Interdisciplinary Writing Unit: Writing Within Language Arts - PowerPoint PPT Presentation

Loading...

PPT – Interdisciplinary Writing Unit: Writing Within Language Arts PowerPoint presentation | free to download - id: 5bbffd-ZjgzZ



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Interdisciplinary Writing Unit: Writing Within Language Arts

Description:

Title: Interdisciplinary Writing Unit Author: Deanna Arnold Last modified by: coe Created Date: 5/25/2006 5:58:08 PM Document presentation format – PowerPoint PPT presentation

Number of Views:92
Avg rating:3.0/5.0
Slides: 46
Provided by: Deanna94
Learn more at: http://ww2.valdosta.edu
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Interdisciplinary Writing Unit: Writing Within Language Arts


1
Interdisciplinary Writing Unit Writing Within
Language Arts
  • Tracie Wrye
  • READ 7140

2
5th Grade Content Area Reading and Language Arts
  • Modes of Writing
  • Expository and Persuasive

3
Stages of Writing Process
  • Stage 1 Prewriting
  • getting-ready to write
  • 70 of writing time
  • brainstorming
  • Use graphic organizers
  • Stage 2 Drafting
  • forming ideas into complete sentences
  • Ideas down
  • Neatness not an issue

4
  • Stage 3 Revising
  • Meet needs of the audience
  • changing, adding, deleting, and rearranging
    content of draft
  • Stage 4 Editing
  • Students proofread and reread
  • Pay attention to form
  • Neatness matters
  • Stage 5 Publishing
  • Rewrite piece in best handwriting
  • Share

5
Grouping
  • When grouping teacher will consider level of
    ability, linguistic capabilities, and behavior.
  • Students with low ability
  • not paired with low ability student
  • High ability student
  • Not paired with high ability student
  • Students with
  • EBD, ADD, ADHD
  • not be paired together if behavior is problematic

6
Grouping Continued. . .
  • Prewriting Students work cooperatively with
    whole class.
  • Drafting Students work cooperatively with
    writing partner.
  • Revising/Proofreading/Editing Students work
    cooperatively with writing partner.
  • Publishing Students work individually.

7
Modifications / Accommodations
  • Teacher
  • make needed modifications to ensure that all
    students are able to learn in least restrictive
    environment
  • Teacher makes modifications according to
  • SST, IEP, and 504 plans.
  • Students having EBD or needing closer supervision
    or more than the usual amount of explanation will
    be seated near the front of the room
  • Not seated with other students with behavior
    problems
  • Students with visual impairments
  • Seated closer to the board and teacher
  • Student with mild learning disability
  • Seated with partner or in small group and have
    peer helper during publishing stage

8
Methods of Instruction
  • Model all stages whole group
  • Practice using shared writing or shared pen
    activities
  • Allow partners to help one another during
    practice
  • Assessment activity should provide students time
    to independently practice all strategies
    taught-scoring guide and checklists used

9
Georgia Writing Assessment Grade 5
  • Georgia writing assessment for grade five is an



    evaluation of student response to an assigned
    prompt
  • Scored by trained raters
  • Use standardized scoring system
  • Evaluated to determine the developmental stage
    writing represents
  • There are six developmental stages.
  • (Georgia Department of Education, p.1-5).

10
Developmental Stage Scoring Guidelines for the
Georgia Grade 5 Writing Assessment
  • Stage 1 The Emerging Writer
  • Stage 2 The Developing Writer
  • Stage 3 The Focusing Writer
  • Stage 4 The Experimenting Writer
  • Stage 5 The Engaging Writer
  • Stage 6 The Extending Writer

11
Language Arts content connection ELA5R1
  • Prior to lesson teacher will
  • Read book by Louis Lowery Number The Stars with
    students
  • Researched with students this author
  • Discussed findings with students

12
Expository Preassessment
  • Students write about a topic they learned about
    in Social Studies.
  • Holocost
  • Reassure, assessment not to be graded
  • Students get no assistance

13
Expository Writing
  • Language Arts Georgia Professional Standard
    ELA5W1
  • Reading Georgia Professional Standard ELA5R1

14
Expository Writing Instruction
  • Teacher explains to students that expository
    writing must
  • Have an introduction, a body, and a conclusion
  • Engage the reader
  • Completely address the topic
  • Use descriptive language
  • Same focus throughout writing
  • Easily understood by the intended audience
  • Conclusion gives the a sense of closure and
    satisfaction

15
Persuasive Writing
  • Language Arts Georgia Professional Standard
    ELA5W1
  • Reading Georgia Professional Standard ELA5R1

16
Persuasive Preassessment
  • Students will write an opinionated essay about
    the Holocaust and what could have been done to
    prevent it from happening.
  • Reassure, assessment not to be graded
  • Students get no assistance

17
Persuasive Writing Instruction
  • Teacher tells students persuasive writing must
  • Have an introduction, a body, and a conclusion
  • Engage the reader
  • State your purpose
  • Use descriptive language
  • Arrange arguments for clarity
  • Same focus throughout writing- one issue
  • Convey a message that is appealing to audience
  • Conclusion gives the a sense of closure and
    satisfaction

18
Before Each Unit, The Teacher Will
  • Expository unit
  • Explain expository writing to students
  • Introduce and explain graphic organizers
  • How used in prewriting and editing
  • How to research and use different materials to
    research
  • Encyclopedias
  • Internet
  • Autobiographies

19
Before Each Unit, The Teacher Will
  • Persuasive Unit
  • Explain persuasive writing and purpose
  • To convince
  • State a position on a topic
  • Offer information
  • Address an issue
  • Introduce and explain graphic organizers
  • How used in prewriting and editing
  • How to research and use different materials to
    research
  • Encyclopedias
  • Internet
  • Autobiographies

20
Modeling Pre-Writing
  • Teacher will
  • Model how to fill out a graphic organizer
  • Go through each section
  • What information goes where
  • Say What would I put in this section?
  • Imitate writing in each section based on topic
    being discussed
  • Fill out completely

21
Writing Instruction Prewriting
  • Student Will
  • Expository Unit Complete expositoryprewriting
    graphic organizer.
  • Persuasive Unit Complete persuasiveprewriting
    graphic organizer.
  • Practice Activity Students and teacher (with
    whole group) will
  • Expository
  • Using blank organizer
  • Chose author and research (Louis Lowery- Chosen
    by teacher)
  • Fill out organizer with researched information
  • Working with partner to find information on given
    author
  • Persuasive
  • Using blank organizer
  • Fill out organizer with information
  • Working with partner to find information on given
    author

22
(No Transcript)
23
(No Transcript)
24
(No Transcript)
25
Assessment Prewriting
  • Student
  • Complete organizer
  • Chosen author
  • Researched and fill out organizer
  • Teacher
  • Assess students completion of graphic organizer
    using the graphic organizer scoring guide.

26
Scoring Guide Expository Prewriting
27
Scoring Guide Persuasive Prewriting
28
Modeling Drafting
  • Teacher will
  • Model how to take information from organizer to
  • Make sentences and paragraphs
  • Add details
  • Imitate writing sentences and paragraphs

29
Writing Instruction Drafting
  • Student
  • Practices writing sentences from class completed
    graphic organizer
  • Practices writing paragraphs to complete draft
  • Practice Students (with partner) will
  • Using blank organizer, create sentences and
    paragraphs
  • Working with partner, create a introduction,
    body, and conclusion

30
Assessment Drafting
  • Student
  • Use completed organizer
  • Create sentences and paragraphs
  • Create introduction, body and conclusion
  • Teacher
  • Assess, using drafting scoring guide, students
    completed drafts made from their graphic
    organizer information.

31
Scoring Guide Expository Drafting
32
Scoring Guide Persuasive Drafting
33
Model Revising
  • Teacher will
  • Make a copy of draft
  • Reread the first draft
  • changing, adding, deleting, and rearranging
    content of draft
  • Use different color pen
  • Discuss differences between the two with the
    class.
  • Rewrite the rough draft with class

34
Writing Instruction Revising
  • Students will
  • Read through draft
  • changing, adding, deleting, and rearranging
    content of draft
  • Practice
  • Students (with partner) will
  • Make photocopy to compare to draft
  • Read their drafts and add, delete, rearrange
    information using different color pen

35
Assessment Revising
  • Student
  • Use photo copy of their first draft to make
    revisions to own draft.
  • Use different color pen
  • Teacher
  • Assess students revised photo copy using the
    revising scoring guide.

36
Scoring Guide Expository Revising
37
Scoring Guide Persuasive Revising
38
Model Editing
  • Teacher will
  • Show students proofreader marks
  • How to use
  • Scan for errors
  • Use different color pen to make corrections

39
Writing Instruction Editing
  • Students will
  • Read through draft
  • Making corrections
  • Spelling errors
  • Capitalization
  • Grammar errors
  • Practice
  • Students (with partner) will
  • Read their drafts and use proofreaders marks to
    correct mistakes in grammar and capitalization
    using different color pens

40
Assessment Editing
  • Student
  • Edit photo copy of revised essays using a
    different color pen.
  • Teacher
  • Assess students edited photo copies of their
    revised essays using the editing scoring guide.

41
Scoring Guide Expository Editing
42
Scoring Guide Persuasive Editing
43
Model Publishing
  • Teacher
  • Explain to the students that this is the final
    copy.
  • Demonstrate how it is free of errors and written
    neatly.

44
Writing Instruction Publishing
  • Student
  • As a class work combining the sentences into a
    well written piece of work.
  • Take their revised copies with editing marks and
    rewrite the essay.
  • Practice Activity
  • Students
  • Practice with partner rewriting revised draft
    with no errors

45
Assessment Publishing
  • Student
  • Rewrite their own essay with no errors.
  • Present or read essay to an audience.
About PowerShow.com