Overview of Interdisciplinary Writing Unit for Informational and Persuasive Writing By Laura Poss...

Overview of Interdisciplinary Writing Unit for Informational and Persuasive Writing

By Laura PossValdosta State UniversityREAD 7140Summer 2006

Georgia Writing Test

Taken in the 3rd Grade

Different Genres

Six Stages of a Writer

5 Stages

Third Grade Test

Scored by the six stages of writing

Scoring based on content, personal expression, and surface features.

Students need a wide variety of writing samples in portfolio.

Six Stages of a Writer The Emerging

Writer

The Developing Writer

The Focusing Writer

The Experimenting Writer

The Engaging Writer

The Extending Writer

Six Stages Continued

Third Grade Students should be writing at the Engaging Stage- topic well developed,

clear beginning, middle, and end, audience awareness, varied language and sentences, and errors that do no interfere with readers understanding

or

Six Stages Continued

Third Grade Students should be writing at the Extending Writer- topic elaborated with

details, organization that sustains purpose and moves reader, audience awareness, varied sentence patterns, creative and novel language, errors that do not interfere with reader’s understanding

Stages of the Writing Process

Prewriting- get ready to write Drafting- writing ideas into sentences Revising- add details Editing- check for grammatical errors Publishing-making it neat and sharing

Unit One:

Informational Writing

Unit 1

Grade Level: 2nd

Genre/Mode of Writing: Informational: Comparing and Contrasting

Content Area Connection: Social Studies


Compare and Contrast

Used to explain how two or more things are alike or different.


Content Area Connection SS2H1 The student will read about

and describe the lives of historical figures in Georgia history. b. Describe how everyday life of these

historical figures is similar and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation, rights, and freedoms).

Informational Writing Pre-assessment

After discussing the pilgrims, the students are to:

Get out pencil and paper

Write a compare and contrast essay on how the pilgrims lived compared to how we live today.

Grouping Options: Teachers Instructional Needs

Prewriting, Drafting, Publishing Whole group- emphasizing direct

instruction, this is a quick and easy way for the entire class to participate and ask questions (practice activity), increases time on task behavior

Individual- this way I can see what the students actually understand about prewriting

Revising and Editing: Whole group- emphasizing direct


Partners- this will allow someone else to look at the paper and help catch errors and mistakes as well as suggestions for improvement.


Grouping Options: Students Needs

Deaf/Hard of Hearing: Use of an interpreter will be provided

and in full view of student English as a Second Language:

Placed next to students that know the language fairly well, and are able to use media to help with language difficulties


Learning Disabled: Placed around the room where they are

able to receive help from peer or teacher when needed as well as any technology.

Emotional Behavior Disorder: Are arranged so that they are sitting

next to someone they work well with As with all students monitor to make

any changes you deem necessary.

Prewriting

Stage in which we get ready to write Brainstorm Consider:

Audience Form

Use Graphic Organizer

Prewriting

Practice Student’s pick topic and brainstorm

together about the idea using a shared writing technique

Assessment Students are to complete own graphic

organizer: Compare and Contrast lifestyle of Sequoyah and now

Compare and Contrast Graphic Organizer

Name _____________________________ Date____________________

Topic____________________________________________________

______Then__________ ____Now_______________

Poss, L. (2006). Compare and Contrast Graphic Organize. Unpublished manuscript, Valdosta State University, Ga.

How Alike?

How Different?

Name__________________________________ Date_______________________

Checklist for Compare and Contrast Graphic Organizer___1. Is my name on the paper?___2. Is today’s date on the paper?___3. Do I have a topic?___4. Are my concepts complete?___5. Do I have at least three reasons why they are alike?

__1, __2, __3 ___6. Do I have at least three reasons why they are different?

__1, __2, __3___7. Under the differences did I include how they are different?

I need at least a two-word explanation.__1, __2, __3

Poss, L. (2006) Prewriting Checklist. Unpublished manuscript. Valdosta. State University, Ga.

Name___________________________ Date_________________________

Scoring Guide for the Prewriting Stage of the Writing Process

Exceeds Standards 4 points

Meets Standards 3 points

Progress Toward 2 points

Needs Improvement

1-0 points Places name and date on their paper

Has both name and

date

Has name on the paper.

No name or date on the

paper. Graphic

Organizer Parts

Has topic, concept 1,

concept 2, 3 ways the

topic is alike, and 3 ways the topic is different.

Has topic, concept 1, concept 2, ways the

topic is alike, and ways the

topic is different.

Has more than two

items missing from their

graphic organizer

Did not attempt to do the graphic organizer.

Topic Stays on topic and gives

more information

than is needed

Stays on topic and gives required

amount of information

Starts on topic and then does not stay

on topic

Does not include

information about chosen

topic. Prewrites to

Generate Ideas

The student stays on task completes the

prewriting process

The student does not try to come up with

ideas

Total Number of points _______________ * 12 points is the criteria for mastery. Poss, L. (2006) Prewriting Scoring Guide. Unpublished manuscript. Valdosta State University, Ga.

Accommodations/Modifications

Provide support Use of word processors for poor

writers Use of drawing for students to gather

thoughts

Drafting

Write ideas on paper Focus on content Skip lines for later use Write on only front of paper

Drafting

Practice Using the shared writing graphic

organizer the students and teacher will compile a draft

Using their own graphic organizer, the students are to compile a draft

Name______________________ Date________________

Checklist for the Drafting Stage

___1. Did I use the ideas from my graphic organizer?

___2. Did I skip lines?

___3. Did I add details? (You don’t have to)

___4. Did I take out details? (You don’t have to)


___6. Did I use… __sentences __paragraphs ___7. Do I have a __beginning __middle __end

Poss, L. (2006) Drafting Checklist. Unpublished manuscript. Valdosta. State University, Ga.

Name____________________________ Date______________________

Scoring Guide for Drafting Stage

Exceeds Standards

4

Meets Standards

3

Progress Toward

Standards 2

Needs Improvement

1-0

Used Graphic Organizer

Used all of graphic

organizer to complete paper

and added more

Included all information from graphic

organizer

Included some information from graphic

organizer

Did not include anything on the

graphic organizer

Sentences All sentences had a subject

and verb

Most sentences had a subject

and verb

Some sentences had a subject

and verb

Few sentences had a subject

and verb Paper

Organization Skipped lines,

had a title, name, date, and paragraph form

4 out of 5 elements were

there


there

2 or less elements were

there

Content Paper has a clear

beginning, middle, and

end

Paper has a beginning,

middle, and end

Paper has 2 out of 3 elements

there

No clear beginning,

middle, and end.

Paragraphs Paper is written with many paragraphs

Some paragraphs

Few paragraphs No paragraphs

Total Number of Points ______________ *15 points is the total number needed for mastery. Poss, L. (2006) Drafting Scoring Guide. Unpublished manuscript. Valdosta. State University, Ga.


English as a Second Language Provide clarification of any questions

Deaf/Hard of Hearing Interpreter


Learning Disabled Provide assistance Use of word processor Another transcriber

Emotional Behavior Disorder Sit them next to someone they work well

with Monitor behavior

Revising

Work by yourself or with a partner Add, Delete, Rearrange information Use proofreading marks for revising

Revising

Practice Activity Students will revise the shared pen draft.

They will use all of the revising skills we learned

Assessment Activity Students will work with partners to revise

their own draft- make sure they use proofreading marks, and read and write on their own paper

Name __________________________ Date_______________

Checklist for Revising Stage___1. Did I add details?___2. Did I delete details?___3. Did I move details around?___4. Did I use the proper proofreading marks?___5. Did I read my paper to my partner?___6. Am I the only one that wrote on my paper?___7. Did we talk about the likes____ and ___dislikes of my paper?

Poss, L. (2006) Revising Checklist. Unpublished manuscript. Valdosta. State University, Ga.

Name_____________________________________ Date_______________________________

Scoring Guide for Revising Stage



Progress Toward Standards 2 points

Needs Improvement 1-0 points

Reading to Partners

Reads to self and others to gather suggestions

Reads to self to gather information

No effort with partners

Details Added, Deleted, and moved details

Some added, deleted, and moved details

Few added, deleted, and moved details

No details added, deleted, or moved

Proofreading Marks

Used proofreading marks

Did not use proofreading marks

Checklist I followed and answered all information on the checklist

I followed and answered some information on the checklist

I followed and answered few information on the checklist

I did not follow the checklist

Total Points earned____________ *Points need for mastery is 12 Poss, L. (2006) Revising Scoring Guide. Unpublished manuscript. Valdosta. State University, Ga.


English as a Second Language Provide clarification of any questions English/Spanish dictionary


Editing

Correct punctuation, spelling, capitalization

Read slowly word by word looking for mistakes

Use proofreading marks

Editing

Practice Activity To be done in pairs Work with a different partner to look for

mistakes in the class paper Assessment Activity

In pairs look for mistakes in your paper Read each word slowly Correct anything you see

Name______________________ Date______________

Checklist for Editing Stage

___1. All words spelled correctly

___2. All sentences have ending punctuation

___3. All words that are proper nouns capitalized

___4. Did I use the proofreading marks correctly?

___5. Did I read it to my partner slowly?

___6. Did I offer suggestions?

___7. Did I write the suggestions down that I wanted to use?

___8. Did I write in a different color pen?

Poss, L. (2006) Editing checklist. Unpublished manuscript. Valdosta. State University, Ga.

Name___________________________________ Date_________________________

Scoring Guide for Editing Stage



Progress Towards Standards 2 points

Needs Improvements

1-0 points

Reading Aloud Reads aloud slowly to make

corrections

Does not read aloud

Spelling Makes spelling corrections

Makes most spelling

corrections

Makes few spelling

corrections

Makes no spelling

corrections Uses

proofreading marks

Uses marks to show changes in the paper

Uses some marks to show changes in the

paper

Makes few marks to show changes in the

paper

Does not use proofreading

marks

Pen Used a different color

pen

Did not use a different color

pen Punctuation No punctuation

errors Few

punctuation errors

Many punctuation

errors Total Points Earned_____________

*15 points needed for mastery

Publishing

Rewriting your work Make it neat and clean Don’t skip lines Add/delete information from revising

and editing

Publishing

Practice Activity Have the students take turns writing out

the class paper you have written. Practice neat handwriting skills

Assessment The students will complete their own

paper by writing a clean copy. When finished, they may share their

work

Name______________________ Date___________________

Publishing Checklist

___1. Did I include all my changes I made to my draft?

___2. Did I use neat handwriting?

___3. Did I spell correctly?

___4. Did I use proper

___Punctuation

___Capitalization

___Sentence structure

___5. Am I happy with it enough to turn it in?

Poss, L. (2006) Checklist for Publishing. Unpublished manuscript. Valdosta. State University, Ga.

Name_____________________________ Date_____________________________

Scoring Guide for Publishing



Progress Toward

Standards 2 points

Needs Improvement

1-0 points

Handwriting Neat and legible

Legible but not neat

Neither neat nor legible

Sentences Complete sentences with

subject verb agreement

Mostly complete

sentences with subject verb agreement

Few complete sentences with


Little to no complete


Spelling No spelling errors

Few spelling errors

Some spelling errors

Many spelling errors

Punctuation No punctuation or capitalization

errors

Few punctuation

and capitalization

errors

Some punctuation

and capitalization

errors

Many punctuation

and capitalization

errors

Total number of points earned_____________________ *12 points need for mastery

Poss, L. (2006) Scoring guide for Publishing. Unpublished manuscript. Valdosta. State University, Ga.

Unit 2

Response to Literature

Persuasive Writing

Unit 2

Grade Level: 2nd

Genre/Mode of Writing: Response to Literature: Persuasive Writing Persuasive Letters

Content Area Connection: Language Arts/ Literature

Persuasive Writing

Persuasive Letters

Winning someone your viewpoint or cause

Written to real audiences and mailed Use reason, character, emotion Statistics, cause-effect relationships

Persuasive Writing Content Area Connection

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student

h. Makes connections between text and/or personal experiences.

o. Recognizes the author’s purpose

Persuasive Writing Pre-assessment

The students are to use a pencil and notebook paper.

Write a persuasive letter to their parents to persuade them to buy a toy the student thinks he can’t live without.


Prewriting, Drafting, Publishing Whole group- emphasizing direct


Individual- this way I can see what the students actually understand about prewriting


Deaf/Hard of Hearing: Use of an interpreter will be provided

and in full view of student English as a Second Language:

Placed next to students that know the language fairly well, and are able to use media to help with language difficulties


Learning Disabled: Placed around the room where they are

able to receive help from peer or teacher when needed as well as any technology.

Emotional Behavior Disorder: Are arranged so that they are sitting

next to someone they work well with As with all students monitor to make

any changes you deem necessary.

Prewriting

Stage in which we get ready to write Brainstorm Consider:

Audience Form

Use Graphic Organizer

Prewriting

Practice Student’s brainstorm together about

persuading the principal to buy a class pet using a shared writing technique

Assessment Students are to complete own graphic

organizer: Persuading the “thing” in Green Eggs and Ham to eat the green eggs and ham.

PREPARING TO WRITE YOUR LETTER Name: ___________________________________________________Date: ______________

Arguments For _______________________________________________________________

Based on your reading of the source materials, list below the most important arguments, or

points of view, used to support this position. Also, list the evidence or claims which support

each argument.

Arguments For Supporting Evidence or Claims

Graphic organizers: Preparing to write your letter. Retrieved May 17, 2006, from http://coefaculty.valdosta.edu/troot/eced4300/Graphic%20Organizers.htm

Heading

Greeting

Body

Closing

SignatureNike Nike

Cross, D. (2005) Friendly letter man. Valdosta State University, Ga.

Heading (name, address, city, state, zip code)

Greeting (Dear ___________,) Body (see other

graphic organizer)

Closing (Sincerely or Thank you _______)

Signature (sign your name)

Name______________________________________ Date______________________________

Checklist for Prewriting

___1. My name is on my paper. ___2. I have filled out my graphic organizer completely. ___3. Under reasons 1,2,3, I have 3 details. __1 __2 __3 ___4. I stayed on topic.

Name_____________________________________ Date_________________________

Scoring Guide for Persuasive Letter Graphic Organizer

Exceeds

Standards 4 points




Use of Graphic Organizer

Used graphic organizer to write down ideas

Did not use graphic organizer to write down ideas

Reasons Had four reasons for persuading

Had three reasons for persuading

Had two reasons for persuading

Had one or no reasons for persuading

details Have at least three supporting details

Have two supporting details

Have one supporting detail

Have no supporting details

Topic Stays on topic consistently

Stays mostly on topic

Stays on topic but strays a little

Does not stay on topic

Total points earned *12 points needed for mastery Poss, L. (2006) Prewriting Scoring Guide. Unpublished manuscript. Valdosta State University, Ga.


Provide support Use of word processors for poor

writers Use of drawing for students to gather

thoughts

Drafting

Write ideas on paper Focus on content Skip lines for later use Write on only front of paper

Drafting

Practice Using the shared writing graphic

organizer the students and teacher will compile a draft

Assessment Using their own graphic organizer, the

students are to compile a draft

Name______________________ Date________________

Checklist for the Drafting Stage

___1. Did I use the ideas from my graphic organizer?


___3. Did I add details? (You don’t have to)

___4. Did I take out details? (You don’t have to)


___6. Did I use… __sentences __paragraphs ___7. Do I have a __beginning __middle __end ___8. Set up like letter __heading, __greeting, __body, __closing, __signature ___9. Did I persuade?

Name____________________________ Date______________________

Scoring Guide for Drafting Stage of Persuasive Writing

Exceeds Standards

4

Meets Standards 3

Progress Toward Standards

2

Needs Improvement

1-0 Used Graphic

Organizer Used all of

graphic organizer to complete

paper and added more

Included all information from graphic organizer

Included some information from graphic organizer

Did not include anything on the

graphic organizer

Sentences All sentences had a subject and

verb

Most sentences had a subject and

verb

Some sentences had a subject and

verb

Few sentences had a subject and

verb Paper

Organization Skipped lines,

had a title, name, date, and

paragraph form


there


there

2 or less elements were

there

Content Paper has a clear beginning,

middle, and end


middle, and end


there

No clear beginning,

middle, and end. Paragraphs Paper is written

with many paragraphs

Some paragraphs Few paragraphs No paragraphs

Heading Has heading Does not have heading

Greeting Has greeting Does not have greeting

Body Has body Does not have body

Closing Has closing Does not have closing

Signature Has signature Does not have signature

Persuasion Persuasive words are evident and

argument is evident

Persuasive words and argument are

not yet clear

Total Number of Points ______________ *33 points is the total number needed for mastery.

Revising

Work by yourself, then with a partner Add, Delete, Rearrange information Use proofreading marks for revising

Revising

Practice Activity Students will revise the shared pen draft.

They will use all of the revising skills we learned

Assessment Activity Students will work with partners to revise

their own draft- make sure they use proofreading marks, and read and write on their own paper

Name __________________________ Date_______________

Checklist for Revising Stage

___1. Did I add details?

___2. Did I delete details?

___3. Did I move details around?

___4. Did I use the proper proofreading marks?

___5. Did I read my paper to my partner?

___6. Am I the only one that wrote on my paper?

___7. Did we talk about the likes____ and ___dislikes of my paper? Poss, L. (2006) Revising Checklist. Unpublished manuscript. Valdosta. State University, Ga.

Name_____________________________________ Date_______________________________

Scoring Guide for Revising Stage





Reading to Partners

Reads to self and others to gather suggestions

Reads to self to gather information

No effort with partners

Added Details Many details added to enhance the paper

Some details added to enhance the paper.

Few details added to enhance the paper

No details added to enhance the paper

Deleted Details Deleted details to improve the paper

Did not delete details to improve the paper

Moved Details Logical sequencing

Good sequencing Moderate sequencing

Poor sequencing

Proofreading Marks

Used proofreading marks

Did not use proofreading marks

Checklist I followed and answered all information on the checklist

I followed and answered some information on the checklist

I followed and answered few information on the checklist

I did not follow the checklist

Letter set-up Has heading, greeting, body, and closing

Has 3 of the for parts to a letter

Has two of the four parts to a letter

Has not organized it in letter form.

Total Points earned____________ *18 points needed for mastery Poss, L. (2006) Revising Scoring Guide. Unpublished manuscript. Valdosta. State University

Editing

Correct punctuation, spelling, capitalization

Read slowly word by word looking for mistakes

Use proofreading marks

Editing

Practice Activity To be done in pairs Work with a different partner to look for

mistakes in the class paper Assessment Activity

In pairs look for mistakes in your paper Read each word slowly Correct anything you see

Name______________________ Date______________

Checklist for Editing Stage

___1. All words spelled correctly

___2. All sentences have ending punctuation

___3. All words that are proper nouns capitalized

___4. Did I use the proofreading marks correctly?

___5. Did I read it to my partner slowly?

___6. Did I offer suggestions?

___7. Did I write the suggestions down that I wanted to use?

___8. Did I write in a different color pen?

___9. Did I persuade?

Poss, L. (2006) Persuasive Editing checklist. Unpublished manuscript. Valdosta. State University, Ga.

Name___________________________________ Date_________________________

Persuasive Scoring Guide for Editing Stage



Progress Towards Standards 2 points

Needs Improvements

1-0 points

Reading Aloud Reads aloud slowly to make

corrections

Does not read aloud

Spelling Makes spelling corrections

Makes most spelling

corrections

Makes few spelling

corrections

Makes no spelling

corrections Uses

proofreading marks

Uses marks to show changes in

the paper

Uses some marks to show changes

in the paper

Makes few marks to show changes in the

paper

Does not use proofreading

marks

Pen Used a different color pen

Did not use a different color

pen Punctuation No punctuation

errors Few punctuation

errors Many

punctuation errors

Persuasion Stated argument and are

convincing

Stated argument and are

somewhat convincing

Stated argument, but not

convincing

No argument stated no

convincing doje

Total Points Earned_____________ *18 points needed for mastery

Poss, L. (2006) Persuasive scoring guide for editing. Unpublished manuscript. Valdosta. State University, Ga

Publishing

Rewriting your work Make it neat and clean Don’t skip lines Add/delete information from revising

and editing

Publishing

Practice Activity Have the students take turns writing out

the class paper you have written. Practice neat handwriting skills

Assessment The students will complete their own

paper by writing a clean copy. When finished, they may share their

work

Name______________________ Date___________________

Publishing Checklist

___1. Did I include all my changes I made to my draft?

___2. Did I use neat handwriting?

___3. Did I spell correctly?

___4. Did I use proper…

___Punctuation

___Capitalization

___Sentence structure

___5. Is it in letter form?

___6. Did I use persuasive language?

___7. Is it convincing?

___8. Am I happy with it enough to turn it in?

Poss, L. (2006) Checklist for Publishing. Unpublished manuscript. Valdosta. State University, Ga.

Name_____________________________ Date_____________________________

Scoring Guide for Publishing




Needs Improvement

1-0 points Handwriting Neat and legible Legible but not

neat Neither neat nor

legible Sentences Complete


Mostly complete sentences with


Few complete sentences with


Little to no complete


Spelling No spelling errors

Few spelling errors

Some spelling errors

Many spelling errors

Punctuation No punctuation or capitalization

errors

Few punctuation and

capitalization errors

Some punctuation and


Many punctuation and


Content Paper has a clear beginning, middle, and end


middle, and end


there

No clear beginning,

middle, and end.

Heading Has heading Does not have heading

Greeting Has greeting Does not have greeting

Body Has body Does not have body

Closing Has closing Does not have closing

Signature Has signature Does not have signature

Persuasion Persuasive words are

evident and argument is evident and

clearly stated

Persuasive words are evident and

argument is evident

Persuasive words and argument are

not yet clear

No persuasive argument

Total Number of Points ______________ *33 points is the total number needed for mastery. Poss, L. (2006) Persuasive Drafting Scoring Guide. Unpublished manuscript. Valdosta. State University, Ga.

Overview of Interdisciplinary Writing Unit for Informational and Persuasive Writing By Laura Poss...

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