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American Civil WarNarrative Journal
5th GradeClay CumbeeREAD 7140
Social Studies GPS• SS5H1 The student will explain the causes,
major events, and consequences of the Civil War • c. Identify major battles and campaigns: Fort Sumter,
Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, and Appomattox Court House.
• d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas “Stonewall” Jackson
ELA Standard• ELA5W3 -The student uses research and
technology to support writing. The student • c. Uses various reference materials (i.e.,
dictionary, thesaurus, encyclopedia, electronic Information, almanac, atlas, magazines, newspapers) as aids to writing.
• d. Uses the features of texts (e.g., index, table of contents, guide words, alphabetical/ numerical order) to obtain and organize information and thoughts
Topic / Concept
• Topic and/or Concept: Students will write a simulated travel journal about the American Civil War, focusing on the major battles or campaigns, the prominent leaders of either side, or issues between the North and South that lead up to the Civil War such as bleeding Kansas and John Brown’s raid on Harper’s Ferry
Narrative Writing• recounts a story grounded in personal experience or the
writer’s imagination
• uses a setting, characters, circumstances or events
• uses , a plot, point of view, and a sense of resolution
Stage 1 : Prewriting
Prewriting• First stage of the writing process
• Uses graphic organizers.
• Should spend the most time on pre-writing.
• Focus on choosing topic, gather and organize thoughts and ideas.
Pre writing graphic organizer
Prewriting checklist• ____ List and describe at least 2 important people
in the civil war• ____ List the conflict or problem.• ____ Setting: Include at least 2 place that the Civil
War occurred,• ____ Events: Have at least 4 events and give
details for each event.• ____ Give the ending or conclusion of the Civil
War.
Accommodations• Cultural Differences
Proximity
Body language
Verbal & written language
Rephrasing
Seating
Translation dictionary
Developmental differences
Seating Rephrasing Repetition in verbal
cues Prompting Extra
assistance/practice
Stage 2 :Drafting
Drafting
• Focus on Content
• Form ideas from Graphic Organizer
• Put ideas from graphic organizer into sentence and paragraph form.
Drafting Checklist• Drafting Checklist• I used the ideas from my prewriting graphic organizer.• • I skipped lines while writing to leave space for corrections later• • I made sure that I used sentences to connect my beginning thoughts from the
prewriting graphic organizer.• • I included information about the person during the Civil War and significant details.• • I completed four entries that include three separate facts with details for each
entries• • My draft ended with a conclusion.• • My draft is organized chronologically.•
Accommodations• Cultural Differences
Proximity
Body language
Verbal & written language
Rephrasing
Seating
Translation dictionary
Developmental differences
Seating Rephrasing Repetition in verbal
cues Prompting Extra
assistance/practice
Stage 3 revising
Revising
• Meet reader’s needs• Re-evaluate content• Reread• Adding, deleting, changing, re-arranging• Strategies:
• Selective expansion• Author’s chair• Writing groups
Symbol Meaning ExampleInsert a word or
punctuation littleMy brother fell , but he was hurt. not
Delete…apples, cherries, carrots, and grapes.
Re-arrangeWe bought some shoes. We went to the store.Re
visio
ns M
arks
Exceeded Standards
Meets Standard Partially Meet Standard
Standard Not Met
Sentences Used complete sentences and
complex sentence
Used complete sentences.
Used some sentencesMostly had phrases.
Little to no sentences used.
Paragraphs There is 1 beginning, 3 middle
and 1 conclusion paragraph
There is 1 beginning, 2 middle
and 1 conclusion paragraph
There is no clear beginning, middle, or
conclusion paragraphs
Revision Marks Used revision marks correctly to
revise paper
Used some revision marks correctly
Attempted to use revision marks
correctly
No attempt to use revision marks
Content Made correct changes to content to make reading flow, clear
Changed content to improve clarity
Changed content still lacks clarity
Did not make any changes
Revi
sions
Rub
ric
Cumbee, C, (20011) Revision’s Rubric. Unpublished piece. Valdosta State University. Valdosta, GA
Accommodations• Cultural Differences
Proximity
Body language
Verbal & written language
Rephrasing
Seating
Translation dictionary
Developmental differences
Seating Rephrasing Repetition in verbal
cues Prompting Extra
assistance/practice
Stage 4: Editing
Editing
• Set aside for a couple days
• Proofreading. Again and again.
• Focus on mechanics:• Spelling, capitalization, and punctuation.
• Use proofreader’s marks
• Peer editing/ teacher conferences
Editing Checklist• Grammar and Parts of Speech: YES NO
• 1. Each word is correctly spelled. • 2. Capital letters were used appropriately. • 3. Punctuation was used appropriately. • 4. Each paragraph is indented. • 5. Each sentence presents a complete though.• Reasons for Writing:• 1. I can “see” what the writer is telling.• 2. The story is interesting. • 3. The conclusion is logical. • 4. The writer follows the directions carefully. • 5. This story will engage the audience
Category 4-Exceeds PLO 3-Meets PLO 2-Partially Meets PLO
1-Does Not Meet PLO
0-Does Not Meet PLO
Spelling 0 errors in spelling
1-2 errors in spelling
3-4 errors in spelling
5 or more errors in spelling
No attempt to correct spelling
PunctuationCommas,
apostrophes, ending punctuation
0-2 errors in punctuation
3-4 errors in punctuation
5-7 errors in punctuation
8 or more errors in punctuation
No attempt to punctuate
CapitalizationBeginning of
sentences, names, and proper nouns
0 errors in capitalization
1-2 errors in capitalization
3-4 errors in capitalization
5 or more errors in capitalization
No attempt to capitalize
Proofreader’s Marks
0 errors in use of proofreader’s marks.
1-4 errors in use of proofreader’s marks.
5 or more errors in proofreader’s marks.
Did not properly use any proofreader’s marks.
No attempt to use proofreader’s marks
Editing Rubric
Sutz, T. (2009) Editing Rubric. Adapted from Dr. Root’s Web site http://coefaculty.valdosta.edu/troot/read7140/Writing_Assessments.htm.
Accommodations• Cultural Differences
Proximity
Body language
Verbal & written language
Rephrasing
Seating
Translation dictionary
Developmental differences
Seating Rephrasing Repetition in verbal
cues Prompting Extra
assistance/practice
Stage 5- Publishing
Publishing
• Sharing complete piece w/ others
• Illustrations, displays, presentation
• Finest handwriting, or typed
Exceeds Standard Meets Standard Partially Meets Standard
Does Not Meet Standard
Ideas and Content -Includes a clearlypresented central idea withrelevant facts, supportingdetails, or explanations
- Establishes a well developed idea/plot, andsetting
-Includes a central idea withmostly relevant facts,supporting details, or explanations
- Establishes an idea/plot and setting
-Includes a central idea withlimited facts, supportingdetails, and/or explanations
• Establishes a weak idea/plot and setting
-Includes a central idea butlacks related facts,supporting details, and/or explanations
• Establishes no realidea/plot or setting
Organization -Organizing structure thatincludes paragraphs
- Engages reader creatively,relates significant events,and moves to a clear conclusion
- Organizing structure thatincludes paragraphs
- Engages the reader,relates significant events,and moves to a conclusion
-Organizing structure withvery few paragraphs
- Minimally developedsequence of events andfails to fully engage thereader or conclude story
-Organization lacksparagraphing structure
- Sequence of events is notpresent or confusing andfails to engage the readeror conclude story
Martin, L.L. (2007). Publishing Scoring Guide. Unpublished manuscript. Valdosta State University. (READ 7140). GA.
Narrative Publishing Scoring Guide
Voice -Appropriate to topic,purpose, and audience
- Engaging
-Shows an awareness of Audience
- Writing is somewhatengaging
- inconsistent orWeak
- Shows limited awarenessof audience
Little or no voice is evident
- Awareness of audience or personal involvement is notevident
Sentence Fluency Sentences flow- Sentence length,structure, and complexityis varied
Sentences flow- Sentence structures arevaried
Sentences are fragmented,run-on or confusing- Sentence structures arelimited in variety
Sentences are incompleteand/or unclear
Word Choice Uses dramatic descriptivelanguage
- Enables the reader tovisualize the events orexperiences
Uses descriptive language
- Enables the reader tovisualize the events orexperiences
Uses limited, repetitiveword choice
- Gives a visual picture
Uses limited, repetitiveword choice
- Does not give a visual picture
Mechanics Contains few, if any, errors in mechanics that makes the writing easy to readand understand
Contains some mechanicalerrors that do not interferewith the meaning
Contains frequentmechanical errors that are noticeable and confuse thereader
Contains manymechanical errors and the writing is difficult to follow
Martin, L.L. (2007). Publishing Scoring Guide. Unpublished manuscript. Valdosta State University. (READ 7140). GA.
Accommodations• Cultural Differences
Proximity
Body language
Verbal & written language
Rephrasing
Seating
Translation dictionary
Developmental differences
Seating Rephrasing Repetition in verbal
cues Prompting Extra
assistance/practice