Sharing Stages of Writing

READ7140, Amie Brasher, Su 2009, 1

Interdisciplinary Writing Unit: Expository, 6th grade

Amie Brasher

Valdosta State University

May 2009 READ7140, Amie Brasher, Su 2009, 2

Expository Prewriting Lesson

Grade level: 6

Content area: social studies

Topic and/or concept: Hernan Cortes and the Aztecs

Previous content area lessons: Students would have learned about Spanish conquistadors, including Hernan Cortes. Students would have also learned about the impact the Spanish had on the Aztecs. Students would have also studied about how the Aztecs felt about the Spanish moving onto their land.

Genre/mode of writing: Expository Writing/newspaper article: Cortes vs. the Aztecs

Stage of Writing: prewriting

English Language Arts GPS: ELA6W2: The student demonstrates competence in a variety of genres. The student produces a narrative (fictional or personal) that: a) engages readers by establishing and developing a plot, setting, and point of view that are appropriate to the story. b) creates an organizing structure appropriate to purpose, audience, and context.

Content Area GPS: SS6H1: The student will describe the impact of European contact on Latin America. a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma, Pizarro, and Atahualpa.

Student Materials Brasher, A. (2009). Newspaper article planning guide. Unpublished manuscript. Valdosta State University, Valdosta, GA. Brasher, A. (2009). Newspaper article prewriting checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA. Valdosta Daily Times. (2009). Retrieved May 22, 2009 from, www.valdostadailytimes.com

Teacher Materials Smart board Brasher, A. (2009). Newspaper article planning guide. Unpublished manuscript. Valdosta State University, Valdosta, GA. Brasher, A. (2009). Newspaper article prewriting checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA. Brasher, A. (2009). Newspaper article prewriting rubric. Unpublished rubric. Valdosta State University, Valdosta, GA. Tompkins, G. E. (2008). Expository writing. In Teaching writing: Balancing process and product (pp. 166-193). (5th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. READ7140, Amie Brasher, Su 2009, 3

Tompkins, G. E. (2008). The writing process. In Teaching writing: Balancing process and product (pp. 6-21). (5th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Valdosta Daily Times. (2009). Retrieved May 22, 2009 from, www.valdostadailytimes.com Wikipedia. (2009). Expository writing. Retrieved May 24, 2009 from, Wikipedia. Website: http://en.wikipedia.org/wiki/Expository_writing Grouping Arrangements: Instruction: The students will be grouped using whole class instruction during the explanation of the assignment. Whole group instruction during this time will make sure that each student receives the same set of instructions and it ensures that most of the students will be paying attention. Practice activity: The students will then be grouped individually on the computers to read various newspaper articles on the Valdosta Daily Times website. Students will be grouped individually because the students need a quiet time to focus on the information they are reading. Students will also be grouped individually during the whole-class practice activity. Assessment: Students will be grouped individually to complete their Newspaper planning guide because each student needs to come up with their own ideas for their newspaper article. Students will then be grouped in cooperative pairs to share their planning guide and complete their prewriting checklist. This grouping was chosen because the students can let their partner read their planning guide and the partner can give them tips or suggestions. They can also complete the checklist with the partner so they both make sure they have the necessary information completed.

Grouping Arrangements relating to Students’ Needs Developmental needs: The student that is EBD (emotional behavioral disorder) will require a specific partner because this student only works well with certain people. The special education teacher will monitor the EBD child and his partner carefully and talk them through what they are supposed to be doing. She will also monitor social interactions between these students. Cultural needs: The Hispanic student will be partnered with a higher level student while working on the computer. The higher level student will read the information on the computer aloud to the student. The Hispanic student will also be partnered with the same student during the cooperative pairs. The higher level student can give the other student suggestions or ideas in the areas they struggled in.

Instructional Procedures Genre/mode of writing instruction: “As we begin the writing process today, we will be focusing on expository writing, which is factual writing with a purpose to convey information about a topic. Today we will be using the knowledge and factual information we have learned about Hernan Cortes and the Aztecs to write a newspaper article, as if we were a reporter, reporting on the events that occurred between the Spanish, led by Cortes, and the Aztecs, led by Montezuma. We have been studying about Cortes and the Aztecs, so I thought we would write about the major battle that took place between the Spanish and the Aztecs. This time in history was very important to the history of both the Spanish and the Aztecs and since we weren’t there to experience it ourselves, we are going to use the knowledge that we have about this event to write a newspaper article, as if we were reporters actually experiencing this important time in history. We will use facts, not opinion to describe READ7140, Amie Brasher, Su 2009, 4 this event to inform our readers about the people, location, and events of the day. Just remember as you write that your article must have facts that truly happened on that day in history. You are writing this article to inform the readers of the newspaper about what happened between the Spanish and the Aztecs. This isn’t a story that you are coming up with out of your head, this will be based on history and information that is true about the event, the people involved with it, and the location where it occurred.” Students will be given the newspaper article planning guide to assist with the prewriting of their article.

Stage of writing instruction “The first stage of writing, which is the stage you will begin today, is the part of the writing process where all of the ideas for a composition come together and important decisions are made about what type of writing it will be, what the topic will be, who you will write to and why you will write. The first stage is the prewriting stage, and that is the time to organize all of your ideas before writing any type of story because the graphic organizer developed during prewriting will serve as the blueprint, or map, for your piece of writing. In your graphic organizer, you will use short phrases or main ideas to get your information for your article down on paper. The prewriting stage should take up about 70%, or over half, of the entire writing process. Because of this, the most time will be spent in this stage, compared to any of the following stages in the writing process.” “During our gathering of ideas, we must make some important decisions to guide our writing. These decisions are concerning topic, purpose, audience and form. You will be given this information for this particular composition, but many times you will have to make these important decisions on your own. For this expository writing assignment, the topic will be Cortes vs. the Aztecs, the purpose will be to inform readers about what events happened that day, the audience will be for readers of the newspaper that you write for as a reporter, and the form will be a newspaper article.”

Modeling “Today I am going to show you how to complete the prewriting stage of writing a newspaper article. I am writing an expository article titled Northern United States vs. Southern United States.” The teacher will put a pre-made newspaper planning guide on the smart board. “Notice that the first thing needed on the guide is the topic, purpose, audience, and form. The topic for my planning guide is Northern United States vs. Southern United States, the purpose is to inform, the audience is the reader of the newspaper article, and the form will be a newspaper article. The next thing we will need to fill in is the who, what, when, where, and why of the topic. Next, we need to come up with four events that we witnessed during the battle between the Northern United States and the Southern United States during the Civil War. Finally, there needs to be a conclusion to summarize the ending of your article. Notice that I only jotted down ideas and phrases and did not write in complete sentences. I am not as worried about my handwriting during this stage because I am using this planning guide to mainly help me write my article, instead of anyone seeing it. After I complete my planning guide, I look at my prewriting checklist to make sure I completed the planning guide correctly. I checked the list off as I looked back at my planning guide. I want you all to do the same thing when you complete your checklist.” READ7140, Amie Brasher, Su 2009, 5

Practice Activity “Today we are going to look at how to begin writing a newspaper article. We are going to practice by doing a newspaper planning guide on the smart board together about the Northern United States vs. the Southern United States during the Civil War. This will show you how to complete your story map about Cortes vs. the Aztecs. We will go through each of the stages in the writing process this way. Let’s begin by choosing the who, what, when, where and why of our topic.” I will then have a child to write the “who” on the smart board. I will go through this process through the entire planning guide. I will then go through the checklist again with the children to make sure they understand the process and purpose of using the prewriting checklist. During the practice activity, I will also tell the children that they cannot write a story about the Northern U.S. vs. the Southern U.S., because we are doing that together as an example. The students must write their newspaper article about Cortes vs. the Aztecs.

Assessment Activity “You will be graded on how well you complete your planning guide. Make sure you use your checklist so that all of the necessary parts are included.” The teacher will use the scoring guide rubric to assess the students on their prewriting.

Modifications and/or Accommodations of Instructional Methods: Accommodations and/or Modifications for Needs of Students from Differing Stages of Development: I have two students with written expression. They have difficulty writing long sentences or phrases. I will put the planning guide on the computer for these students and let them type their responses on the computer.

Accommodations and/or Modifications for Needs of Students from Differing Cultural and Linguistic Backgrounds: Linguistics: I will provide a rubric and a checklist for everyone before beginning the writing process, including the linguistically challenged children. I will also send this information home and make sure the children thoroughly understand the topic they are writing about. I will also give extra feedback to these children during other stages (including prewriting).

Cultural: Students speaking a different language may be paired with a higher level student for assistance. Students may also be provided with a dictionary converting words from their language into English. READ7140, Amie Brasher, Su 2009, 6

Newspaper Article Planning Guide

Name: ______Date: ______

Title of Article ______

Topic: Audience:

Form: Purpose:

Introduction:

Who was involved?

What happened?

When did it happen?

Where did it happen?

Why did it happen?

Events Detail #1 Detail #2 Detail #3 First, I witnessed… READ7140, Amie Brasher, Su 2009, 7

Next, I witnessed…

Then, I witnessed…

Finally, I witnessed…

Conclusion: What happened overall?

Brasher, A. (2009). Expository prewriting planning guide. Unpublished manuscript. Valdosta State University, Valdosta, GA. Newspaper Article Prewriting Checklist READ7140, Amie Brasher, Su 2009, 8

____ topic, form, audience, and purpose

____ introduction included (who, what, when, where, and why)

____ important events of that day included

____ events organized in chronological order

____ events have describing details

____ accurate historical facts provided

____ conclusion included

Student Name: ______

Brasher, A. (2009). Newspaper article prewriting checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA.

Expository Writing: Newspaper Article Prewriting Rubric READ7140, Amie Brasher, Su 2009, 9

Brasher, A. (2009). Newspaper article prewriting rubric. Unpublished rubric. Valdosta State University, Valdosta, GA. Met the Standard Partially Met Standard Not Met Not Present 3 points Standard 1 point 0 points 2 points All five components of 3-4 components of the 1-2 components of the Did not attempt Introduction the introduction were introduction were introduction were included (who, what, included and described included, and were not when, where, and well-described why) and well- described Event 1 factual event is Factual event is Factual event is Did not attempt presented and has 3+ presented and has 1-2 presented, but has no supporting details that supporting details supporting details. describe that event Event 2 factual event is Factual event is Factual event is Did not attempt presented and has 3+ presented and has 1-2 presented, but has no supporting details that supporting details supporting details. describe that event Event 3 factual event is Factual event is Factual event is Did not attempt presented and has 3+ presented and has 1-2 presented, but has no supporting details that supporting details supporting details. describe that event Event 4 factual event is Factual event is Factual event is Did not attempt presented and has 3+ presented and has 1-2 presented, but has no supporting details that supporting details supporting details. describe that event Conclusion Has a solid ending to Has an ending but Has an ending, but Did not attempt the story is not strong doesn’t relate well to the story; very weak Organization All 4 events are well 2-3 events are 1-2 events are organized Had no organized, according organized organization at all to chronological order Facts Accurate facts are Most facts provided Few facts are present No facts presented provided; no evidence are accurate; some and/or accurate of opinion included evidence of opinion Total Score: /24

Expository Drafting Lesson READ7140, Amie Brasher, Su 2009, 10

Grade level: 6

Stage of Writing: drafting

English Language Arts GPS: ELA6W2: The student demonstrates competence in a variety of genres. The student produces a narrative (fictional or personal) that: a) engages readers by establishing and developing a plot, setting, and point of view that are appropriate to the story. b) creates an organizing structure appropriate to purpose, audience, and context.

Student Materials lined paper pencil Brasher, A. (2009). Newspaper article planning guide. Unpublished manuscript. Valdosta State University, Valdosta, GA. Brasher, A. (2009). Newspaper article checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA. Brasher, A. (2009). Newspaper article drafting rubric. Unpublished rubric. Valdosta State University, Valdosta, GA.

Teacher Materials Smart board Bergey, M. (2000). Expository. Retrieved May 16, 2008, from Ace Writing Web site: http://www.geocities.com/fifth_grade_tpes/expository.html Brasher, A. (2009). Newspaper article planning guide. Unpublished manuscript. Valdosta State University, Valdosta, GA.

Brasher, A. (2009). Newspaper article checklist. Unpublished manuscript. Valdosta State READ7140, Amie Brasher, Su 2009, 11

University, Valdosta, GA. Brasher, A. (2009). Newspaper article drafting rubric. Unpublished rubric. Valdosta State University, Valdosta, GA. Expository essay and prompts. (2008). Retrieved May 16, 2008, from The Five-Paragraph Essay Web site: http://www.geocities.com/SoHo/Atrium/1437/expo.html Expository writing. (2008). Retrieved May 13, 2008, from The Writing Site Web site: http://www.thewritingsite.org/resources/genre/expository.asp Tompkins, G. E. (2008). Expository writing. In Teaching writing: Balancing process and product (pp. 166-193). (5th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Tompkins, G. E. (2008). The writing process. In Teaching writing: Balancing process and product (pp. 6-21). (5th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Grouping Arrangements: Instruction: The students will be grouped using whole class instruction while I explain the steps and expectations for writing a rough draft. Whole class instruction will be time saving and it will keep me from having to repeat the directions multiple times. I will also go over the steps to writing a rough draft with the students. Practice activity: The students will also be grouped as a whole class during the practice activity. This will ensure that all students are given the same amount of time to practice writing a rough draft before having to write one of their own. Assessment: The students will work on writing their rough drafts individually. The students will need to think in a quiet environment in order to gather their ideas and put them onto paper.

Grouping Arrangements relating to Students’ Needs Developmental needs: The LD (learning disabled) student will be sitting in close proximity to an average student. The LD student struggles with sentence and paragraph construction. The average student may assist the student when necessary. Cultural needs: The Hispanic student will use a dictionary that converts words from their language into English. They will also be partnered with a higher level student if they need assistance structuring their sentences and paragraphs.

Instructional Procedures Genre/mode of writing instruction: “As we begin the writing process today, we will be focusing on expository writing, which is factual writing with a purpose to convey information about a topic. Today we will be using the knowledge and factual information we have learned about Hernan Cortes and the Aztecs to write a newspaper article, as if we were a reporter, reporting on the events that occurred between the Spanish, led by Cortes, and the Aztecs, led by Montezuma. We will use facts, not opinion to describe this event to inform our readers about the people, location, and events of the day. Just remember as you write that your article must have facts that truly happened on that day in history. You are writing this article to inform the readers of the newspaper about what happened between the Spanish and the Aztecs.” Students will be given the newspaper article planning guide they previously filled in and a checklist to make sure they complete all necessary aspects of the rough draft.

Stage of writing instruction READ7140, Amie Brasher, Su 2009, 12

“The stage after prewriting in the writing process is called drafting. During drafting, we are going to turn our ideas from the planning guide into sentences on notebook paper which is simply called a rough draft. Thinking about what we write when we are writing is very important in order to express the correct content in the rough draft. While we are writing our rough draft, there are several things we must remember. First, we must always skip lines to have enough space for revising (our next stage). We must also remember to write in sequential order (beginning to end). We also will not be worried about grammatical errors during this stage. We will correct those types of errors later. Our planning guide will be used to transfer our ideas to a rough draft paper.”

Modeling I will have a rough draft newspaper article called, Northern U.S. vs. Southern U.S., scanned into the computer and projected on the smart board. I will show the class how I took the information from my planning guide to begin writing my article. I will also explain to the class that spelling and sentence structure is not as important during this stage. Drafting is to simply turn their planning guide into sentences. “Today we are going to work on the second stage in the writing process. This stage is called drafting. During drafting, you should write a rough draft of your story. You will be taking information from your planning guide and develop your story using sentences. I have a model today of how I changed my planning guide into a newspaper article.” I will then go through the article pointing out the important and necessary story elements. When writing, I will stress on skipping lines to further revise and edit our story. I will also utilize the importance of writing in complete sentences and writing in a sequential order (beginning of story, middle of story, and end of story).

Practice Activity For the practice activity, I will have the students tell me sentences they would write using the planning guide we previously completed as a class. The topic we used as a class was: Northern U.S. vs. Southern U.S. As they dictate the sentences, I will write them on the smart board. I will also explain to the students how to take information from the planning guide and transfer it into the draft. I will give feedback throughout the process. “Today we are going to write an expository story together about the North vs. the South during the Civil War. We previously filled in the planning guide as a class and now we are going to make a rough draft from the planning guide. As you give me sentences to write, I want you to think about describing the who, what, when, where, and why of the topic. You also need to include 4 specific events that occurred with supporting details. We need to remember to include all of these in the article. We will skip lines, because you always need to skip lines when you write a rough draft.” I will show the students how I chose to skip lines, use ideas in my planning guide, and draft each part of the story in sequential order.

Assessment Activity “You will be graded on how well you complete your rough draft. Make sure you use your checklist so that all of the necessary parts are included.” The teacher will use the scoring guide rubric to assess the students on their drafting. READ7140, Amie Brasher, Su 2009, 13

Modifications and/or Accommodations of Instructional Methods: Accommodations and/or Modifications for Needs of Students from Differing Stages of Development: I have two students with written expression. They have difficulty writing sentences and paragraphs. I will allow them to type their rough draft on the computer.

Accommodations and/or Modifications for Needs of Students from Differing Cultural and Linguistic Backgrounds: Linguistics: I will provide a rubric and a checklist for writing a rough draft for everyone before beginning the rough draft, including the linguistically challenged children. I will also send this information home and make sure the children thoroughly understand the topic they are writing about and the steps necessary to complete a rough draft. I will also give extra feedback to these children while they are writing their drafts.

Expository Writing: Newspaper Drafting Rubric

Met the Standard Partially Met Standard Not Met Not Present 3 points Standard 1 point 0 points 2 points All five components of 3-4 components of the 1- 2 components of the Did not Introduction the introduction were introduction were introduction were attempt included (who, what, included and described included, and were not when, where, and why) well-described and well-described Event 1 factual event is presented Factual event is Factual event is Did not through complete presented and has 1-2 presented, but has no attempt sentences and has 3+ supporting details supporting details supporting details that describe that event Event 2 factual event is presented Factual event is Factual event is Did not through complete presented and has 1-2 presented, but has no attempt sentences and has 3+ supporting details supporting details supporting details that describe that event Event 3 factual event is presented Factual event is Factual event is Did not through complete presented and has 1-2 presented, but has no attempt sentences and has 3+ supporting details supporting details supporting details that describe that event Event 4 factual event is presented Factual event is Factual event is Did not through complete presented and has 1-2 presented, but has no attempt sentences and has 3+ supporting details supporting details supporting details that describe that event Conclusion Has a solid ending to the Conclusion is present Very weak conclusion Did not story but does not have a that does not relate well attempt strong connection to the to the story story Sentences/ all information taken some information little information taken Did not Paragraphs from graphic organizer taken from graphic from graphic organizer attempt to and put into sentences/ organizer and put into and put into sentences/ make paragraphs sentences/ paragraphs paragraphs sentences/ paragraphs Order Events are organized in 2-3 events are 1-2 events are presented No events in chronological order presented in in chronological order chronological chronological order order Facts Accurate factual ideas are Most facts provided Few facts are present No facts provided; no evidence of are accurate; some and/or accurate presented opinion included evidence of opinion Form All lines were skipped Some lines were Few lines were skipped No attempt skipped Total Score: /30 READ7140, Amie Brasher, Su 2009, 15

Student: ______

Did I remember to………

______Skip lines?

______Write in paragraphs?

______Use complete sentences?

______Use information from my graphic organizer?

______Describe who my article is about?

______Describe what event my article is about?

______Describe when the event happened?

______Describe where the event happened?

______Describe why the event happened?

______Describe 4 events with supporting details?

______Describe the conclusion?

Brasher, A. (2009). Newspaper article drafting checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA.

Expository Revising Lesson READ7140, Amie Brasher, Su 2009, 16

Grade level: 6

Stage of Writing: revising

English Language Arts GPS: ELA6W4: The student consistently uses the writing process to develop, revise, and evaluate writing. The student: b) Revises manuscripts to improve the organization and consistency of ideas within and between paragraphs.

Student Materials Rough draft Red pen Blue pen Brasher, A. (2009). Newspaper article planning guide. Unpublished manuscript. Valdosta State University, Valdosta, GA. Brasher, A. (2009). Newspaper article revision checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA. Brasher, A. (2009). Newspaper article revision rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA.

Teacher Materials Smart board Bergey, M. (2000). Expository. Retrieved May 16, 2008, from Ace Writing Web site: http://www.geocities.com/fifth_grade_tpes/expository.html Brasher, A. (2009). Newspaper article planning guide. Unpublished manuscript. Valdosta State University, Valdosta, GA. Brasher, A. (2009). Newspaper article revision checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA. READ7140, Amie Brasher, Su 2009, 17

Brasher, A. (2009). Newspaper article revision rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA. Expository essay and prompts. (2008). Retrieved May 16, 2008, from The Five-Paragraph Essay Web site: http://www.geocities.com/SoHo/Atrium/1437/expo.html Expository writing. (2008). Retrieved May 13, 2008, from The Writing Site Web site: http://www.thewritingsite.org/resources/genre/expository.asp Tompkins, G. E. (2008). Expository writing. In Teaching writing: Balancing process and product (pp. 166-193). (5th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Tompkins, G. E. (2008). The writing process. In Teaching writing: Balancing process and product (pp. 6-21). (5th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Grouping Arrangements: Instruction: The students will be grouped using whole class instruction while I explain the steps and expectations for revising a rough draft. Whole class instruction will be time saving and it will keep me from having to repeat the directions multiple times. I will also go over the steps on how to revise a rough draft with the students. Practice activity: The students will also be grouped as a whole class during the practice activity. This will ensure that all students are given the same amount of time to practice revising a rough draft before having to revise their own draft. Assessment: The students will work on revising their rough drafts individually the first time. Then, students will get in cooperative pairs and have their partner revise their draft. This will give the students another perspective on changes they could make to their draft.

Grouping Arrangements relating to Students’ Needs Developmental needs: The LD (learning disabled) students will be given an average student to work with. If the LD student is unsure of how to rearrange or add information to the story, then the average student can assist. Cultural needs: The Hispanic student will be partnered with a higher level student. The higher student can read the Hispanic student’s rough draft and assist with additions and revisions.

Instructional Procedures Genre/mode of writing instruction: “As we begin the writing process today, we will be focusing on expository writing, which is factual writing with a purpose to convey information about a topic. Today we will be using the knowledge and factual information we have learned about Hernan Cortes and the Aztecs to write a newspaper article, as if we were a reporter, reporting on the events that occurred between the Spanish, led by Cortes, and the Aztecs, led by Montezuma. We will use facts, not opinion to describe this event to inform our readers about the people, location, and events of the day. Just remember as you write that your article must have facts that truly happened on that day in history. You are writing this article to inform the readers of the newspaper about what happened between the Spanish and the Aztecs. We have already completed the first and second step in the writing process which was the prewriting and drafting stage. Now we will work on the revising stage.” The students will have their rough draft, which is what they will make their revisions on. Students will also be given a checklist to follow when revising.

Stage of writing instruction READ7140, Amie Brasher, Su 2009, 18

“Today we are going to begin working on the third stage of the writing process, which is called revising. During the revising stage, we are going to be adding, deleting, changing, and rearranging what we wrote in our rough draft. You will be adding words or details to make the article more interesting. You may take away or delete words/sentences that do not make sense. You may want to change or rearrange some words or sentences as well. I will show you how to revise a rough draft using the rough draft we wrote together. You will then revise your paper and have a partner revise your paper as well.”

Modeling The teacher will have a model of a rough draft projected onto the smart board. “Here is a rough draft written by a student last year. Please notice how the student used a red pen to revise their paper by adding, deleting, changing, and rearranging words and sentences in the draft.” I will then place another copy with marks from the student and a partner’s suggested marks on the draft. “This model is after the student got their partner to suggest revisions on their paper. Notice that there are marks with a blue pen when the partner suggested some changes made to the revisions of the paper.” I will also stress to the students that spelling, capitalization, and grammatical errors don’t matter write now.

Practice Activity “Now we are going to revise our class draft about North vs. South during the Civil War, which we have been writing together. Let’s begin by reading the draft out loud. Next I want you to compliment our writing, telling me things that you all like.” I will then ask the class some questions about my writing such as: What can I do to make this article better? Can I make this article better by adding, deleting, changing, and rearranging? “Now I want all of you to offer suggestions. I will revise this paper as you make suggestions. Let’s now check our checklists to make sure we have done it right. Don’t forget you don’t need to worry about punctuation, capitalization, spelling, etc. until the editing stage.” After the students make suggestions, I will then talk about the assessment activity.

Assessment Activity The students will revise their papers and then revise papers with a partner. Each student will complete a checklist to make sure everything is in order for the revising stage. “Now I want you to revise your own papers, making changes by adding, deleting, changing, and rearranging. Now that you are finished revising your article, you are going to revise a partner’s article. Remember to read your draft aloud, the partner will compliment what he/she likes, then the partner make further revisions. Each partner will do this with the other one.” I will write these directions on the board for further reference

Modifications and/or Accommodations of Instructional Methods: Accommodations and/or Modifications for Needs of Students from Differing Stages of Development: The teacher will make sure that students are partnered accordingly. The lower students will be paired with an average student.

Accommodations and/or Modifications for Needs of Students from Differing Cultural and Linguistic Backgrounds: READ7140, Amie Brasher, Su 2009, 19

Linguistics: The students will be given the revision checklist and rubric so they know exactly what is expected. Students may take these materials home if they feel they need more time to revise their drafts.

Expository Writing: Newspaper Article Revising Checklist

Revising (Individually):

____ additions made

____ deletions made

____ moves made

____ substitutions made

Revising (Cooperative pairs):

____ shared writing with partner

____ asked questions

____ listened to partner’s feedback

____ offered feedback to partner

Brasher, A. (2009). Newspaper article revising checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA. READ7140, Amie Brasher, Su 2009, 21

Expository Writing: Newspaper Article Revising Rubric

Student Name: ______

Exceptionally Met Partially Not Met Met 2 pts. Met 0 pts. 3 pts. 1 pt. Adding numerous relevant relevant some No additions details/information details/information details/information made added throughout story added to story added Deleting all irrelevant irrelevant some irrelevant no deletions words/information words/information words/information made deleted deleted deleted Changing all changes needed were changes made some of the needed No changes made throughout story throughout the changes were made made story Rearranging all needed rearranging needed rearranging few needed no needed (as needed) made to enhance story made rearranging made rearranging made Total: /12

Brasher, A. (2009). Newspaper article revising rubric. Unpublished rubric. Valdosta State University, Valdosta, GA. READ7140, Amie Brasher, Su 2009, 22

Expository Editing Lesson

Grade level: 6

Stage of Writing: editing

English Language Arts GPS: ELA6W4: The student consistently uses the writing process to develop, revise, and evaluate writing. The student: c) Edits to correct errors in spelling, punctuation, etc.

Student Materials Rough draft Black pen Green pen Brasher, A. (2009). Newspaper article planning guide. Unpublished manuscript. Valdosta State University, Valdosta, GA. Brasher, A. (2009). Newspaper article editing checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA. Brasher, A. (2009). Newspaper article editing rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA. National counsel on family relations. Proofreaders’ marks. Retrieved May 20, 2009, from http://www.ncfr.org/journals/marriage_family/submit/marks.asp

Teacher Materials Smart board Bergey, M. (2000). Expository. Retrieved May 16, 2008, from Ace Writing Web site: http://www.geocities.com/fifth_grade_tpes/expository.html Brasher, A. (2009). Newspaper article planning guide. Unpublished manuscript. Valdosta State University, Valdosta, GA. READ7140, Amie Brasher, Su 2009, 23

Brasher, A. (2009). Newspaper article editing checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA. Brasher, A. (2009). Newspaper article editing rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA. Expository essay and prompts. (2008). Retrieved May 16, 2008, from The Five-Paragraph Essay Web site: http://www.geocities.com/SoHo/Atrium/1437/expo.html Expository writing. (2008). Retrieved May 13, 2008, from The Writing Site Web site: http://www.thewritingsite.org/resources/genre/expository.asp National counsel on family relations. Proofreaders’ marks. Retrieved May 20, 2009, from http://www.ncfr.org/journals/marriage_family/submit/marks.asp Tompkins, G. E. (2008). Expository writing. In Teaching writing: Balancing process and product (pp. 166-193). (5th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Tompkins, G. E. (2008). The writing process. In Teaching writing: Balancing process and product (pp. 6-21). (5th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Grouping Arrangements: Instruction: The students will be grouped using whole group instruction during the instructional time. This ensures that both students receive the same instructions and all questions are answered with the entire class listening. Practice activity: Students will be grouped using whole group instruction during the practice activity. This is so that each child will have an equal amount of time practicing how to edit a rough draft before having to do it individually. Assessment: Students will edit their paper individually the first time. Students will be grouped using cooperative pairs the second time. This will give the students a different and new perspective when it comes to editing their papers.

Grouping Arrangements relating to Students’ Needs Developmental needs: The LD (learning disabled) students will be given an average student to work with. If the LD student is unsure of how to edit the story, then the average student can assist. Cultural needs: The Hispanic student will be partnered with a higher level student. The higher student can read the Hispanic student’s rough draft and assist with editing.

Instructional Procedures Genre/mode of writing instruction: “As we begin the writing process today, we will be focusing on expository writing, which is factual writing with a purpose to convey information about a topic. Today we will be using the knowledge and factual information we have learned about Hernan Cortes and the Aztecs to write a newspaper article, as if we were a reporter, reporting on the events that occurred between the Spanish, led by Cortes, and the Aztecs, led by Montezuma. We will use facts, not opinion to describe this event to inform our readers about the people, location, and events of the day. Just remember as you write that your article must have facts that truly happened on that day in history. You are writing this article to inform the readers of the newspaper about what happened between the Spanish and the Aztecs. We have already completed the first, second, and third steps in the writing process which was the prewriting, drafting, and revising stages. Now we will READ7140, Amie Brasher, Su 2009, 24 work on the editing stage.” The students will have their rough draft, a copy of the proofreaders’ marks, and a checklist to follow.

Stage of writing instruction “Since we have completed the revision stage of the writing process, we are going to now work on the fourth stage which is editing. During editing, we are going to check for grammatical errors and make changes that need to be made. You will edit your paper then have a partner edit the paper as well. You will always make sure to make the marks on your own paper like we did in revising. During editing, you will be making sure you have complete sentences, subject-verb agreements, correct spelling, correct punctuation, commas in a series, and capitalization when needed. Let’s get started. We need to make sure that all of the capitalizations are correct, that there are commas in a series if necessary, all spelling is correct, and ending punctuation is correct. Also if you decided to add dialogue to your story, you will need to make sure you have the correct quotations around the correct words and sentences.”

Modeling “Here is the same rough draft we looked at for revision written by a student last year. We are going to spend today looking at how the student edited their rough draft. Please notice how the student used a black pen to edit their paper, correcting all grammatical and mechanical errors.” I will then place another transparency on the overhead projector with the proofreaders’ marks from the student’s partner. “This model is after the student got their partner to suggest editing changes to their paper. Notice that the author made marks with a green pen when the partner suggested some changes made to edit the paper.”

Practice Activity “Now we are going to edit our class paper about North vs. South during the Civil War. Let’s begin by making changes with the black pen, which means I will be editing the paper. After I make the changes, I will have a partner or you all can make suggestions. I will use a green pen for that editing.” All of the children will participate using a shared pen activity by sharing the pen making proofreaders’ marks. We will also use the checklist together to make sure we completed everything we needed to complete.

Assessment Activity “Now you are going to edit your stories by yourself and then with a partner. Remember to check for complete sentences, correct subject-verb agreement, correct spelling, ending punctuation of sentences, commas in a series, and capitalization. Use your checklist before you turn in your paper. Don’t forget to use a black pen on your paper and a green pen when your partner suggests changes.”

Modifications and/or Accommodations of Instructional Methods: Accommodations and/or Modifications for Needs of Students from Differing Stages of Development: The teacher will make sure that students are partnered accordingly. The lower students will be paired with an average student. READ7140, Amie Brasher, Su 2009, 25

Accommodations and/or Modifications for Needs of Students from Differing Cultural and Linguistic Backgrounds: Linguistics: The students will be given the editing checklist and rubric so they know exactly what is expected. Students may take these materials home if they feel they need more time to edit their drafts.

Editing Checklist for Author and Editor

Author Peer Category Editor I have checked for grammar mistakes, including subject-verb agreement. I have checked for spelling errors and capitalization, and found the correct spelling from another person, or a dictionary. I have checked for complete sentences and for correct sentence structure. I have checked to be sure that all punctuation is correct in the writing. I have used the correct proofreaders’ marks to identify errors and make corrections (author only).

Brasher, A. (2009). Newspaper article editing checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA. READ7140, Amie Brasher, Su 2009, 27

Expository Newspaper Article: Editing Rubric Category Standards Standards Standards Standards Exceptionally Met Partially Met Not Met Met (2 pts.) (1 pt.) (0 pts.) (3 pts.) Grammar All grammar is Most grammar is Some grammar is Very little or no correct; sentences correct; sentences correct; some accuracy with contain correct contain correct sentences contain grammar and/or subject-verb subject-verb correct subject-verb subject-verb agreement agreement agreement agreement Sentences All sentences are Most sentences Some sentences are No evidence of complete; sentence are complete; complete; very little complete type is varied and some variation of evidence of varied sentences and/or used appropriately sentence type is sentence type varied sentence present type Spelling/ All spelling is correct Most spelling is Some spelling and Very little or no Capitalization and the correct correct and the capitalization is evidence of capitalization is used correct correct correct spelling capitalization is and/or used capitalization Punctuation All punctuation Most punctuation Some punctuation Very little or no (ending, commas, (ending, commas, (ending, commas, punctuation apostrophes) is apostrophes) is apostrophes) is (ending, commas, present and used present and used present and used apostrophes) is correctly correctly correctly present and used correctly Proofreaders’ Proofreaders’ marks Proofreaders’ Proofreaders’ marks No proofreaders’ Marks are always used marks are mostly are used some marks are used to effectively and used effectively throughout the correct errors throughout the writing and throughout writing to locate mistakes the writing to locate mistakes Historical Historical content is Historical content Some historical No historical Content precisely accurate and is present and is content is present content or details gives many described with and few details are are present supporting details to details present to describe effectively describe the historical events the event Score: /14

Brasher, A. (2009). Newspaper article editing rubric. Unpublished rubric. Valdosta State University, Valdosta, GA. READ7140, Amie Brasher, Su 2009, 28

Proofreaders’ Marks

Note: The words that are written in red are the marks we will use during revising. I will make sure the children understand to only use those marks.

Symbol Meaning Example delete

close up

delete and close up

insert a space

space evenly

let stand

transpose used to separate two or more marks and often as a concluding stroke at the end of an insertion set farther to the left

set farther to the right set as ligature (such as æ) align horizontally

align vertically broken character indent or insert em quad space begin a new paragraph

spell out

set in CAPITALS

set in SMALL CAPITALS READ7140, Amie Brasher, Su 2009, 29

set in lowercase set in italic set in roman

set in boldface

hyphen multi-colored

en dash 1965–72

em (or long) dash Now—at last!—we know.

superscript or superior

subscript or inferior

centered

comma apostrophe period semicolon

quotation marks

National counsel on family relations. Proofreaders’ marks. Retrieved May 20, 2009, from http://www.ncfr.org/journals/marriage_family/submit/marks.asp READ7140, Amie Brasher, Su 2009, 30

Expository Publishing Lesson

Grade level: 6

Stage of Writing: publishing

English Language Arts GPS: ELA6W1: The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. The student: a) Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b) Writes texts of a length appropriate to address the topic or tell a story. c) Uses traditional structures for conveying information d) Uses appropriate structures to ensure coherence

Student Materials Rough draft with corrections Brasher, A. (2009). Newspaper article publishing checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA. Brasher, A. (2009). Newspaper article publishing rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA.

Teacher Materials Smart board Bergey, M. (2000). Expository. Retrieved May 16, 2008, from Ace Writing Web site: http://www.geocities.com/fifth_grade_tpes/expository.html Brasher, A. (2009). Newspaper article publishing checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA. Brasher, A. (2009). Newspaper article publishing rubric. Unpublished manuscript. Valdosta READ7140, Amie Brasher, Su 2009, 31

State University, Valdosta, GA. Expository essay and prompts. (2008). Retrieved May 16, 2008, from The Five-Paragraph Essay Web site: http://www.geocities.com/SoHo/Atrium/1437/expo.html Expository writing. (2008). Retrieved May 13, 2008, from The Writing Site Web site: http://www.thewritingsite.org/resources/genre/expository.asp National counsel on family relations. Proofreaders’ marks. Retrieved May 20, 2009, from http://www.ncfr.org/journals/marriage_family/submit/marks.asp Tompkins, G. E. (2008). Expository writing. In Teaching writing: Balancing process and product (pp. 166-193). (5th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Tompkins, G. E. (2008). The writing process. In Teaching writing: Balancing process and product (pp. 6-21). (5th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Grouping Arrangements: Instruction: The students will be grouped using whole group instruction during the instructional time. This ensures that the students receive the same instructions and all questions are answered with the entire class listening. This also saves on time. Practice activity: Students will be grouped using whole group instruction during the practice activity. This is so that each child will have an equal amount of time practicing how to publish a draft before having to do it individually. Assessment: Students will type their drafts individually on the computer.

Grouping Arrangements relating to Students’ Needs Developmental needs: The LD (learning disabled) students will be given an average student to work with. If the LD student is unsure of how to type their draft, the other student is there for assistance. Cultural needs: The Hispanic student will be partnered with a higher level student. The higher student can read the Hispanic student’s rough draft and assist with the typing.

Instructional Procedures Genre/mode of writing instruction: “As we begin the writing process today, we will be focusing on expository writing, which is factual writing with a purpose to convey information about a topic. Today we will be using the knowledge and factual information we have learned about Hernan Cortes and the Aztecs to write a newspaper article, as if we were a reporter, reporting on the events that occurred between the Spanish, led by Cortes, and the Aztecs, led by Montezuma. We will use facts, not opinion to describe this event to inform our readers about the people, location, and events of the day. Just remember as you write that your article must have facts that truly happened on that day in history. You are writing this article to inform the readers of the newspaper about what happened between the Spanish and the Aztecs. We have already completed the first, second, third, and fourth steps in the writing process which was the prewriting, drafting, revising, and editing stages. Now we will work on the publishing stage.” The students will have their rough draft with their corrections. Students will also have a checklist to follow.

Stage of writing instruction “Today we are going to begin the publishing stage of the writing process. This is the last and final stage of the process. Publishing is putting the pieces you’ve completed in final written READ7140, Amie Brasher, Su 2009, 32 form, making all corrections. During the publishing stage, you will be making all changes, type all words correctly, and use the correct format.”

Modeling “Today I am showing you a published copy of a paper a student did last year. After he typed his published piece, he used his checklist before he printed out the final product. ”

Practice Activity “Let’s direct our attention to the front of the room to the smart board. I will type one paragraph of my published piece from the rough draft, North vs. South in the Civil War, which we have been using in class. After I finish typing my paragraph, I will pull up my completed piece, and then I will use the checklist to make sure I have correctly completed my final product.” I will give proper feedback by answering any questions that need to be answered.

Assessment Activity “I want you to publish your stories now. After you type the paper, complete a spell check with the computer. Then you need to make all last changes to the piece using correct form and correctly spelled words. Please use your checklist to make sure you have included everything you need. After your published pieces are finished, we will share them with your classmates.”

Modifications and/or Accommodations of Instructional Methods: Accommodations and/or Modifications for Needs of Students from Differing Stages of Development: The teacher will make sure that students are partnered accordingly. The lower students will be paired with an average student.

Accommodations and/or Modifications for Needs of Students from Differing Cultural and Linguistic Backgrounds: Linguistics: The students will be given the publishing checklist and rubric so they know exactly what is expected. Students may take these materials home if they feel they need more time to type their drafts.

Cultural: Students speaking a different language may be paired with a higher level student for assistance. Students may also be provided with a dictionary converting words from their language into English.

Student Name:______Date:______READ7140, Amie Brasher, Su 2009, 33

Narrative Publishing Checklist Topic: Cortes vs. the Aztecs

Publishing

____ Make all changes to the typed paper.

____ Spell/grammar check on the computer.

____ Look over it one last time with teacher before printing.

Brasher, A. (2009). Newspaper article publishing checklist. Valdosta State University, Valdosta, GA. Cortes vs. the Aztecs READ7140, Amie Brasher, Su 2009, 34

Publishing Grading Rubric

Student Name:______Date:______

Exceptionally Met Met Partially Met Not Met 3 Points 2 Points 1 Point 0 Points Changes Made all Made most Made some Did not changes to changes to change to make final paper final paper final paper changes to final paper Correct Used correct Used correct Used Did not Format format format correct correct finalizing the finalizing format format entire paper some of the finalizing finalizing paper less than the paper half of the paper Final Look Looked over Looked over Looked over Did not look Over the entire some of the less than over with paper with the paper with half of the teacher teacher teacher paper with before before before the teacher printing. printing. printing. before printing.

Total Points: ______Percentage: ______

Brasher, A. (2009). Newspaper article publishing rubric. Unpublished rubric. Valdosta State University, Valdosta, GA.