interdisciplinary writing unit narrative and informative by: veja dennis

Interdisciplinary Interdisciplinary Writing UnitWriting Unit

Narrative Narrative And And

InformativeInformative

By: Veja Dennis

IntroductionIntroduction

Grade level: 4th grade Mode of Writing: Narrative

StoryPlot, theme, characters,

setting, point of view Simulated Journal

Assume the role of another person

Write from that person’s point of view

Content Integration: Social Studies/ Colonial Life in

America

Georgia Writing TestGeorgia Writing Test

Developmental Stage/Scoring Guidelines for Grades 5

Stage 6: The Extending Writer Topic fully elaborated with rich

details. Organization sustains the writer's

purpose and moves the reader through the piece.

Engages and sustains the reader's interest.

Creative and novel use of language and effective use of varied sentence patterns.

Errors in surface features do not interfere with meaning

Pre- Assessment Pre- Assessment PromptPrompt

Purpose: used to assess what students

already know as a starting point to build upon

important because they help teachers and students set goals for learning

Imagine that you find a page torn from a short story that has only two lines: "That’s how I became known as the ‘Fireman Hero.’ THE END” create another story that could end

Grouping OptionsGrouping OptionsPractice

Whole Class/ direct instruction cuts down on teacher time It ensures consistency all students receive the same instruction

Assessment- Independent Assess students individual strengths and

weakness Identify areas for improvement

Group Promotes intellectual and language development, Lively engagement, skills in collaborating,

working with other group members (DAP, p. 154). Establishes productive, positive social and

working relationships with others their age Gives children the foundation for developing a

sense of social competence (DAP, p. 155).

PrewritingPrewriting

Getting ready to write stage70% of writing during this

stageDuring this stage students:

Choose a topicConsider purposeGenerate and organize ideas for

writing

Practice, AssessmentPractice, AssessmentActivitiesActivities

PracticeComplete story map

collaboratively Whole class

AssessmentIndividuallyComplete story map

Prewriting graphic Prewriting graphic organizer- Story Maporganizer- Story Map

Name________________

STORY MAP

Title: Characters with Descriptions: ____________________________________ ____________________________________ ____________________________________ ____________________________________ Setting: Problem: Event 1: Event 2: Event 3: Solution Adapted from May 16th from http://coefaculty.valdosta.edu/troot

4th Grade Scoring GuidePre-writing Stage

Exceeds Standards

4

Meets Standards

3

PrimarilyMeets

standards2

Did not meet

standards1

Score

Title Appropriate title written

Title somewhat

appropriate

No title present

Setting Setting is described with full

detail and includes

time period, place,

season, etc.

Setting is described includes minimal details,.

Setting is established but not with much detail.

Setting is not

established..

Characters Characters listed and

includes full descriptions

.

Characters listed and includes

little descriptions

.

Characters listed and

includes no descriptions

.

No characters

listed .

Problem Problem written with

full detail

Problem written with little detail

Problem established

with no detail

No problem established.

Events Listed 3 events in

chronological order with 2

details.

Listed 3 events in

chronological order with 1 detail.

Listed 3 events in

chronological order with no detail.

Did not List 3 events in chronologic

al order.

Solution Solution stated and described

with detail.

Solution stated and 1 detail.

Solution stated with no detail.

No Solution described.

Total Total Score____/100

DraftingDrafting

Forming ideas into complete sentencesUse tentative ideas

developed through the pre-writing activities.

Mechanics are unimportant


PracticeComplete rough draft in

groups of threeCopies of class story mapTeacher meets with each

group for feedback

AssessmentIndividuallyComplete rough draft

4th Grade Drafting Scoring Guide

Exceeds Standard

4

MeetsStandard

3

Partially Meet Standard

2

Standard Not Met/

Improvement Needed

1

Score

Characters Character(s) introduced in

first paragraph and in complete

sentence

Character(s) introduced in

first paragraph

Character(s) not introduced

in first paragraph

Character(s) not in story

Settings Setting introduced in

first paragraph and in complete

sentence

Setting introduced in

first paragraph

Setting not introduced in

first paragraph

Setting not in story

Problem Describes problem in detail and complete sentences

Problem established in

writing

Problem written but

unclear

No Problem mentioned in

story

Events three events put into

paragraphs, more details added, and written in complete sentences

three events put into four paragraphs with detail

Less than three paragraphs

listed

Only one event or no events mentioned

Conclusion Conclusion written in complete

sentence, much detail, and at end of story

Conclusion written with much detail

Conclusion not clear or related

to story

Conclusion not listed

Correct journal form

Wrote date and time reflecting colonial times

No date or time listed

Total

Total Score_____/100

RevisingRevising

Clarify and refine ideas in compositions

Writers: add, delete, substitute, and

rearrange sentencesReread the rough draftShare the rough draft in

writing groupsRevise on the basis of

feedback received from writing group


Practice Groups of two Revise rough draft on computer PowerPoint tutorial Group share their compliments,

suggestions, and questions.

Assessment Peer revisions (groups of two)

Revising Scoring Guide

MeetsStandard

3


2

Standard Not Met/

Improvement Needed

1

Score

Revision Marks

Student makes appropriate marks

and rearranges sentences

appropriately

Student makes less than 1 marks


Student did not have any revision

marks.

Peer suggestions

Student added, deleted,

rearranges, or substituted more than three items based on peer

feedback


rearranges, or substituted less than three items based on peer

feedback

Student did not story based on peer

suggestions.

Total

EditingEditing

Putting the piece into its final formfocuses on correcting spelling

and other mechanical errors During this stage students;

Get distance from the composition

Proofread to locate errorsCorrect errors


PracticeGroups of twoEdit peer’s draft

AssessmentPeer Edit (groups of two)

Editing Scoring Guide

Exceeds Standards

4

Meets Standards

3

PrimarilyMeets

standards2

Did not meet

standards1

Score

Capitalization No capitalization errors present

1-2 Capitalization errors

3 or more capitalization errors

More than 4

capitalization errors

Punctuation No punctuation

errors present

1-2punctuation

errors present

3 or morepunctuation

errors present

More than 4

punctuation errors

present

Spelling No spelling errors

present

1-2 punctuation

errors present

3 or more punctuation

errors present

More than4 punctuation

errors present

Sentence No incomplete sentences

present

1-2 incomplete sentences

present

3 or more incomplete sentences

present

More than incomplete sentences

present

Total

PublishingPublishing

Publishing Publish and share final piece

with audience Publishing options:


PracticeGroups of threeWrite drafts in final form

AssessmentIndividualWrite draft in final form

Publishing Scoring Guide

Meets Standards

3

PrimarilyMeets

standards2

Did not meet standards

1

Score

Title Title present at the top of

paper

No title present

Handwriting Cursive handwriting is

legible

Cursive handwriting is

not legible

Final Copy Final clean copy provided

Copy is not clean

Sharing Student reads story from

author’s chair

Student does not reads story from

author’s chair

Total

Accommodations/ Accommodations/ ModificationsModifications

Learning disability supply students with

additional support during the individual assessment

Make sure students understand the directions and are on tasks.

Teacher help the students start on assignments

IntroductionIntroduction

Grade level: 4th grade Mode of Writing: Expository

Explain, describe, give information, inform

Description, sequence, comparison, cause& effect, problem & solution

DescriptionDescribes topic by listing

characteristics, features, examples

Content Integration: Social Studies/ Physical features of the Unites States

Georgia Writing TestGeorgia Writing Test

Developmental Stage/Scoring Guidelines for Grades 5

Stage 6: The Extending Writer Topic fully elaborated with rich

details. Organization sustains the writer's

purpose and moves the reader through the piece.

Engages and sustains the reader's interest.

Creative and novel use of language and effective use of varied sentence patterns.

Errors in surface features do not interfere with meaning

Pre- Assessment Pre- Assessment PromptPrompt

Purpose: used to assess what students

already know as a starting point to build upon

important because they help teachers and students set goals for learning

In essay form, write a brief description of how plants grow

Grouping OptionsGrouping OptionsPractice

Whole Class/ direct instruction cuts down on teacher time It ensures consistency all students receive the same instruction

Assessment- Independent Assess students individual strengths and

weakness Identify areas for improvement

Group Promotes intellectual and language development, Lively engagement, skills in collaborating,

working with other group members (DAP, p. 154). Establishes productive, positive social and

working relationships with others their age Gives children the foundation for developing a

sense of social competence (DAP, p. 155).

PrewritingPrewriting

Getting ready to write stage70% of writing during this

stageDuring this stage students:

Choose a topicConsider purposeGenerate and organize ideas for

writing


PracticeComplete story map

collaboratively Whole class

AssessmentIndividuallyComplete story map

History

Physical Features

Picture

Importance

Location

Topic

4th Grade Scoring Guide

Pre-writing Stage

Exceeds Standards

4

Meets Standards

3

PrimarilyMeets

standards2

Did not meet

standards1

Score

Name Name written

No name written

Topic Appropriate topic written

Topic somewhat

appropriate

No topic present

5 circles A lot of Appropriate

facts and details

included.

facts and details are somewhat appropriate

Appropriate facts and details

listed but not in detail

No facts and details included

Information All irrelevant facts

excluded

Some irrelevant

facts excluded

Some irrelevant

facts included.

All irrelevant

facts included

Total

Total Score____/100

DraftingDrafting

Forming ideas into complete sentencesUse tentative ideas

developed through the prewriting activities.

Mechanics are unimportant


PracticeComplete rough draft in

groups of threeCopies of class story mapTeacher meets with each

group for feedback

AssessmentIndividuallyComplete rough draft

4th Grade Drafting Scoring Guide

Exceeds Standard

4

MeetsStandard

3

Partially Meet

Standard2

Standard Not Met/

Improvement Needed

1

Score

Topic Topic introduced in

first paragraph

and in complete sentence

Topic introduced in

first paragraph

Topic not introduced in

first paragraph

Topic not in story

5 circles A lot of Appropriate

facts and details

included. in paragraph

facts and details are somewhat appropriate

in paragraph

Appropriate facts and details

listed but not in detail

in paragraph

No facts and details

included in paragraph

Characteristics

Characteristics

introduced in paper in full

detail

Characteristics included

in paper and detailed

Characteristics included with little

detail

No Characteristics included in

paper

Circle Five different features

present in paper with full detail

Five different features

included with details

Five different features

included .

No features included

Conclusion Conclusion written in complete sentence,

much detail.

Conclusion written with much detail.

Conclusion not clear or related to

story

Conclusion not listed

Total Total Score_____/100

RevisingRevising

Clarify and refine ideas in compositions

Writers: add, delete, substitute, and

rearrange sentencesReread the rough draftShare the rough draft in

writing groupsRevise on the basis of

feedback received from writing group


PracticeGroups of three Share their compliments,

suggestions, and questions with each other

AssessmentPeer revisions (groups of two)

Revising Scoring Guide

MeetsStandard

3


2

Standard Not Met/

Improvement Needed

1

Score

Revision Marks

Student makes appropriate marks


appropriately

Student makes less than 1 marks


Student did not have any revision

marks.

Peer suggestions


rearranges, or substituted more than three items based on peer

feedback


rearranges, or substituted less than three items based on peer

feedback

Student did not story based on peer

suggestions.

Total