Interdisciplinary Interdisciplinary Writing UnitWriting Unit

Rebecca HarperRebecca Harper

Interdisciplinary Interdisciplinary Writing UnitWriting Unit

Rebecca HarperRebecca HarperNarrative Narrative Grade 4Grade 4Science Science

Grade 5 Writing Assessment

• Students are given either an informational, persuasive, or a narrative topic.

• Students may receive any one of the three writing topics.

Grade 5 Writing Assessment

• Domains: • Ideas• Organization• Style • Conventions

Pre-Assessment Prompt• Students will be given a choice of

two topics to write on. They will write individually and have 60 minutes to complete the assignment. Students will need a list of the topics, notebook paper, and a pencil.

Topic 1• Content Area: Science• “We have been studying the solar system.

You have studied the words related to the solar system. You have also studied characteristics of stars and planets. I want you to write a story using as many of the following words as possible:

• Pluto, Saturn, Jupiter, Uranus, Mars, Mercury, Neptune, Earth, and Venus”.

Topic 2• “Write a story about one of the

activities we did in class while studying the solar system. Be specific and try to add as much detail as you can”.

Grouping options• whole group / purpose• to implement instruction for the

prewriting stage to all students• same information will be delivered to all

the students to assist in student learning• gives the students the opportunity to

learn from questions that others may have.

Grouping Options:Developmental

• Peer grouping/purpose• 32% of the students are below

average grade level in writing. 10% of the students in this class are above average or advanced in writing.

Grouping Options:Linguistic

• Two of the students in this class are bilingual. These students will also be paired with advanced skill leveled students.

Grouping Options:Cultural

• Students were paired according to experience in traveling.

• *Some students may have never traveled in different forms of transportation. Others may have traveled frequently in a variety of ways.

Instructional Procedures

• “Today we are going to start working on a new genre of writing. Narrative writing is a fully developed story. Narrative writing is often used to entertain readers. Narrative writing can also serve as an informative writing to let the reader know of a past or present event. A fully developed narrative writing includes five elements of story structure. “

Plot• The first element of narrative

writing is the plot. The plot of a story can be a goal, problem, or conflicting situation within a story that relates to the character.

Setting• The setting of the story usually

refers to the time and location of the story. A well-written setting allows the reader to know where and when events take place.

Characters• The characters of a story include

people and/or animals that are involved in the story. Character detail can help the reader form a visual picture of the characters appearance and personality.

Theme• The theme of a story is the subject

or idea of a story. The theme most often relates to the characters in some way.

Point of View• The point of view may be told by

the author or a character within the story. The point of view refers to the perspective in which it is perseceive and then told in the story.

Parts of a Narrative• A fully developed narrative writing

always consists of a beginning, middle, and end.

Assessment Activity• Pretend you are going to travel to

another place in the solar system. Think about where you will go, how you will get there, what happens when you get there, and how you will return back (if you come back). Remember to think of ideas that will help you generate a beginning, middle, and end. Think of ideas that help idenify the problem, events, and solutions.”

Rubric for Narrative Prewriting Stage Grade level ___4___Name of student ___________________________

3 2 1 0

Topic selection

*Well-defined topic*Related appropriately to genre

*Somewhat too narrow or broad*May need to make minor change to conform to genre

*Too narrow or too broad*Not related to genre

No attempt

Graphic organizer

*Conforms to the functionCompletes at least:CharactersSettingProblem3+ eventsConclusion

*Somewhat conforms to the function*Completes at least:CharactersProblem2 events*May complete:Conclusion

*Attempts made to conform to functionCompletes at least 2 of the following:CharactersSettingProble2 eventsConclusion

No attempt

Total points

3 x _______ = ______ points

2 x _______ = ______ points

1 x _______ = ______ points

0 x ____ = ______ pts.

Total points for Narrative Prewriting Stage = ____________Retrieved from Dr. Root’s website

Accommodations/Modifications

• Developmental:• Increased time to complete the graphic

organizer if needed• Provide the components of the

prewriting stage in written format• Provide several examples of completed

graphic organizers• Provide one-on-one help

Accommodations/Modifications

• Cultural• Help student think of ideas on how

one could travel to other places.• Help student think of ideas on

where he/she could go in the solar system.

Accommodations/Modifications

• Linguistic• Pair the students in this class are

bilingual with advanced skill leveled students

Drafting• The writing process consists of five

stages. These stages are prewriting, drafting, revising, editing, and publishing. Today we are going to work on the drafting stage. The drafting stage includes taking our ideas and putting them in sentences to make a story. The drafting part of writing also includes a beginning, middle, and end. The drafting stage is the part of writing when the story is forming.

Assessment Activity• “Now I want you to practice writing a

draft of your story on your own. You have already completed a graphic organizer. Now take those ideas and write your draft. Remember you must have a beginning, middle, and end. Once you have written your first draft, make sure all of the components of a draft are included.”

Rubric for Draft: Grade 4

ExceedsExpectations

4

Meets Expectations

3

Partially MeetsExpectations

2

Does Not MeetExpectations

1

Graphic Organizer

Uses ideas on the graphic organizer to form sentences. Ideas are expanded to make sentences with detail.

Uses ideas on the graphic organizer to form sentences. Ideas are expanded to make sentences with little detail.

Uses ideas on the graphic organizer to form sentences. Ideas are not expanded to make sentences with detail.

Did not use ideas on the graphic organizer to form sentences. Ideas are not expanded to make sentences with detail.

Beginning Story includes a beginning. Story includes: setting, characters, and several supporting details.

Story includes a beginning. Story includes: setting, characters, and some supporting details.

Story includes a beginning. Story includes: setting and little support in details.

Story includes a beginning. Story includes: setting, characters, and no supporting details.

Middle The story includes at least three detailed events.

The story includes at least two detailed events.

The story includes at least one-detailed events.

The story includes no detailed events.

End The solution of the problem, goal, or conflict is solved. The story has an ending that is clear.

The solution of the problem, goal, or conflict is partially solved. The story has an ending that is somewhat clear.

The solution of the problem, goal, or conflict is solved. The story has an ending that is not clear.

The solution of the problem, goal, or conflict is not solved. The story has an ending that is not clear.

Harper, R. D.(2007). Scoring guidelines for drafting. Unpublished rubric, Valdosta State University (READ 7140), GA.

Revising stage• During the revising process: Writers

clarify and refine ideas in their compositions during the revising stage. During this stage writers: reread the rough draft, share the rough draft in a writing group, and revise on the basis of feedback received from the writing group (Tompkins p.13).”

Assessment Activity “Now I want you to practice revising your story on your own. You have already completed a graphic organizer and a draft. Now reread the draft. Make any corrections you need to. Use proofreaders’ marks for revising. Add any details that might help convey meaning. Delete, add, change, or rearrange any words or sentences that you think is appopriate. I am going to pass out a checklist for you to use after you have complted the revising process.”

Rubric for Revising: Grade 4

Exceeds Expectations

4

Meets Expectations

3

Partially Meets

Expectations2

ImprovementNeeded to

Meet Expectations

1

Using Proofreaders’ Marks

Many proofreaders’ marks were used.

Some proofreaders’ marks were used.

FewProofreaders’ marks were used.

No /LittleProofreaders’ marks were used.

Adding Words/Sentences

Many Words/ Sentences were added to clarify meaning.

Some Words/ Sentences were added to clarify meaning.

Few Words/ Sentences were added to clarify meaning.

No /LittleWords/ Sentences were added to clarify meaning.

Deleting Words/Sentences

Many Words/Sentences that did not relate to the topic were deleted.

Some Words/Sentences that did not relate to the topic were deleted.

Few Words/Sentences that did not relate to the topic were deleted.

No/LittleWords/Sentences that did not relate to the topic were deleted.

Rearranging Words/Sentences

3 Words/Sentences were rearranged to sequence events.

2 Words/Sentences were rearranged to sequence events.

31Words/Sentences were rearranged to sequence events.

No Words/Sentences were rearranged to sequence events.

Substitutes/Changes Words

Many words were substituted or changed to clarify meaning.

Some words were substituted or changed to clarify meaning.

Few words were substituted or changed to clarify meaning.

Words were notsubstituted or changed to clarify meaning.

Harper, R. D.(2007). Scoring guidelines for revising. Unpublished rubric, Valdosta State University (READ 7140), GA.

Editing Process• During the editing stage, you need to start:

Putting the piece of writing into its final form. During the editing stage, writers get a distance from the composition, proofread to locate errors, and correct errors (Tompkins p. 17). You might edit for word choice, checking grammar, check spelling, and check punctuation. I will provide an editing checklist for you to use during this process.

Assessment Activity• “Please get out the draft we revised about our

dream. The purpose of editing is to make sure our story has correct spelling, correct puntuation, and sounds grammatically correct. This is the time to worry about spelling or punctuation. Now look at the draft and look for any changes that need to be edited.”

• The teacher listens to student suggestions. Together they edit the writng on the dream they had about Jupiter.

Editing Rubric (Covington)Name:_____________________________

   4 3 2 1

Spelling   

All words are spelled

correctly.

2-3 errors in spelling

4-5 errors in spelling

More than 5 errors in spelling

Punctuation   

All punctuation errors were corrected.

2-3 errors in punctuation

4-5 errors in punctuation

More than 5 errors in

punctuation

Capitalization  

All capitalization errors were corrected

2-3 errors in capitalization

4-5 errors in capitalization

More than 5 errors in

capitalization

Proofreading Marks

Student always uses proofreading symbols to

correct errors

Student usually uses proofreading symbols to

correct errors

Student sometimes

uses proofreading symbols to

correct errors 

Student rarely uses

proofreading symbols to

correct errors

  Adapted from Root, T. (2005, September). Rubric for Publishing. Retrieved May 17, 2007, from http://coefaculty.valdosta.edu/troot/read7140/writing process.htm

Publishing• Today we are going to work on the publishing

stage. The publishing stage includes making final corrections to a story. The publishing process is a good time to make sure our writing is correct. The publishing stage is

the fun stage in the process. It is the time to improve writing. It is important everything is correct because you will be sharing it with a real audience (Tompkins p. 19).

Assessment Activity• “Now I want you to practice publishing

your story on your own. You have already completed a graphic organizer and a draft. You have also revised and edited the draft. Now it is time to publish the draft. Now reread the draft. Make any corrections you need. Be sure to use your best handwriting.”

 

Meets Standard Partially Meets Standard Does Not Meet Standard

Engage the Reader

Engages the reader by including one of the following elements:Setting time and placeIntroducing the characterGrabbing the interest of the reader immediately

Attempts to engage the reader by including one of the following elements but confuses the reader.Setting time and placeIntroducing the characterGrabbing the interest of the reader immediately

Does not engage the reader by any of the following elements.Setting time and placeIntroducing the characterGrabbing the interest of the reader immediately

Character Development

Uses specific details (strong adjectives) about the character’s looks, feelings, actions.

Uses some details (strong adjectives) about the character’s looks, feelings, actions.

Uses few details (strong adjectives) to describe the character(s).

Organization Plot

Develops the actions/events in detail using sequential order (beginning, middle, end). Events flow logically from one to another.

Some actions/events are out of order (beginning, middle, end). Events are unnatural.

Actions/events are illogically organized. Events do not make sense or are not related to the central plot.

Conclusion Provides a conclusion that summarized or ties up events. The conclusion is logical and may include a reflective comment from the character (not necessary).

Provides a conclusion that is abrupt or unnatural. Conclusion does not summarize or tie up events (i.e. “That’s the end of my story.”)

Provides no conclusion.

Conventions(Spelling, Punctuation, Capitalization)

Spelling, punctuation, and capitalization do not interfere with the author’s message.

Many errors in spelling, punctuation, and capitalization make the story difficult to follow and understand.

Numerous errors in spelling, punctuation, and capitalization make the story impossible to follow and understand.

Met- Indicates the level required to meet the PLO.Partially Met- Indicates the level required to partially

meet the PLO.Not Met- Indicates the level did not meet the PLO.Adapted from Root, T. (2005, September). Rubric for Publishing. Retrieved May 17, 2007, from http://coefaculty.valdosta.edu/troot/read7140/writing

process.htm