- Introduce

students to note-taking strategies

- Remind them there is no “I”

- Bulleted lists- Fish bone- Not complete

sentencesIndependent Work:Using AM NY, students should take notes on an article in their writers notebook.Share:Students share out elements of non-fiction text features or note-taking strategiesChart: Note-taking, Non-Fiction



Reading Focus: Compare and Contrast fiction and non-fiction Mini Lesson:

- What are the differences between the two

- Pictures- Text- Format

Independent Work:Read the two different formats of writing on the same topic and compare the differences.Share: Turn and Talk: Compare answers – generate a list to share at the end of the period.

Writing Focus: What resources can you use to better your vocabulary? Mini Lesson:- Review with

students what different tools in the classroom can be used to help them with vocabulary

- Review the different tools i.e. - dictionary, thesaurus, atlas, internet, previous handouts, etc.

Independent Work:Students should begin to use these resources to look up definitions of the social issues they have chosen and expand on the topics.Share: Writing entry


Reading Focus: Choosing a social issues Mini Lesson:

- Brainstorm different types of social issues

- Teachers should select a social issue that they are going to use to model for the rest of the unit.

Independent Work:Students look at the social issues list and chose a social issue that interests them. They can choose one that is not on the list. Students should web what they know about the topic. Collecting to beginShare: Share reading

Writing Focus: How do we use a thesaurus? Mini Lesson:- Introduce students

to the specific elements of a thesaurus

- Ask students to think of ways in which a thesaurus would be helpful

- Replace good, nice, and bad with stronger words.

Independent Work:Using strong word lists and/or thesaurus students should write an entry which narrows down their focus to one social issue and words that could help describe it. Share: Writing entry


Reading Focus: Elements of a brochure Mini Lesson:

- What does it look like?

- What information can be found it in?

- What does it not have?

Independent Work:Using brochures on a social issue have the students generate a list of the elements that need to be included in a brochure in order for it to be effective.Share: Share reading

Writing Focus: Visually Representing your social issue Mini Lesson:- Introduce the

students to a comic strip organizer

- Model a visual representation of a social issue

- How does a visual representation differ from a written one?

Independent Work:Using the comic strip graphic organizer, students visual represent their social issue.Share: Comic strips

Chart: Social Issues


Reading Focus: How to read a brochure? Mini Lesson:

- What elements of the brochure do you read first?

- Which elements are most important?

- Which elements could be fact vs. opinion?

Independent Work:Students look at a brochure and determine which information is important and which information is not as valuable. Students should then begin to take notes from the brochure for their own piece.Share: Share reading

Writing Focus: Visually Representing your social issue Mini Lesson:- Review the

guidelines for the comic strip from yesterday

Independent Work:Continue to create the comic strip of the social issues. Due at the end of the period.Share: Comic strips

Students should be encouraged to collect facts and information on their social issues – library, newspapers, internet, etc.


Reading Focus: How to glean information from a non-fiction text? Mini Lesson:

- Using a non-brochure text on overhead model how to take information from the text

- Model reading the text and retelling the main points of the article.

Independent Work:Put a new non-brochure text on the overhead or printed. Allow the students to read it. In their notebooks they should list the main parts of the text.Share: Share reading

Writing Focus: Webbing Mini Lesson:- Review the

difference between fact and opinion from last week.

- Remind students that their feelings are opinions and not facts.

- Give examples on chart paper of the two and ask the students to identify.

Independent Work:Using the comic strip graphic organizer, students visual represent their social issue.Share: Comic strips

Chart: Fact/opinion/feelings



Reading Focus: Citing SourcesMini lesson: What information is important in proving facts- Using a non-fiction

text, demonstrate how to take notes and site sources (oral sources as well)

- Ask students why it is important to make sure your information is from a reliable source.

Independent Work: Students should backtrack and make sure that information they have gathered has a source.Share: Where are you getting your facts from?

Writing Focus: Introduce the rubric and criteria for the social issues unitMini lesson: Students will go over the rubric and what is expected of them- Review the

criteria for the unit

- Address all questions regarding the rubric

- Publishing Deadline: November 2, 2007

Independent Work:Students will continue to work on their stories in their notebooks. Early finishers may read independently Share: Students share drafting experiences.


Reading Focus: ParaphrasingMini lesson: What is paraphrasing- What is the

difference between paraphrasing and plagiarism

- Model how to paraphrase

- Give examples in a chart

Independent Work: Students should work with their own texts to try to paraphrase information from their collectionsShare: Students clue words they have found in their books.

Writing Focus: Plagiarism and fact checking- Develop a chart of

what plagiarism is- Review the

seriousness of this topic

- Review the differences between paraphrasing off the internet and stealing (copy and pasting)

Independent Work: Students will continue to collect facts for their brochures.Share: Students share drafting experiences

Chart: Plagiarism

LCD projector to use as an examples


Reading Focus: Note taking from a chart or a diagramMini lesson: What is note taking from a diagram/chart?- How do we read it?- How do we

understand it?- Generalizations

Independent Work: Students should work on their own chart/diagram.Share: Students share their diagrams/strategies.

Writing Focus: Citation/Reference PagesMini lesson: What does it mean to cite your work?- How do you cite

work- Author- Publisher- Location- Date of copyright- Citing source from

the internet, books, magazines oral sources, etc.

Independent Work: Students use their reference material and generate a citation sheet. All facts in their brochure must be cited.Share: Students share citation experiences

Chart: Citation rules


Reading Focus: Note taking from a chart or a diagramMini lesson: What is note taking from a diagram/chart?- How do we read it?- How do we

understand it?- Generalizations- What are they?- How can they be

avoided?Independent Work: Students should work on their own chart/diagram.Share: Students share their diagrams/strategies.

Writing Focus: Brochure layoutMini lesson: What does a brochure look like?- What non-fiction

text features are to be included?

- What does it look like?

- Can it have pictures, headings, etc.

Independent Work: Students will begin to draft their brochures in brochure form.Share: Students share drafting experiences

Chart: Note taking from a diagram


Reading Focus: Note taking from an oral sourceMini lesson: What is an oral source? How do you take notes?- Recording main

points- Grade appropriate

vocabulary- Abbreviations you

can read- Re-reading your

notesIndependent Work: Pair/buddy interviews, practicing note taking from oral source.Each student should be given five minutes to talk about their social issue while the other student takes notes.Share: What did we learn about taking notes from an oral source/share-out about partner (voluntary).

Writing Focus: Re-write notes / turning notes into informational text.- Model ways to do

this.- NOT Q&A format

Independent Work: Students will use their notes from the interview and turn them into an informational “text.” Share: Share out their writing.

Students should be paired with someone who is working on the same social issue if possible



Reading Focus: Reading for the correct audienceMini lesson: Different texts are written for different audiences.- Using different

books or texts have students determine what types of audiences would read the text

- Have students generate a list of the different criteria for each audience.

Independent Work: Students read independently.Turn and Talk: Allow the students to argue what types of audiences would most be interested in their IRShare: All students to share out their audience findings

Writing Focus: Writing for a specific audience.Mini lesson: Review the different types of audiences with the students - Generate a list of

audiences which the students are reaching with the social issues

Independent Work: Students should plan out what audience they are reaching and how they plan to do it.Share: Share out what audience they are trying to read with their brochure.


Reading Focus : 15 minutes of independent silent readingIndependent Work: Students read independently.Share: Where are you getting your facts from?

Writing Focus: Revising for grade-level vocabularyMini lesson: Review with the students the process of peer editing- Have students

peer edit each others work

- Students should be specifically looking for grade level vocabulary

- Make sure that all peer editing forms are complete and detailed.

- Students should be given back their work and they should discuss with the editor the changes.

Independent Work:Students will take their peer editing reflections and implement the necessary changes.Share: Share one thing that they learned from peer editing


Reading Focus : 15 minutes of independent silent readingIndependent Work: Students read independently.Share: How does your reading choice relate to social issues?

Writing Focus: Revising and editing for contentMini lesson: Review with students the editing and revising process.Model with students what a finished brochure should look like.Independent Work:Students should use this period to make sure their brochures are complete, accurate, detailed, and include visual and graphic support. (This is the last full day the students will have to complete their brochures)Share: Share out the writing process and what elements you are struggling with


Reading Focus : 15 minutes of independent silent reading

Writing Focus: Publishing celebration/ Oral Recitation Mini lesson: Review the rules of the publishing party. Explain expectations- Practice reading

their work and generate a chart of Do’s and Don’t of what to do when you are reading out loud.

Independent Work:Students should get into group of like social issues and share out they brochures to practice what they are going to say during the celebrationAny students not finished publishing needs to finish, Students who are finished can read independently, color.Share:Who is going to share, why, roles for the students to do Homework: Bring in food for the celebration party.

Review: Do’s and Don’ts at a publishing party


Publishing Celebration(45 minute celebration)

Focus: Review celebrating do’s and don’tsModel with students how to give feedbackReview with students the feedback forms which were discussed yesterdayReview with students how to speak publicly

Independent Work: - Students will set

up for the publishing party.

- Students will share their work with each other

- Students will provide feedback as per the rules for feedback previously discussed

Students need to complete their

portfolio reflection to include in the

portfolio

Share: Discuss the highlights (and lowlights) of the publishing party. CLEAN UP!!!


Realistic Fiction UnitGrade 7

SupportingHandouts


Note: To facilitate differentiation, forms marked A should be given to students that are performing on a higher level (based on your assessments.) Forms marked B should be given to students that are performing on a lower level (based on your assessments.)

Note: Packets with additional information on specific social issues are located in Room 203 and should be copied as needed for students for research purposes. Topics available include:

AlcoholismChild Abuse

Child SoldiersBullying

Drug AbuseGang Violence

Teen PregnancyTeen Fathers

October’s Literacy Unit:October’s Literacy Unit:Social IssuesSocial Issues

There are many different ways in which people communicate information to one an other. Some people write books, others use the internet as a source for sharing information. But there are other methods of written communication that people use to share information. One such form is brochures.

Most often brochures are used to inform people on a very specific topic. Brochures contain just enough information to be a resource but not to much as to become overwhelmed with facts and statistics. They allow people to quickly and effectively obtain the information they need without having to sit down and read an entire book or search endlessly on the internet.

Many organizations use brochures to inform people on a particular social issue. A social issue is problem that affects a group of people in a negative way. Often times, a group of people will work together to find solutions to a given social issue and help those people who are affected. One way in which they do this is by informing the public through brochures.

For your October literacy unit project, you need to create s brochure on the social issue of your choice. Think carefully about what social issues affect you or are important to you. Remember, being part of the solution and not the problem is how social issues are changed.

Below is a checklist you can use to make sure you have included all the elements needed to create your brochure. Remember to not rush through the writing process. Each step is important and only allows you to better your work.

Writing Element Date Completed Visual representation of a social issue Notes from note-taking Citation Sheet Rough Draft Editing and Revisions Peer Edit Teacher Conference Published Work (with visual representation, graph,

statistics)The organization, artwork and facts are up to you. Make sure your brochure has enough factual

details to be informative but not to much as to be overwhelming.

Please make sure to hand this checklist in with your final work. All work, complete or incomplete is due on _______________________________________________________

Name: ________________________________ Date: ___________

Social Issues Rubric4

Exceeding the Standard3

Meeting the Standard2

Approaching the Standard

1Below the Standard

ORGANIZATION

Your writing is very well organized. One idea or

scene follows another in a logical sequence with clear

transitions.

Your writing is pretty well organized. One idea or scene may seem out of

place. Clear transitions are used.

Your writing is a little hard to follow. The transitions are sometimes not clear. Many details are out of

place.

Your writing seems to be randomly arranged. Their

does not appear to be an order to your writing. Details are all

over the place.

PLAGARISM

Content is accurately cited on your citation sheet. All

paraphrasing is cited on your citations sheet.

Personal content is original thought.

Most of your content is accurate. Most of your

citations are correct. Most of your personal content is

original thought.

You may or may not have directly lifted text form

other sources. Some content is falsified. You are

missing many citations. There are inaccuracies.

Content is falsified with many inaccuracies. There are no

citations for your work. You may or may not have directly lifted text from other sources.

CITATION SHEET

Your citations sheet is complete and accurate.

Your citations sheet is almost complete and

accurate. Some information may be missing.

Your citations sheet has many inaccuracies. Many facts are incorrectly cited.

You did not include a citation sheet.

FACT AND OPINION

You have not included your opinion in your brochure. Facts are clearly defined.

You have included some of your opinions in your

brochure but you have more facts than opinions.

Your brochure has more of your opinion than facts. It

is difficult to determine your objective analysis.

You have not included facts in your brochure or most of your

brochure is subjective.

BROCHURE LAYOUT

Your brochure is typed or extremely well designed.

Each section is well thought out and worded. Visual

representations support text.

Your brochure is well designed. Each section has

clearly outlined. Visual representations support text.

Your brochure complete but difficult to follow at times. Your visual representations do not always support your

text. Sections may be missing.

Your brochure is not complete. Sections are missing.. It is

unclear what the message of your brochure is.

CONTENT

All content related to your social issue. There are no

inaccuracies. All details are important in getting across

your message.

Most of your content relates to your social issues.You have little to no

inaccurate content. Most details relate to your social

issue.

It is somewhat clear what your social issue is. You

have some details, but lack enough information to

really make a point.

It is unclear what social issue you are trying to convey.

There are little to no details. You include inaccurate

content.

CONVENTIONS

You made no errors in grammar, spelling,

punctuation, capitalization that distract the reader from

the content of the story.

You made makes 1-2 errors in grammar, spelling,

punctuation, capitalization that distract the reader from

the content of the story.

You have between 4 and 6 errors in spelling, punctuation, and

capitalization that distract the reader from the content

of the story

You have 7 or more errors in spelling, punctuation, and

capitalization. Your mistakes are a serious distraction from

the overall story.

PRESENTATION

The published work of your writing is readable, clean,

neat and attractive. It is free of erasures and crossed-out

words. It looks like the author took great pride in it.

The published work of your writing is readable, neat and attractive. It may have one

or two erasures, but they are not distracting. It looks like the author took some pride

in it.

The published work of your writing is readable and some of the pages are

attractive. It looks like it might have been done in a

hurry.

The published work of your writing is not neat or

attractive. There are erasures, white-out, rips, or crinkles in the final piece. It looks like

you have no pride in the work that you do.

NAME: ____________________________ DATE: _______________ FINAL GRADE: ________

TEACHER COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________

Editing Marks

Name: ________________________________ Class:______________________

Date:__________________________________ ELA: Editing Marks

Name: ________________________________ Class:______________________Date:__________________________________ ELA: Revising Checklist

Revising ChecklistRevising the draft of your work is an important step before you publish your work. This is the time for you to LOOK AGAIN at your work and find places to use stronger word choices, look for ways to vary your sentence and paragraph structure, and make sure that you do not use the same words or phrases over and over again.

Using the following checklist, go through your draft and revise your work. Remember, your draft is supposed to have X’s, crossing out, arrows, additional sentences and words and mistakes. It should look MESSY!!!Materials:

Blue or black pen Colored pencils Highlighters

Revision Tasks CompletedRead your paper out-loud. Are you missing any words? Go back and add missing words now (remember you use the /\insert symbol when you are making additions to your writing.)

Highlight your topic sentence statement. Does it relate to your main idea? Re-read your introduction. Does it draw your reader in? Put a smiley face next to your introduction if it does. If it doesn’t, go back and make changes in a colored pencil.

Underline, in colored pencil, every single transitional word in your essay. Put an X through IS, ARE, WAS, WERE. Replace as many as possible with more descriptive words in pen.

Look for words you have used more than five times. Replace them with more descriptive words (Use a colored pencil)

Using a pen, remove any sentences that do not support your thesis statement. If you do not have any unnecessary sentences, put a triangle on the top of your paper.

Cross out any sentence that begins with And or Because. Rewrite them in colored pencil. If you do not have put a check at the beginning of your draft.

Using the lines below, write the first word of each of your paragraphs. Do any words repeat? If they do, replace it with another descriptive word in colored pencil.

____________________________________________________________________________________________________________________________________________________________________________________________________________________

Highlight all the descriptive words in your writing. If you do not have at least two highlighted words in each paragraph, go back and make changes to those paragraphs now. List 7 of those descriptive words on the lines below.

__________________________________________________________________________________________________________

Re-read your conclusion. Is it repetitive? Does it look to the future? Put a star next to your conclusion if it engaging to your readers. If not, go back and make changes in a colored pencil.

Name: ________________________________ Class:______________________Date:__________________________________ ELA: Editing Checklist

Editing ChecklistEditing your work is as important as revising it. Now is the time to CHECK for run-on sentences, missing capitals, spelling mistakes, and punctuation errors.

Editing Tasks Completed

Underline the first letter of each sentence. Are each of the words capitalized? Make corrections now with the correct editing mark.

Check the punctuation of each sentence. Are you missing any? Go back and add it now with a colored pencil or pen.

Read your writing out-loud for run-on sentences. If you could not read a sentence without taking a breath it is probably a run-on sentence. Highlight run-on sentences and break it apart into two sentences.

Highlight all your quotes. Make sure all titles and direct quotations are separated with quotation marks.

Are all your proper nouns capitalized? Go back and underline all of your proper nouns with a colored pencil. Make any corrections.

All words are spelled correctly? Circle any words if you are unsure of the spelling with a colored pencil.

All commas are used correctly? Remember to add them if need be. Put a box around any comma you are unsure of.

Circle your introduction. Put a squiggly line under your conclusion. Do you have sentence variety? Go back to one paragraph and underline each sentence in a different colored pencil. Are the lines different sizes? If yes – GREAT JOB. If no, you need to go back and work on your sentences structure.

Do your nouns and verbs agree? Circle three examples of noun-verb agreement in your paper. (For example I did all my work)Example Number 1.

______________________________________Example Number 2.

______________________________________Example Number 3.

______________________________________

Check for short hand (2, 4, u, b/c, w/, b4, b, c, etc.)? Edit all of your shorthanded writing with a colored pencil. Replace with the actual words.

Check for use of number replacement of letters (i.e. – l3tt3r) Make the necessary corrections with a colored pencil. List any examples of these errors below.

____________________________________________________________________________________________________

Check your verb tense. Make sure your ENTIRE essay is in the same tense (it should be in the past tense!)What tense is your essay in? __________________________________

Name: ________________________________ Class:______________________Date:__________________________________ ELA: Peer-Editing Checklist (Form A)

Peer – Editing ChecklistBackground: It is almost impossible to see all of your errors. Even professional writers have someone else read their work to make sure that there are no mistakes. This is known as peer editing. A peer editor looks for not only conventional mistakes but checks to make sure your paper makes sense and is easy to read.

Task: Ask someone you trust to peer edit your work. You should pick someone who is going to be honest and give you feedback which you can use to make your work better. You should also make sure whoever you pick is going to take the job seriously and really read and edit your work. Likewise, if someone asks you to peer edit their work, you should give their writing the same attention you would like someone to give yours.

Make sure when you give them your work to edit you also give them your writing. Their comments should be placed in on your writing so you can refer back to their

suggestions. Don’t be afraid to write on their essay. That is what a good editor does. DO NOT bring your essay to your teacher for editing and revisions until you have

revised and edited your work AND you have had it peer edited.

Editors Name: _________________________________________________________________________

Task Still needs more work

Almost perfect

Great Job!!!

Editing TasksAll sentences begin with a capital letter.All sentences end with appropriate punctuation.There are no run-on sentences.All dialogue is set off with commas.All proper nouns are capitalized.All words are spelled correctly or question marks are placed over words if you are unsure of the spelling.All commas are used correctly.There is no shorthand writing (2, 4, b4, u, c, etc.) There is no number replacement of letters.Revision TasksI was easily able to identify the thesis statement.The sentences are interesting and vary in length.I was easily able to identify the introduction.I was easily able to indentify the conclusion.

There are lots of descriptive words used.All paragraphs support the thesis statement.There are no off-topic sentences.Transitional words are being used to move from one idea to the next.

Name: ________________________________ Class:______________________Date:__________________________________ ELA: Peer-Editing Checklist (Form B)

Peer – Editing ChecklistBackground: It is almost impossible to see all of your errors. Even professional writers have someone else read their work to make sure that there are no mistakes. This is known as peer editing. Peer editing looks for not only conventional mistakes but also checks to make sure your paper makes sense and is easy to read.

Task: Ask someone you trust to peer edit your work. You should pick someone who is going to be honest and give you feedback which you can use to make your work better. You should also make sure who ever you pick is going to take the job seriously and really read and edit your work. Likewise, if someone asks you to peer edit their work you should give their writing the same attention you would like someone to give yours.

Make sure when you give them your work to edit you also give them your work so they can provide feedback.

Peer feedback comments should be placed in on work so you can refer back to the suggestions.

Don’t be afraid to write on the essay. That is what a good editor does. DO NOT bring your essay to your teacher for revisions and editing until you have

revised and edited your work AND you have had it peer edited.

Editors Name: _________________________________________________________________________

Task Still needs more work

Almost perfect

Great Job!!!

Editing TasksAll sentences begin with a capital letter.All sentences end with appropriate punctuation.There are no run-on sentences.All dialogue is set off with quotation marks.All proper nouns are capitalized.All words are spelled correctly or question marks are placed over words with questionable spelling.All commas are used correctly.There is no shorthand writing (2, 4, b4, u, c, etc.) There is no number replacement of letters.

Revision TasksI was easily able to identify the thesis statement.The sentences are interesting and vary in length.I was easily able to identify the introduction.I was easily able to indentify the conclusion.There are lots of descriptive words used.All paragraphs support the thesis statement.There are no off topic sentences.Transitional words are being used to move from one idea to the next.

To be filled out by the peer reviewer and used by the author to make revisions.

1. One aspect of the dissertation that I really liked was _____________________________________________________________________________________________________________________________________________________________________________________________________________________

2. If I wrote the dissertation I would have ________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. One sentence that I would revise is_____________________________________________________________________________________________________________________________________________

4. I would revise this sentence because _____________________________________________________

5. My favorite sentence from the dissertation was __________________________________________________________________________________________________________________________________

6. I really liked this sentence because______________________________________________________

7. One paragraph that I would revise is _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. I would revise this paragraph because ____________________________________________________

9. One paragraph that I really liked was_____________________________________________________

________________________________________________________________________________________________________________________________________________________________________________

10. I really liked this paragraph because _____________________________________________________

Social Issues for ChangeBelow is a partial list of social issues that the students can explore. This list should be used as a starting point. Students should feel free to explore one

of these issues or chose another that constitutes a social issue.

Homelessness Alcoholism Gang Violence Abuse Adoption Climate Change Gambling Conservation Environment Drug Abuse Crime and Violence Recycling

Peer Pressure Teen Pregnancy Conformity Bullying Apathy (Physical Limitations) Racism Abortion Death Penalty War Bias in the judicial system Eating Disorders Overcrowding in jails

When the students are determining a social issue, they should consider: Their feelings about the issue. What side of the issue they fall on (i.e. for the death penalty or against it). How and where they can obtain their information. Will they be able to have enough information on the topic? Who are they appealing to?

Notes and comments (compliments and suggestions):

Example of a brochure created by a fourth grade class on Colonial America

(Inside Opening Page)

Interesting facts:

Map:

(Back Page)

For more information/contact details:

About the researchers:

(Front page)

Title

Author

Picture

PicturePicture

(Inside page 1)Introduction/Recommendation:

Text

(Inside page 2)Text

Text

(Inside page 3)Text

Text

Picture

Picture

Picture

Picture

Picture

Picture

BrochuresThese photos are from a grade 2 classroom (I know we’re grade 7!!). We researched and wrote brochures on snails. We did a whole class model and the kids made their own. We had snails to observe. These photos show the process we took. .

Research was done on a data chart.

We used that information to write each section. We then wrote a process for the

kids to follow.

One side of a finished brochure The other side.

Part of the display of finished brochures The brochure collection and our learning from the unit.

37th Grade Literacy - The Teachable Moments Web viewUsing strong word lists and/or thesaurus...

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