Prewriting Stage of Writing

Michael Willis, READ 7140, 1

Running Head: Interdisciplinary Writing

Interdisciplinary Writing Unit: Expository (In Progress), Grade 4

Michael Willis

Summer 2007

Dr. Tonja Root Michael Willis, READ 7140, 2

Grade Level:  4th

Content Area Connection  Content Area: o Social Studies  Topic: Slavery o Previous Content: The students will have previously learned about: a. How to write a story b. Europeans Coming to America c. English Colonies d. American Revolution e. Constitution f. Frontier Life g. Native American Life h. War of 1812 i. Texas Revolution j. Inventions (steamboat, cotton gin, telegraph, etc.) k. Slavery

Genre of Writing  Expository Writing  Biography

Stage of Writing  Prewriting

English Language Arts GPS: ELA4W2: The student demonstrates competence in a variety of genres: The student produces informational writing (e.g. report, procedures, correspondence) that: a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. c. Creates an organizing structure appropriate to a specific purpose, audience, and context.

Content Area GPS:  SS4H7: The student will examine the main ideas of the abolitionist and suffrage movements. o A. Discuss biographies of Harriet Tubman and Elizabeth Cady Stanton.

Student Materials  Pencil(s)  Biography webquest. Retrieved May 23, 2007, from Graphic Organizer for Biography Webquest Web site: http://www.chariho.k12.ri.us/ash/kvredenburg/organizr.html  Willis, M. (2007).Prewriting Expository Scoring Rubric. Valdosta State University. (READ 7140). GA. Michael Willis, READ 7140, 3

 Willis, M. (2007). Student Prewriting Expository Checklist. Unpublished manuscript. Valdosta State University. (READ 7140). GA.  Interactive Website about Harriet Tubman o http://www2.lhric.org/pocantico/tubman/tubman.html  This website provides fun, interactive activities that pertain to Harriet Tubman. The site also includes information about Harriet Tubman’s life.  Lipkewich, A E., and R Mazurenko. ABC's of the Writing Process. 5 Sep. 2001. 29 May 2007. Retrieved from http://www.angelfire.com/wi/writingprocess/ o This website gives tips about the five steps of the writing process. The students and also the teacher may look at this website. If at home and can’t remember what to do for a step of the writing process, the students can pull this site up and it will tell them what they need to do. The site is full of helpful tips.

Teacher Materials  Teacher Completed Graphic Organizer  Overhead Projector  Markers  Scoring Rubric

Grouping Arrangements  During the practice stage, whole group instruction will take place. The students and I will create a story together using the shared pen technique. Whole group instruction saves time, and the students can become engaged with creating their own story with the teacher modeling.  During the assessment, the students will work individually. I will also monitor the students and conference with them individually as needed.  I have two students who are bilingual. These two students have a hard time reading and writing English. The reading will not affect the students during this lesson. The writing problems the two students have are mostly spelling and grammatical errors, so I will split them up into a pair further into the unit. Since prewriting doesn’t focus on spelling and syntax, I will continue to do whole group instruction during this lesson.  One student is hearing impaired, so I will sit him next to me. This student hears well, he just needs to be closer to the speaker.

Genre of Writing Instruction  We are going to start a new type of writing today. The type of writing we will be focusing on is expository writing. Expository writing can also be known as informative writing. Expository writing gives information and explains the information in details when needed. It focuses on the subject being discuss, or for us, the writing will focus on what we’ve been learning. So, we can now conclude that expository writing is based on what a person has already learned. Expository writings can be found in places like an encyclopedia, newspaper, or magazine.  Have any of you wrote or read a biography before? That’s good! You should read biographies. Can someone tell me what a biography is? Yes, that’s correct! A biography is a person’s life story written by someone other than that person. The biography is a Michael Willis, READ 7140, 4

type of expository writing. Does anyone know why? Yes, because a biography is giving information. When reading a biography, the audience needs to feel like they know the person the author has written about. A biography is what you all will be writing in class, but do not stress, because I will be writing one myself. We will also write one as a class, too. The person you all will be writing about is Harriet Tubman. We have been studying slavery and we are in the process of studying the Underground Railroad, so I think she would be a great person to write a biography on. You will need to recall what memory you have and do some research. But don’t worry, because we know the writing process. What is the first stage of the writing process? That’s right! The prewriting stage is the first stage. What is the activity we focus on during the prewriting stage? Good! We will be filling out a graphic organizer that will help you with your biography.

Stage of Writing Instruction  I know that we have talked about the writing process before, so can anyone tell me the five steps to the writing process? Yes. Those are the 5 steps. Let’s say them again out loud. Prewriting, drafting, editing, revising, and publishing. That’s good. Today, we are going to focus on the prewriting stage. This stage is also known as the “getting- ready-to-write-stage.” During the prewriting stage, you will determine your topic, form, purpose, and audience of the paper. The topic is what the story will be about. The form is what kind of writing you will be doing. A paper, letter, journal, etc. The purpose is what you are writing for. To entertain, inform, persuade, etc. The audience is who you are writing for. Who is going to read your story?  Today, we will be completing a graphic organizer to go ahead and fit all of these items into our story.

Modeling  I was just talking about the graphic organizer, so now would be a good time for me to show you my entire graphic organizer. (Students will look at my graphic organizer, and I will go over each section with them.)

Practice Activity  Now that we have gone through the stages of the prewriting stage of the writing process, I’ve showed you how to complete a graphic organizer, let’s see if we can complete one together.  We recently studied someone, a president during the civil war that I think we can complete our graphic organizer on. Can someone tell me who I might be talking about? Abraham Lincoln is correct. We see in the middle of the graphic organizer, we have to put the name of the famous person we are writing about. I am going to write Abraham Lincoln in this area. Let’s look at the childhood box. Can someone tell me about his childhood? Yes, he was born in 1809. I’m proud of you for remembering that date. Can you come write it in the box for me? Before you start writing, what do we do when we fill out a graphic organizer? Yes, we jot down words. We do not write in complete sentences. We are just getting down the main ideas. Thanks! What’s one more thing someone can tell me about Abraham Lincoln? Yes, his mom died when he was ten and his dad moved away when he was eight. Please come write that in the box for us. Thanks! Michael Willis, READ 7140, 5

 (I will continue to do this with the students going over each box and calling on students to come help me fill out the graphic organizer.)  Now that we are done, I think you all ready to complete one on your own. Remember that when filling out the graphic organizer, you are just jotting down the main ideas. You don’t use complete sentences, and you also don’t worry about correct punctuation or grammar. When you all are filling out the assessment, I will leave this graphic organizer on the projector for you all to look at for an example if you get stuck.

Assessment Activity  (Hand out the graphic organizer to the students.) I will leave my graphic organizer on the projector for you all to look at, so you will have something to go by when filling out yours. But, do not write what we wrote about together. You will have to come up with your own unique story. Make sure you put in a lot of details in your graphic organizer. Just write down whatever you want to be in your story. We will modify our story later. During the prewriting stage, you don’t worry about sentences our punctuation, either. Just jot down ideas. (Hand out the student checklist.) By using your checklist, you will know how I will be grading you on this assignment. I want to show it to you now, so you will have something to go by and what I expect of you. I will give you all 20-30 minutes to complete your graphic organizer. Just remember to jot down anything you would like in your story. Get started!

Modifications and/or Accommodations of Instructional Methods  If needed, I can modify the graphic organizer for students who may be having trouble filling it out. I can take different parts off, add different things on, or change different parts.  If my two bilingual students are having trouble, I can let them write in their home language.  I can also modify the graphic organizer by making the boxers bigger for the students to write in. Michael Willis, READ 7140, 6

Scoring Rubric 4 th Grade (Prewriting)

Student Student Met Student Student Did Exceeded PLO PLO Partially Met Not Meet (3) (2) PLO PLO (1) (0) Title  Title written  Student and spelled made no correctly attempt at writing the title Subtopics  Student  Student writes  Student writes  Student writes 3-4 2-3 details 1-2 details made no details under under each under each attempt to each subtopic subtopic write subtopic. details. Checklist  Student  Somewhat  Student completes completes made no checklist checklist attempt at completin g checklist

 Willis, M. (2007).Prewriting Scoring Rubric. Valdosta State University. (READ 7140). GA. Michael Willis, READ 7140, 7 Michael Willis, READ 7140, 8 Graphic Organizer 4 th Grade (Biography)

Directions: When filling out the graphic organizer, you will need to fill them out in order by which you will be writing your paper. This is the following order: Childhood, Family, Education, Adulthood, Accomplishments, Death, and Interesting Facts. Michael Willis, READ 7140, 9

Content Area Connection  Content Area: o Social Studies  Topic: Slavery o Previous Content: The students will have previously learned about: l. How to write a story m. Europeans Coming to America n. English Colonies o. American Revolution p. Constitution q. Frontier Life r. Native American Life s. War of 1812 t. Texas Revolution u. Inventions (steamboat, cotton gin, telegraph, etc.) v. Slavery

Stage of Writing  Drafting

English Language Arts GPS: ELA4W2: The student demonstrates competence in a variety of genres: a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. c. Creates an organizing structure appropriate to a specific purpose, audience, and context.

Content Area GPS: SS4H7: The student will examine the main ideas of the abolitionist and suffrage movements. A. Discuss biographies of Harriet Tubman and Elizabeth Cady Stanton.

Student Materials Completed Story Map (Individually finished story maps) Copy of class completed story map Wide-ruled notebook paper Pencil(s) Scoring Guide Michael Willis, READ 7140, 10

Willis, M. (2007). Drafting Scoring Rubric. Valdosta State University. (READ 7140). GA. Checklist Willis, M. (2007). Student Checklist. Unpublished manuscript. Valdosta State University. (READ 7140). GA.

Teacher Materials Overhead Projector Markers Copy of class completed story map Teacher completed story map Completed rough draft to model Projector Slides with Wide-Ruled Notebook Paper on them Willis, M. (2007). Drafting Scoring Rubric. Valdosta State University. (READ 7140). GA.

Grouping Arrangements  During the practice activity, the students will be able to participate while doing whole group instruction. I will have the students make a rough draft as a class.  I feel the students will all be able to participate and learn during whole group instruction.  For the linguistic needs, I will have my student who is hard-of-hearing sit next to me. I will speak louder if needed.  For cultural needs, I do not feel that the two bilingual students are affected here. They do not have to worry about spelling or grammar during this section of the writing process

Genre of Writing  Yesterday, we started writing a paper. Can anyone tell me what kind of paper we started writing? Yes! We worked on writing a biography. What kind of writing did we say a biography was? That’s right! A biography is a form of expository writing. Expository writing can also be known as what kind of writing? Yes, informative writing is correct. Does anyone remember me telling them where you can find examples of expository writing? Good job! You can find examples in an encyclopedia, newspapers, and magazines.  We are writing a biography. What is a biography? A biography is a life story that is written by someone other than who the story is about. What is one important aspect the author will use? Yes! The author needs to make sure the readers feel like they know the person they are reading about.

Stage of Writing Instruction  We also talked about another important aspect. We called it a process. Can someone tell me what process I am talking about? Yes! The writing process is correct. How many stages are in the writing process? Good! 5 are right. What Michael Willis, READ 7140, 11

was the name of the stage that we worked on yesterday? Yes! Prewriting is right. Now, I need everyone to get their completed story maps out. Today, we are going to work on the drafting stage of the writing process. During this stage, you will be putting your ideas from your story map into a paper.  Remember when writing your paper, you need to have a beginning, a middle, and an end. I want you to try your best to spell words correctly and put punctuation marks wherever you think they may go, but its o.k. if you don’t know how to spell a word or where to put a comma. During the drafting stage, we are just focusing on getting our words into the form of a paper. When writing our rough draft, I want you to have an introduction paragraph introducing Harriet Tubman. You can include the birth section in this paragraph. After the introduction paragraph, you should have a paragraph for each subtopic. And, at the end you should have a conclusion. You can include the death section in the conclusion.  You all will be writing your stories on the wide-ruled paper. You will also write on every other line and just on one side of the paper. I want you to write just one the lines that have an x on them. At the top of the paper, you will write the title. Below the title, you will write draft. Here, let’s take a look at mine.

Modeling  (Put the teacher completed rough draft onto the projector.) Everyone look up here, and we’ll go through how I completed my rough draft. Does everyone see how and where I put the title on my paper with the word draft under it? This is how I want you to start your story. Also, did you notice how I skipped lines and wrote only on the lines with the x on them? This is how I want you to do yours. Let’s go over the story  Who would like to read the introduction for us? Thanks! (Student reads introduction) I want everyone to notice how I introduced the person I was writing about. I also gave his birth in this paragraph.  (Call on students to read the middle of the story.) Does everyone see I included each subtopic in each different paragraph? Good! This is how I want you to complete your rough draft. (Call on student to read the end of the story.) Look at how I summed up my biography and included the death here.  Now, it is your turn to write a story. Just remember that you are writing a biography about someone else’s life. Don’t worry about punctuation or grammar. Make sure you have complete sentences, though.

Practice Activity  I want everyone to get out the story map that we completed as a class yesterday. We are going to write a story together. I wanted to give you all a copy of the story map, because as we write our rough draft, you will notice that we will refer back to our story map. (Hand out wide-ruled notebook paper to class for them to write on.) (Write the introduction with the class while referring to the completed story map.) Does everyone see how we introduced Abraham Lincoln and gave his birth during this section of the paper? That’s good! Now, let’s do the middle of the paper. (Write the middle of the paper and showing the students how we start a new paragraph at each subtopic.) Now, let’s look at the conclusion. (Write Michael Willis, READ 7140, 12

a conclusion with the class.) Does everyone see how our problem was solved? I’m glad you all can see that. (When writing the paper, I will read each sentence, and when the paragraph or section is done, I will read it again out loud to the class.)  Look at how I skipped lines, wrote only on one side of the paper, put my title on the top of my page. I will leave my paper up here for you all to look at, in case you have any questions. I will also be walking around and assisting everyone.

Assessment Activity  What I’m passing out now is the checklist by which you need to complete your rough draft. Remember to look at each item on the checklist and make sure you put these into your paper. This is exactly how I will be grading you when you turn these in. And, remember that spelling, punctuation, and the mechanics writing aren’t too important during this stage. The most important part is the author getting a story onto the paper. We will work on the rest later. Good Luck! Again, I will be walking around if anyone has any questions. (Take up the rough drafts.)

Modifications and/or Accommodations of Instructional Methods  My student who is hard-of-hearing will, again, be sitting next to me. I will also speak louder if necessary  My two bilingual students will not be affected. They don’t have to worry about grammatical skills just yet. Michael Willis, READ 7140, 13

Drafting Scoring Guide 4 th Grade (Biography)

Student Student Met Student Student Did Exceeded PLO PLO Partially Met Not Meet (3) (2) PLO PLO (1) (0) Layout  Name is  Only did 3 of 4 Only did 2 of the  Student written at top listed. 3 listed to meet did 1 or with draft PLO made no below it. attempt at  Skipped a correct lines. layout.  Wrote on only one side of paper.  Used complete sentences Introduction  Student  Introduced Introduced  Student introduced person with 2-3 person with 1-2 made no person with details details attempt to 3-4 details. introducer person. Subtopics  Student had a  Had new Somewhat had  No new paragraph for new paragraphs organizati paragraph for each subtopic. for each on of each  Included 2-3 subtopic. paragraphs subtopic. details for each Included 1-2 .  Included 3-4 subtopic. details for each  No attempt details for  Most complete subtopic. of details. each sentences Somewhat  No attempt subtopic. complete of  Wrote in sentences. complete complete sentences. sentences. Conclusion  Student  Summed up Summed up  Student summed up story. story. made no story.  Somewhat No complete attempt to  Used complete sentences. sum up complete sentences. story or sentences. have  complete sentences. Michael Willis, READ 7140, 14

Willis, M. (2007). Drafting Scoring Guide. Unpublished manuscript. Valdosta State University. (READ 7140). GA

Content Area Connection  Content Area: o Social Studies  Topic: Slavery o Previous Content: The students will have previously learned about: w. How to write a story x. Europeans Coming to America y. English Colonies z. American Revolution aa. Constitution bb. Frontier Life cc. Native American Life dd. War of 1812 ee. Texas Revolution ff. Inventions (steamboat, cotton gin, telegraph, etc.) gg. Slavery

Stage of Writing  Revising

English Language Arts GPS: ELA4W2: The student produces informational writing (e.g. report, procedures, correspondence) that: a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. b. Frames a central question about an issue or situation. c. Creates an organizing structure appropriate to a specific purpose, audience, and context.

Content Area GPS: SS4H7: The student will examine the main ideas of the abolitionist and suffrage movements. A. Discuss biographies of Harriet Tubman and Elizabeth Cady Stanton. Michael Willis, READ 7140, 15

Student Materials: Pencil(s) Completed Rough Draft (Individual) Willis, M. (2007). Revising Scoring Rubric. Valdosta State University. (READ 7140). GA Roberti, D. (2005). Proofreader's Marks. Retrieved May 17, 2007, from http://www.espressographics.com/files/proofread.pdfIndividual

Teacher Materials Copy of Class Completed Rough Draft Teacher Completed Rough Draft Overhead Projector Marker(s) Blue Pens Willis, M. (2007). Revising Scoring Rubric. Valdosta State University. (READ 7140). GA

Grouping Arrangements  I will put the students into groups of three during the revising stage. I will have the two bilingual students work with one of the higher students. This way if I’m not around to help at the moment, the higher student can be of assistance. I will have talked to the student before and asked him/her to help me during this time.  During the assessment, the students will work in pairs together to revise their papers, but I will also be walking around, monitoring, and conferencing with the students as needed.  For linguistic needs, I will put my student who is hard-of-hearing into the group of 3. I feel that this student might have a hard time understanding what other particular students may be saying and with the help of another student in the group, there shouldn’t be a problem.  During the revising stage, I will have the bilingual students work together as pairs. I feel that I can work better with the both of them at the same time in one small group. I will spend a good amount of time working with these students during the revising and practicing stage.

Genre of Writing Instruction  Can anyone tell me what kind of paper we are writing? Yes! We are writing a biography. What kind of writing did we say a biography was? That’s right! A biography is a form of expository writing. Expository writing can also be known as what kind of writing? Yes, informative writing is correct. Does anyone remember me telling them where you can find examples of expository writing? Good job! You can find examples in an encyclopedia, newspapers, and magazines.  We are writing a biography. What is a biography? A biography is a life story that is written by someone other than who the story is about.

Stage of Writing Instruction Michael Willis, READ 7140, 16

 During revising, the author should reread his paper and make all the corrections that he/she sees, except for punctuation marks or spelling. During revising, you just want to focus on adding, deleting, changing, and rearranging words within your story. When you are revising your paper, I don’t want you to get down if you have a lot of mistakes in your paper. Mistakes can be good, because they help make the paper better; they help you to think about what you can change. I want you to slowly reread your paper. Think about what sentences may need to be changed around or moved to a different spot. Some sentences may not need to be moved. Also, look at your sentences closely. Think about if you really need the sentence in your story. Is the sentence necessary? Does it have evidence to the subtopics that you are writing about? When I am writing a paper, I tend to put useless information in my paper. So, when I go back and revise, I find myself deleting sentences that I thought were necessary when I wrote my draft. Also, important ideas or details can be added to your biography. If you think of something that needs to be included in the story, add it in. Make sure you put the important details in the correct spot of the biography. What did I say about the reader earlier? Yes, the author has to have the reader’s attention. Is there anything else? Yes, the reader needs to feel like he/she knows the person they are reading about. To do this, make sure you add details describing your nouns or your persons, places, or things. Be specific about important details. When I am reading your published piece, I want to be able to feel like I know Harriet Tubman. I want to feel like I was on helping her out on the Underground Railroad. When you are revising your paper, make sure you are confident with your story. Make sure your story is told how you want it to be told.  Also, within revising, an author might get someone to read the story to help him/her with the corrections. You will be pairing up with each other, so you can have feedback on your errors. I am going to be passing out blue pens to the class, and you will use these to make corrections on your paper.

Modeling  What I am putting up on the projector is the draft that I showed you all yesterday. Now, though, the draft has my revisions on it. As I reread my paper, I read it slowly. If I came to a section that I didn’t like or I thought sounded funny, I would reread just that section. I found areas that needed improving and so to do this, I added words, deleted words, changed words, and rearranged the words.  Afterwards, when I was content with my paper, I asked my roommate to look over my paper for me. We sat down with each other, and he read the paper while he was next to me. When he came to a part that he thought needed improvement, he immediately told me what he thought needed changing. If I liked what he suggested, I made the correction onto my paper. Just like if your partner suggests a problem and you want to fix it, you need to write it down yourself. (I will read the rough draft and explain what I fixed on my story.)

Practice Activity Michael Willis, READ 7140, 17

 Now, I want everyone to take out the rough drafts we completed as a class. We are going to read this together and make revisions as a class. As I was walking around yesterday, I noticed you all have done good jobs on your biography of Abraham Lincoln. I am feeling confident that your individual biographies are coming along great as well. Doing this will show you how to go about revising your partner’s paper and your own paper. (Assign the class to their groups.) I want you all to put your brains together and revise the rough draft. I will be walking around in case you have any questions about something. I will also work with each group individually as much as possible. Remember that you don’t need to worry about spelling or punctuation right now. Just get the content that you want and the way you want it put into your paper.

Assessment Activity  (Hand out each individual their copy of the rough draft and put the students into pairs.) I noticed you all were making good choices as a group on how to revise your papers. This is why I don’t think you will have a problem revising your own rough drafts. When each student is done revising his/her own rough draft, I want one of you to read the other students paper and suggest corrections. When done, I want you two to swap and do the opposite. Also, I have the scoring guide that I will be going by. I want you to take a look at this while you are making revisions. Well, let’s go over it briefly. (Go over the rubric for a couple of minutes.) Look at this closely and look at your papers even closer to make some great revisions. Think about adding, deleting, changing, and rearranging the words.

Modifications and/or Accommodations of Instructional Methods  I can provide a common list of words to each student to help them with replacing words.  If the students are having a hard time reading, the rubric, the teacher can sit down and check off items on the rubric with the student, and this will show the student where he/she is at.  This assignment will not affect my student who is hard-of-hearing.  The bilingual students can be given an extended amount of time if needed. Also, I have the bilingual students paired with a student who is more skilled in writing English, so this will help.  I will also monitor the class during the activities. Michael Willis, READ 7140, 18

Revising Scoring Guide 4 th Grade (Biography)

Exceeds PLO Meets PLO Partially Meets Did Not Meet PLO PLO Add Student added Student added Student only Student did not many new some new added a couple add any new words or words or new words or words or sentences to the sentences to the sentences to the sentences to the biography. biography. biography. biography.

Delete Student deleted Student deleted Student deleted Student did not all words or most words or a couple words make an sentences that sentences or sentences attempt to were not related related to the related that delete anything. to the biography. were related to biography. their biography.

Change Student Student Student Student made changed or changed or changed or no attempt to substituted at substituted 3-5 substituted 1-3 change or least 5 or more times. times. substitute any times. words.

Rearrange Student Student Student Student made rearranged 3-4 rearranged 2-3 rearranged 1-2 not attempt at sentences to sentences. sentences. rearranging the even flow of words. biography

Willis, M. (2007). Revising Scoring Guide. Unpublished manuscript. Valdosta State University. (READ 7140). GA. Michael Willis, READ 7140, 19

Grade Level  4th

Content Area Connection  Content Area: o Social Studies  Topic: Slavery o Previous Content: The students will have previously learned about: hh. How to write a story ii. Europeans Coming to America jj. English Colonies kk. American Revolution ll. Constitution mm. Frontier Life nn. Native American Life oo. War of 1812 pp. Texas Revolution qq. Inventions (steamboat, cotton gin, telegraph, etc.) rr. Slavery

Stage of Writing  Editing

English Language Arts GPS:  ELA4W2: The student produces informational writing (e.g. report, procedures, correspondence) that: o A. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. o C. Creates an organizing structure appropriate to a specific purpose, audience, and context. o D. Includes appropriate facts and details.

Student Materials Michael Willis, READ 7140, 20

Pencil(s) Scoring Guide o Willis, M. (2007). Editing Scoring Guide. Unpublished manuscript. Valdosta State University. (READ 7140). GA. Class Completed Revised Draft (to be edited) Roberti, D. (2005). Proofreader's Marks. Retrieved May 17, 2007, from http://www.espressographics.com/files/proofread.pdfIndividual Individually Completed Rough Draft

Teacher Materials Teacher Completed Revised Rough Draft Projector Marker(s) Pens for Students

Grouping Arrangements  I will put the students into groups of three during the revising stage. I will have the two bilingual students work with one of the higher students. This way if I’m not around to help at the moment, the higher student can be of assistance. I will have talked to the student before and asked him/her to help me during this time.  During the assessment, the students will work in pairs together to revise their papers, but I will also be walking around, monitoring, and conferencing with the students as needed.  For linguistic needs, I will put my student who is hard-of-hearing into the group of 3. I feel that this student might have a hard time understanding what other particular students may be saying and with the help of another student in the group, there shouldn’t be a problem.  During the revising stage, I will have the bilingual students work together as pairs. I feel that I can work better with the both of them at the same time in one small group. I will spend a good amount of time working with these students during the revising and practicing stage.

Genre of Writing Instruction  This week, we have been working on a certain process. Can someone tell me that process? Yes, the writing process is correct. What two stages have we completed? Yes, we have completed the prewriting and drafting stage? Who thinks they know what stage will be next? Good! Good! The revising stage is next? What kind of writing have we been working on? Great! We have been working on expository writing. What kind of expository writing are we doing? Yes! We are writing a biography. What is a biography? Stupendous! A biography is a story written about someone but not that person.

Stage of Writing Instruction  During revising, the author should reread his paper and make all the corrections that he/she sees, except for punctuation marks or spelling. During revising, you just want to focus on adding, deleting, changing, and rearranging words within Michael Willis, READ 7140, 21

your story. When you are revising your paper, I don’t want you to get down if you have a lot of mistakes in your paper. Mistakes can be good, because they help make the paper better; they help you to think about what you can change. I want you to slowly reread your paper. Think about what sentences may need to be changed around or moved to a different spot. Some sentences may not need to be moved. Also, look at your sentences closely. Think about if you really need the sentence in your story. Is the sentence necessary? Does it have evidence to the problem? When I am writing a paper, I tend to put useless information in my paper. So, when I go back and revise, I find myself deleting sentences that I thought were necessary when I wrote my draft. (Hand out a copy of the proofreader’s marks to the students.) I want everyone to look at these marks. This is how you will be correcting your errors. We have gone over most of them, so this is just something for you to look back at, just in case you might have a question. Also, important ideas or details can be left out. If you think of something that needs to be included in the story, add it in. Make sure you put the important details in the right order of the story. What did I say about the reader earlier? Yes, the author has to have the reader’s attention. Is there anything else? Yes, the reader needs to feel like he/she is in the story with the author. To do this, make sure you add details describing your nouns or your persons, places, or things. Be specific about important details. When I am reading your published piece, I want to be able to feel like I’m doing whatever it is you’re doing in your story. When you are revising your paper, make sure you are confident with your story. Make sure your story is told how you want it to be told.  Also, within revising, an author might get someone to read the story to help him/her with the corrections. You will be pairing up with each other, so you can have feedback on your errors. I am going to be passing out blue pens to the class, and you will use these to make corrections on your paper.

Modeling  Everyone look up here. This is my revised draft that I edited. Let’s go over it slowly and look at what I changed. (Teacher goes over edited draft with the students showing errors.) Do you think you all can fix all the errors in your paper? I think you can, too. I had to reread my paper more than once to catch all the errors. When you are editing your paper, you will need to do the same. Remember that during revising we focused on content. During editing, we aren’t focusing on content, but we are focusing on the mechanics and grammar of writing.

Practice Activity  Today, you need to get out the draft that you all revised as a group, and get in the same group of three that you have been working on for the past few days. Instead of doing revising, you all will be editing. Put your thinking caps on and try to find each mistake in the paper. Remember that I will be walking around helping as much as possible, so please, feel free to ask me any questions you may have. There are no such things as stupid questions! If you don’t know how to start the spelling of a word, don’t get a dictionary, ask me, I will help. Michael Willis, READ 7140, 22

Assessment Activity  (Hand out the pens to the students, making sure the pen is of a different color than the students used for the revising stage.) I want you to change groups and get with the other student whose paper you revised. You two will be doing the same thing as you did with the revising stage, except editing. Just do the same thing that we did during the practice activity. Don’t worry! The thesauruses and dictionaries are available for your use, and the smartest of all, your teacher, will be walking around monitoring and answering your questions. Remember to edit your own paper, and then let your partner look at your paper. The partner should offer suggestions, and it’s your choice whether you want them in your paper or not. If you have a question about the suggestion being right or wrong, feel free to ask.  One last thing! Here is the scoring guide for which I will be using to grade you. From what I can see so far, all of you have been using the guide well. (Quickly go over the rubric with the class.

Modifications and/or Accommodations of Instructional Methods  Students will be allowed extra time if needed.  This will not affect my student who is hard-of-hearing.  The students who are bilingual will be able to have extra time. They also have an extra student with higher skills working with them. If these students are having a very hard time with one particular skill, I will not count off but encourage they do it. Michael Willis, READ 7140, 23

Scoring Guide 4 th Grade (Editing)

Exceeds PLO Meets PLO Partially Meets Does Not Meet PLO PLO

Sentence All sentences in Most sentences Some sentences No sentences Structure story are are complete. are complete. are complete. complete.

Spelling Slim to None Few spelling Many spelling Several spelling errors errors errors misspelled words

Capitalization No Few Many Several capitalization capitalization capitalization capitalization errors errors errors errors

Punctuation Slim to None Few Many Several punctuation punctuation punctuation punctuation errors errors errors errors

Commas Most or all Several to most Few commas No commas commas used commas used used correctly used correctly correctly correctly

Subject-Verb All but 1 or 2 Many agree Few agree None agree Agreement agree

Willis, M. (2007). Editing Scoring Guide.. Unpublished manuscript. Valdosta State University. (READ 7140). GA. Michael Willis, READ 7140, 24

Grade Level  4 th

Content Area Connection  Content Area: o Social Studies  Topic: Slavery o Previous Content: The students will have previously learned about: a. How to write a story b. Europeans Coming to America c. English Colonies d. American Revolution e. Constitution f. Frontier Life g. Native American Life h. War of 1812 i. Texas Revolution j. Inventions (steamboat, cotton gin, telegraph, etc.)

Stage of Writing  Publishing

English Language Arts GPS  ELA4W2: The student produces informational writing (e.g. report, procedures, correspondence) that: o A. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. o C. Creates an organizing structure appropriate to a specific purpose, audience, and context. o D. Includes appropriate facts and details. o H. Provides a sense of closure to the writing.

Student Materials Pencil(s) Michael Willis, READ 7140, 25

Wide-Ruled Notebook Paper Class Completed Edited Draft Individually Completed Edited Draft Scoring Guide o Martin, L.L. (2007). Publishing Scoring Guide. Unpublished manuscript. Valdosta State University. (READ 7140). GA.

Teacher Materials Teacher Completed Published Draft Projector Markers Projector Slides with Wide-Ruled Notebook Paper on them

Grouping Arrangements  I will put the students into the same groups of three during the practice activity. I think that with each person helping one another, the students will not struggle with completing their published pieces.  During the assessment activity, I will have the students work individually to complete their published pieces. I will also be walking around and monitoring students.  For the developmental students, I can give them extra time to write down their published pieces.  For linguistics, my hard-of-hearing student will not be affected during this stage.  For cultural, my two bilingual students will not be affected. They should have finished their revised and edited paper and should just be copying down their published pieces. If they do need help, I will scaffold them

Genre of Writing Instruction  The students will be finishing up their biographies. They will know what expository writing and know that a biography is expository writing.

Stage of Writing Instruction  We have been working on the writing process. Can someone tell me the four stages we e completed so far? Yes, we have done prewriting, drafting, revising, and editing. What stage will we be working on today? Yes, publishing is correct. The publishing stage is the final stage. This is the stage where you will complete your final draft of your narrative. The author should be completely content with how the paper sounds by this stage. When writing the paper, I want you to put your name in the same place, but under your name put “published piece.” Then, I want you to skip a line, write the title of your story, then skip another line and start writing. Make sure you write as neatly as you can. I do not want you to write in cursive.  When you publish your writing, you can share the story with the intended audience. Some ways we can do this is by telling the story to the class or mailing the story to someone you want to read it. Michael Willis, READ 7140, 26

Modeling  (Put the teacher’s final draft on the projector.) I want everyone to look up here. Do you see how I wrote my name and published piece under it, and then I skipped a line, wrote my title, skipped another line and started to write? This is how I want you to do yours. Also, I want you to single space while writing. (Read the story with the students and explain how the characters are explained and the problem/goal is solved and there are no errors.)

Practice Activity  I want everyone to split up into the groups that you have been working in during the writing process. This is the three-person groups. You all will get together and complete a final draft of what you have been completing together. One person can be chosen to write, but I prefer, and I might give out a couple bonus points, if each person writes the story. I want your best handwriting. I know everyone’s best handwriting, so don’t make it messy. Good Luck!

Assessment Activity  Now, I want you all to go back to your individual desks. You are going to publish your own piece today. If you don’t get finished today, that is fine. I will give as much time as needed, because, again, you need to make sure you have the best handwriting. There’s no telling who we might decide to share our final, published pieces with. Please take your time. I don’t want anyone to have any errors in their paper, because we have been working hard to take all the errors out. Let’s get going! I will be walking around if anyone has any questions. If you need any questions on how to get started or during the assessment, I will be glad to help you.

Modifications and/or Accommodations of Instructional Methods  Any student will be allowed extra time if needed.  The two bilingual students can be paired together if needed.  If some students get done early, they may be allowed to help other students. Michael Willis, READ 7140, 27

Scoring Guide 4 th Grade (Publishing)

Exceeds Meets Standard Partially Meets Does Not Meet Standard Standard Standard Content -Content has -Content has -Content has -Content relevant facts, mostly relevant limited facts, lacks related supporting facts, supporting facts, details, or supporting details, and/or supporting explanations details, or explanations details, and/or explanations explanations

Organization -Organizing - Organizing -Organizing -Organization structure that structure that structure with lacks includes includes very few paragraphing paragraphs paragraphs paragraphs structure - Engages - Engages the - Minimally - Sequence of reader reader, developed events is not creatively, relates sequence of present or relates significant events and confusing and significant events, fails to fully fails to engage events, and moves to a engage the the reader and moves to a conclusion reader or or conclude clear conclude story story conclusion

Voice -Appropriate to Voice is present - inconsistent or Little or no topic, -Shows an weak voice is evident purpose, and awareness of - Shows limited - Awareness of audience audience awareness audience or - Engaging - Writing is of audience personal somewhat involvement is engaging not evident

Sentence Sentences flow Sentences flow Sentences are Sentences are Fluency - Sentence - Sentence fragmented, incomplete length, structures are run-on or and/or unclear structure, and varied confusing complexity - Sentence is varied structures are limited in variety Michael Willis, READ 7140, 28

Word Choice Uses dramatic Uses Uses limited, Uses limited, descriptive descriptive repetitive repetitive language language word choice word choice - Enables the - Enables the - Gives a - Does not give reader to reader to visual picture a visual picture visualize the visualize the events or events or experiences experiences

Mechanics Contains few if Contains some Contains Contains many any errors in mechanical frequent mechanical mechanics that errors that do mechanical errors and the makes the not interfere errors that are writing is writing easy to with the noticeable and difficult to read meaning confuse the follow and understand reader

Martin, L.L. (2007). Publishing Scoring Guide. Unpublished manuscript. Valdosta State University. (READ 7140). GA.