Willis D and Willis J 1996 Consciousness-Raising Activities (1)
Interdisciplinary Narrative Writing Unit By: Michael Willis.
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Transcript of Interdisciplinary Narrative Writing Unit By: Michael Willis.
Interdisciplinary Narrative Writing Unit
By: Michael Willis
Introduction•Grade Level
–4th
•Genre –Narrative Writing
•Content Area–Social Studies
•Slavery
Georgia 5th Grade Writing Assessment
• Improves writing and writing instruction
•Six stages of scoring–Emerging Experimenting–Developing Engaging–Focusing Extending
Pre-Assessment• Finds out where students stand
within writing• Can be used to help set goals• Prompts
– If you could move anywhere, where would you go?
– What job would you like to do? Explain.
Grouping Options for Teacher Needs
• Whole Group– All students can become engaged
• Individual– Assesses each student
• Groups– Students generate from each
other’s ideas– Helps improve social skills
Grouping Options for Student Needs
• Developmental Needs– Extra time to complete story map
• Cultural– Will be grouped in a group during
revising and editing stages• Linguistic
– Will be sitting next to teacher during all stages
Prewriting
•Getting ready to write stage•Determine topic, form,
audience, purpose–Slavery, narrative, classmates, to entertain
•Generate and organize ideas
Modeling
•Show teacher completed story map–No complete sentences–Didn’t use grammar, spelling, or punctuation
–Go over each section
Practice
•Complete story map together
•Shared-pen technique•“A day in the life of a slave”
Assessment
•Hand out blank story maps– Individually completed
•Leave teacher completed on projector
•Hand out scoring rubric and go over quickly with students
Modifications/ Accommodations
•Story map can be modified if needed
•If having trouble, the two bilingual students will be allowed to write in their native language
Graphic Organizer/Story Map
Scoring Rubric
Drafting• Beginning, middle, end• Focus on getting words onto
paper• Wide-ruled paper• Skip lines (write on lines with x
on them.)• Write name and draft at the top
Drafting
•Modeling–Completed draft–Let students read–Point out main points (skip lines, how I wrote my name, many errors.)
Drafting• Practice
– Hand out copy of class completed story map •Tell class this is what they will be
writing a story about– Write story with class– Focus on main points (skipped
lines, how name is written.)
Drafting• Assessment
– Individual– Hand out rubric to students and
go over it quickly– Remind students not to worry
about spelling or punctuation– Remind students about skipping
lines, how to write name
Drafting Scoring Rubric
Revising• Focus on content in paper• Author works on adding,
deleting, changing, and rearranging words
• Ask yourself, “Does this sound right?”
• Author needs to be confident of story.
• Get a peer to help
Revising• Modeling
– Teacher puts completed revised draft onto projector
– Point out the addition, deletion, changing, and rearranging of words
– Teacher had a peer revise paper while teacher made corrections he wanted to make
Revising• Practice
– Break students up into groups of 3– Groups revise class completed
rough draft– Remind students to just focus on
the content with adding, deleting, changing, and rearranging words
Revising• Assessment
– Hand out pens to students– Split students into pairs– Go over rubric with class and
hand out a copy– Read own individual paper and
make self-corrections– Switch with partner
Revising Rubric
Editing• Putting paper into final form• Work on mechanics • Spelling, punctuation, grammar,
etc.• Remind students about
thesauruses and dictionaries• Correct errors• Go over proofreader’s marks
Editing
•Modeling –Show teacher completed edited rough draft
–Show students how teacher focused on mechanics
–Point out proofreader’s marks
Editing• Practice
– Split into same groups of three that revised together
– Remind students to look for errors with mechanics and to look at the proofreader’s marks if needed
– Remind students of thesauruses and dictionaries
Editing
•Assessment–Hand out pens to students–Remind students of thesauruses and dictionaries
–Hand out the rubric to the students and quickly go over it.
Editing Rubric
Publishing
•Final stage•Paper is ready to be shared
with audience
Publishing• Modeling
– Go over teacher completed story with class.•Point out how problem is solved•Point out no errors
– Go over main points (how the paper is written)
– Single spaced
Publishing
•Practice–Students will split into their groups of 3
–All students will need to put in on writing the story
–Use best handwriting
Publishing
•Assessment– Individual–Best handwriting–Hand out rubric and go over quickly with class
Publishing Rubric