Fifth Grade Social Studies Voting Persuasive Essay By: Maegan Jenks.
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Transcript of Fifth Grade Social Studies Voting Persuasive Essay By: Maegan Jenks.
Fifth GradeSocial Studies Voting
Persuasive Essay
By: Maegan Jenks
Georgia Writing Assessment
Grade 5• Writing assessment to evaluate student
response• Genres:
– Persuasive– Narrative– Informational
• Topic spiraled • Time allotted: 120 minutes • Next day make up • No dictionaries• Allow IEP requirements
Georgia Performance Standard
• SS5CG1 The student will explain how a citizen's rights are protected under the U.S. Constitution.a. Explain the responsibilities of a citizen.
1. Prewriting
2. Drafting
3. Revising
4. Editing
5. Publishing
Stag
es o
f th
e W
ritin
g
Proc
ess
Stage 1: Prewriting
Genre: Persuasive
• Convince • Evidence• State Ideas• Position for or against something• Use reasoning and proof• Be logical and sensible in
reasoning
Students:1 – Bilingual3 – Learning Disability3 – Gifted2 – Speech Delay10 – On level
PrewritingGrouping options according to teacher’s instructional
needs.
• Individual: – For assessment activity– For one on one work
– Whole Group:
• For preliminary instruction
• For the practice activity.
– Time on task
• Equal instruction
• Questions
PrewritingGrouping options based on students needs
– Developmental 3 students with a Learning DisabilityWhole GroupStudents learn through:ObservationGroup workPeer to peer and peer to teacher interactions
Individual: One on oneProvide modeling and accommodations.Accommodate standards for high/low level
PrewritingGrouping options based on students needs
–Cultural 1 bilingual studentWhole Group: Student can observe group work to gain
understanding. Student will be paired with a higher level student
during preliminary instruction Use terms and vocabulary that student
understandsIndividual: One on one Modeling Accommodate assignment Read materials
PrewritingGrouping options based on students needs
– Linguistic 2 students with a speech delay• Whole Group:
–Pair with higher level student–Participate in group activity –Observe practice activity
• Individual: –One on one–Use simplistic vocabulary– Review group practice activity–Learn through observation of teacher
Instructional ProceduresStage1: Prewriting
Practice Activity
• Project graphic organizer• Shared pen technique • Students work together• Teacher fills in information• Identify topic
– Voting
• Identify where we stand– Support voting
• Identify one reason• Identify one supporting detail• Create transition
Assessment Activity
• Work individually• Fill out graphic organizer• Determine topic, form,
purpose, and audience• Choose side• 3 supporting reasons• 3 supporting details per
reason• Transition• Conclusion
PERSUASIVE ESSAY ORGANIZER Name: __________________________________________ Date: _____________________________
Topic: _____________________________ Purpose: ________________________________
Form: _____________________________ Audience: _______________________________
INTRODUCTION
Main Idea Topic Sentence/Attention Grabber:________________________________________________
Supporting Reasons: Body 1 ___________________________________________________________
Body 2 ___________________________________________________________
Body 3 ___________________________________________________________
Conclusion sentence: ___________________________________________________________________
Transition Word or Phrase
BODY #1 Reason #1 ___________________________________________________________________________
Detail/Example 1 ______________________________________________________________
Detail/Example 2 ______________________________________________________________
Detail/Example 3 ______________________________________________________________
Conclusion sentence: __________________________________________________________________
Transition Word or Phrase
BODY #2
Reason #2 ___________________________________________________________________________
Detail/Example 1 ______________________________________________________________
Detail/Example 2 ______________________________________________________________
Detail/Example 3 ______________________________________________________________
Conclusion sentence: __________________________________________________________________
Transition Word or Phrase
BODY #3
Reason #3 ___________________________________________________________________________
Detail/Example 1 ______________________________________________________________
Detail/Example 2 ______________________________________________________________
Detail/Example 3 ______________________________________________________________
Transition Word or Phrase
CONCLUSION
Restate Main Idea: ____________________________________________________________________
Restate Supporting Reasons: 1 __________________________________________________________
2 _________________________________________________________
3 __________________________________________________________
J enks, M. (2008, May). Modified from: Root, T. (2008). Valdosta, GA: Valdosta State University.Graphic Organizers: Persuasive Writing. Website: http://coefaculty.valdosta.edu/troot/read7140/persuasive_writing.htm
CATEGORY 3 - Above Standards 2 - Meets Standards 1 Partially Meets 0 Does not Meet ScorePosition
StatementThe position statement provides a clear, strong statement of the author's position on the topic.
The position statement provides a clear statement of the author's position on the topic.
A position statement is present, but does not make the the author's position clear.
There is no position statement.
Support for Position
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument.
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.
Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.
Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).
Evidence and
Examples
All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.
Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.
At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.
Evidence and examples are NOT relevant AND/OR are not explained.
Audience Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Anticipates reader's questions and provides thorough answers appropriate for that audience.
Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience.
Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience.
It is not clear who the author is writing for.
Jenks, M. (2008, May).Rubric for prewriting stage. Unpublished scoring guide, Valdosta StateUniversity, Valdosta, GA. Modified from: 4teachers.org (http://rubistar.4teachers.org). Retrieved May 22, 2008
Prewriting Accommodations Differing stages of development
• Higher Level:– Modify graphic organizer to challenge
students– 5 supporting reasons
Lower Level:
-Modify graphic
organizer
-2 supporting
reasons
-2 supporting
details
Prewriting Accommodations Differing culture background
Bilingual: • Individual• Discuss topic• Relate to ethnic
background• Explain leadership• Discuss similarities in
leaders of countries• Relate to home country
Stage 2: Drafting
DraftingGrouping options according to teacher’s
instructional needs.–Whole Group:
• See prewritingstage
–Individual: • See prewriting stage
- Developmental, cultural, and linguistic: • See prewriting
Instructional ProceduresStage 2: Drafting
Practice Activity
Assessment Activity
CATEGORY 4 - Above Standards 3 - Meets Standards2 - Approaching
Standards1 - Below Standards Score
Attention Grabber The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader.
The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience.
The author has an interesting introductory paragraph but the connection to the topic is not clear.
The introductory paragraph is not interesting AND is not relevant to the topic.
Position Statement The position statement provides a clear, strong statement of the author's position on the topic.
The position statement provides a clear statement of the author's position on the topic.
A position statement is present, but does not make the the author's position clear.
There is no position statement.
Support for Position Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument.
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.
Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.
Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).
Evidence and Examples
All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.
Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.
At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.
Evidence and examples are NOT relevant AND/OR are not explained.
Sequencing Arguments and support are provided in a logical order that makes it easy and interesting to follow the author's train of thought.
Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author's train of thought.
A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing.
Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing.
Transitions A variety of thoughtful transitions are used. They clearly show how ideas are connected
Transitions show how ideas are connected, but there is little variety
Some transitions work well, but some connections between ideas are fuzzy.
The transitions between ideas are unclear OR nonexistant.
Closing paragraph
The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph.
The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph.
The author's position is restated within the closing paragraph, but not near the beginning.
There is no conclusion - the paper just ends.
Audience Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Anticipates reader's questions and provides thorough answers appropriate for that audience.
Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience.
Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience.
It is not clear who the author is writing for.
Jenks, M. (2008, May).Rubric for persuasive drafting stage. Unpublished scoring guide, Valdosta StateUniversity, Valdosta, GA. Modified from: 4teachers.org (http://rubistar.4teachers.org). Retrieved May 22, 2008
Drafting Accommodations Differing stages of development
• Higher Level:–5+ supporting reasons
–3+ supporting details
Lower Level: Small group Discuss Model Show class
example Review
graphic organizer
Instruct
Drafting Accommodations Differing culture background
Bilingual: Review topic Review relation to ethnic background Review meaning of leadership Review similarities in leaders of countries Student identify one reason Teacher check Student continues with rough draft
Stage 3: Revising
RevisingGrouping options according to teacher’s
instructional needs.–Whole Group:
• See prewritingstage
– Individual: • See prewriting stage
•Developmental, cultural, and linguistic: See prewriting
• Partner: Peer to peer work Read rough draft Discuss Advise revisions
Instructional ProceduresStage 3: Revising
Practice Activity
• Whole group• Shared pen technique • Use class rough draft• Students identify corrections• Students determine information
to add/delete• Brief• Teacher makes the corrections
Assessment Activity
• Individual work• Reread rough draft• Add more details• Add reasoning• Be clear and precise• Delete information• Rearrange sentences
Adapted from: Dean, E. (2006). Scoring guide for revising: Influential people of the 1920s. Unpublished Manuscript, Valdosta State University (READ 7140), GA.
Setting-Add details or changed
Thoroughly added details about the
setting or changed it if needed
Added details about the setting or
changed it if needed
Partially added details about the
setting
Did not added details about the
setting.
Characters-details/dialogue
Thoroughly added details about
characters and made sure that
there was dialogue included
Added details about characters and made sure that there was dialogue included.
Partially added details about
characters and made sure that there was minimal dialogue
Did not add details about
characters and there was no
dialogue included
Events/actions-details
Thoroughly added or deleted details about events or
actions
Added or deleted details about events
or actions
Partially added or deleted details about
events or actions
Did not add or delete details
about events or actions
Word use Words use was above the 5th grade
level.Thesaurus, dictionary,
vocabulary list, and appropriate adjectives
implemented throughout writing.
Words use was appropriate. Thesaurus, dictionary,
vocabulary list, and appropriate adjectives
implemented few times in writing.
Word use was partially appropriate.
Thesaurus, dictionary,
vocabulary list, and appropriate adjectives
implemented once in writing.
Word use was not considered
appropriate.Thesaurus, dictionary,
vocabulary list, and appropriate adjectives not
implemented in writing.
Sequence of events Sequence was appropriate
Sequence was appropriate
Sequence was partially appropriate
Story sequence was not in order
Revision of beginning and
ending
Exceeded the expectations of revision in the beginning and
ending of the story
Revised the beginning and
ending of the story
Partially revised the beginning and
ending of the story
Did not revise the beginning and ending of
the story
Use of proofreaders’ marks
Thoroughly used the proofreaders’
mark with understanding
Used the proofreaders’ mark with understanding
Partially used the proofreaders’ marks
Did not use the proofreaders’
marks
Thinking about Audience
Thoroughly considered their audience during revision, making changes where
needed
Considered their audience during revision, making changes where
needed
Partially considered their audience
during revision, making changes minor changes
Did not consider their audience or
make any changes
Score
Diaz, Mary (2008, May). Santa Maria-Bonita School District. Retrieved May 29, 2008, from Key
Proofreading Marks Web site: http://www.smbsd.org/uploaded/reading/files/Key_Proofreading_Marks_3-6.pdf
Revising Accommodations Differing stages of development
Higher Level:Work with lower level student
Read aloudIdentify changes
Assist
Lower Level:Small groupDiscuss stageModel changes
ObserveShow class example
Read with students
Revising Accommodations Differing culture background
Bilingual: Individual Discuss stage Show class example Show revisions
Adding Deleting moving
Review rough draft Model a revision Give pointers
Stage 4: Editing
EditingGrouping options according to teacher’s
instructional needs.–Whole Group:
• See prewritingstage
– Individual: • See prewriting stage
•Developmental, cultural, and linguistic: See prewriting
• Partner: Peer to peer work Read rough draft Discuss Advise revisions
Instructional ProceduresStage 4: Editing
Practice Activity
Assessment Activity
Diaz, Mary (2008, May). Santa Maria-Bonita School District. Retrieved May 29, 2008, from Key
Proofreading Marks Web site: http://www.smbsd.org/uploaded/reading/files/Key_Proofreading_Marks_3-6.pdf
Modified from:Dean, E. (2006). Scoring guide for editing: Influential people of the 1920s. Unpublished manuscript, Valdosta State University (READ 7140).
Category Exceptionally Met3 Points
Met2 Points
Partially Met1 Point
Not Met0 Points
The use of Editing Proofreaders’ marks
The student used all the appropriate
editing marks that were needed. Paper only has 1 omission
of mark.
The student used most of the
appropriate editing marks that were
needed. Paper only has 1-4 omissions of
marks.
The student partially used all the
appropriate editing marks that were
needed. Paper has 5-8 omissions of marks.
The student did not use all the
appropriate editing marks that were needed. Paper has 8 or more omissions of
marks.
Subject/Verb Agreement
The student made sure that all of their subjects and verbs agreed. No errors
The student made sure that most of their
subjects and verbs agreed. 1 -3 errors
The student partially made sure that all of
their subjects and verbs agreed. 3-7
errors
The student did not make sure that
all of their subjects and verbs agreed. 7+ errors
Spelling The student made sure that all of their words were spelled correctly. No errors
The student made sure that most of their words were
spelled correctly. 1 -3 errors
The student partially made sure that all of
their words were spelled correctly. 3-7
errors
The student did not make sure that all of their words
were spelled correctly. 7+ errors
EndingPunctuation
The student made sure that they used
all the correct ending punctuation
in the correct places. No errors
The student made sure that they used
mostly all of the correct ending
punctuation in the correct places. 1 -3
errors
The student partially made sure that they used all the correct
ending punctuation in the correct places. 3-
7 errors
The student did not make sure that they used all the correct ending
punctuation in the correct places. 7+
errors
Commas/ Apostrophe
The student made sure that
they used commas and
apostrophes in the correct
places. No errors
The student made sure that they
used commas and apostrophes in the correct places. 1 -
3 errors
The student partially made sure that they
used commas and apostrophes in the correct places. 3-7
errors
The student did not make sure that they used commas and
apostrophes in the correct places. 7+
errors
Capitalization The student made sure that
they used capitalization in
the correct places. No errors
The student made sure that they
used capitalization in the correct
places. 1 -3 errors
The student partially made sure that they
used capitalization in the correct
places. 3-7 errors
The student did not make sure that they used capitalization in
the correct places. 7+
errors
Paragraphs/ Indentions
The student made sure that
they used paragraphs or
indentions in the correct places.
No errors
The student made sure that they
used paragraphs or indentions in
the correct places. 1 -3 errors
The student partially made sure that they
used paragraphs or indentions in
the correct places. 3-7 errors
The student did not make sure that they used paragraphs or indentions in the correct places. 7+
errors
Score
Editing Accommodations Differing stages of development
• Higher Level:– Work with lower
level student– Read aloud– Identify
changes– Assist– Model – Dictionary
Lower Level: Small group Discuss stage
spelling, mechanics, grammar
Get ready for final Show class
example Identify
corrections Model Dictionary
Editing Accommodations Differing culture background
Bilingual: Individual Discuss stage Show class example Show revisions
Adding Deleting moving
Review rough draft Model a revision Give pointers
Stage 5: Publishing
PublishingGrouping options according to teacher’s instructional
needs.– Whole Group:
• See prewritingstage
– Individual: • See prewriting stage
•Developmental, cultural, and linguistic: • See prewriting
Instructional ProceduresStage 5: Publishing
• Last stage• Final Cut!!!• Copy rough draft• Make last corrections• Best handwriting• Publish• Share
Practice Activity
• Whole group• Shared pen technique• Publish class piece• Rewrite with corrections• Students identify corrections• Neatness• Legible
Assessment Activity• Individual• Rewrite• Final corrections• Neat• Legible• Publish• Author’s chair
Jenks, M. (2008, May).Rubric for publishing drafting stage. Unpublished scoring guide, Valdosta StateUniversity, Valdosta, GA. Modified from: 4teachers.org (http://rubistar.4teachers.org). Retrieved June 2, 2008
CATEGORY 3 2 1 0
Writing Process Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful.
Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done.
Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by.
Student devotes little time and effort to the writing process. Doesn't seem to care.
Introduction First paragraph has a "grabber" or catchy beginning.
First paragraph has a weak "grabber".
A catchy beginning was attempted but was confusing rather than catchy.
No attempt was made to catch the reader's attention in the first paragraph.
Focus on Assigned Topic The entire story is related to the assigned topic and allows the reader to understand much more about the topic.
Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.
Some of the story is related to the assigned topic, but a reader does not learn much about the topic.
No attempt has been made to relate the story to the assigned topic.
Organization The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.
The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.
The story is a little hard to follow. The transitions are sometimes not clear.
Ideas and scenes seem to be randomly arranged.
Spelling and Punctuation There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout.
There is one spelling or punctuation error in the final draft.
There are 2-3 spelling and punctuation errors in the final draft.
The final draft has more than 3 spelling and punctuation errors.
Creativity The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.
The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.
The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.
There is little evidence of creativity in the story. The author does not seem to have used much imagination.
Setting Many vivid, descriptive words are used to tell when and where the story took place.
Some vivid, descriptive words are used to tell the audience when and where the story took place.
The reader can figure out when and where the story took place, but the author didn't supply much detail.
The reader has trouble figuring out when and where the story took place.
Problem/Conflict It is very easy for the reader to understand the problem the main characters face and why it is a problem.
It is fairly easy for the reader to understand the problem the main characters face and why it is a problem.
It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem.
It is not clear what problem the main characters face.
Characters The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately.
The main characters are named and described. Most readers would have some idea of what the characters looked like.
The main characters are named. The reader knows very little about the characters.
It is hard to tell who the main characters are.
Neatness The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it.
The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it.
The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry.
The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like.
Score _______/ 36 .
Publishing Accommodations Differing stages of development
Lower Level:
Small group
Discuss
Model
Show class
example
Work with peer
Higher Level:
Create
cover page
Work with
lower level
student
Publishing Accommodations Differing culture background
Bilingual:IndividualDiscuss Final StageModel with class exampleGive pointersWork with peer