Interdisciplinary Writing Unit

Pami MurphyREAD 7140Valdosta State University5th Grade

Interdisciplinary Writing Unit Presentation

Grade Level5th grade

Mode/Genre:Narrative – Simulated journal

Narrative Story Has beginning, middle, end

Simulated journal Assume the role of a person

Content IntegrationSocial Studies

Georgia Writing Test

Pre-assessment

Teacher prompt:Pretend you are the teacher for

a day. Write a journal entry about what happened while you were the teacher.

Students:Activates prior knowledgeGiven 30 minutes to complete

the assignment

Grouping Options

Practice Whole group/direct instruction

Students work together Open class discussion Increases time on task

Assessment Independent

Assess individual knowledge and strengths

Teacher available for one-on-one help

Group Peer to peer learning Learn from each other

Development, Cultural, and Linguistic Options

Students explain cultural differences Multi-culturalismCultural diversity

Teach current knowledge Individual differences in prior

knowledge

Prewriting

Getting ready to writeThings to consider:

TopicPurposeFormAudience

Graphic organizerOrganize ideas

Prewriting Assessment

StudentsComplete graphic organizerFollow scoring guide Individual work

Prewriting Graphic OrganizerWar in the North and South: 5th Grade

Characters Description

Time (Year, day, time of day)

Place (North/South)

Topic/Title

Setting

Problem

Murphy, P. (2006). Prewriting graphic organizer. Unpublished manuscript, Valdosta State

University, GA.

Name: ___________________________

Date: ____________________________

Events Main Idea Supporting Detail 1 Supporting Detail 2

Event 1

Event 2

Event 3

Event 4

Event 5

Event 6

Ending/Conclusion

Murphy, P. (2006). Prewriting graphic organizer. Unpublished manuscript, Valdosta State University, GA.

Name: ___________________________

Name ___________________________________________________________

5th Grade Prewriting Scoring Guide

Exceeds Standard

4

MeetsStandard

3

Partially Meet

Standard2

Standard Not Met/

Improvement Needed1

Score

Characters 2 characters listed and

described in great detail

2 characters listed and described

Less than 2 characters

listed and described

Less than two characters

listed

Settings All parts of setting

filled out with

descriptions

All parts of setting

filled out

1 part of setting filled out

Setting not filled out

Problem Problem filled out with great

detail

Problem listed and is

clear to understan

d

Problem written

but unclear

No problem listed

Events At least 4 events listed with

many details.

At least 4 events listed with

details

3-2 events listed with

details

Only one event or no events listed

Conclusion Conclusion written with much detail and is clear

to understand

Conclusion written and is easy to

understand

Conclusion not clear or

related to story

Conclusion not listed

Total

Adapted from: Hasenfelt, J. (2006). Prewriting scoring guide, Unpublished manuscript: Valdosta State University,GA.

Drafting

Use graphic organizerForm ideas into paragraphs

Things to consider:Skip linesWrite only on frontLeave right hand marginDon’t correct errors

Drafting Assessment

Graphic OrganizerForm ideas into paragraphs

Use scoring guideContent rather than

mechanics

Name ___________________________________________________________

5th Grade Drafting Scoring Guide

Exceeds Standard

4

MeetsStandard

3

Partially Meet

Standard2

Standard Not Met/

Improvement Needed

1

Score

Characters Character(s) introduced in

first paragraph and in

complete sentence

Character(s) introduced in

first paragraph

Character(s) not introduced

in first paragraph

Character(s) not in story

Settings Setting introduced in

first paragraph and in

complete sentence

Setting introduced in

first paragraph

Setting not introduced in

first paragraph

Setting not in story

Problem Describes problem in detail and complete sentences

Problem introduced in

first paragraph

Problem written but

unclear

No Problem mentioned in

story

Events Four events put into

paragraphs, more details added, and written in complete sentences

Four events put into four paragraphs with detail

Less than four paragraphs

listed

Only one event or no events mentioned

Conclusion Conclusion written in complete

sentence, much detail, and at end of story

Conclusion written with much detail

Conclusion not clear or related

to story

Conclusion not listed

Total

Adapted from: Hasenfelt, J. (2006). Drafting scoring guide, Unpublished manuscript:. Valdosta State University, GA.

Revising

Clarify and refine ideasThings to consider:

AddDeleteSubstitute Rearrange

Students:Reread writingShare with partnerMake changes

Revising Assessment

PartnersWriter:

Reads textQuestions

Listener:ComplimentsSuggestions

Use different color writing utensils

MeetsStandard

3

Standard Not Met/Improvement

Needed1

Score

Sharing Shares rough draft with partner

Does not share rough draft with

partner

Deletes Deletes unneeded words or sentences if necessary

Does not delete unneeded words or

sentences

Adds Adds words to text to make more

descriptive

Does not add words to text

Substituting and Rearranging

Substitutes and rearranges

words/sentences if necessary

Does not substitute and rearrange text to

make clearer

Ideas Ideas written in detail and easy to

understand

Ideas not written in detail, and very hard

to understand

Total

Name: ______________________________________

5th Grade Revision Scoring Guide

Murphy, Pami. (2006). Revision scoring guide. Unpublished manuscript. Valdosta State University, GA.

Editing

Put text into final formThings to consider:

Proofread Proofreaders’ Marks

Correct mechanical errorsCapitalizationPunctuationSpellingSentence structureUsage

Editing Assessment

Writer:Proofreads

Partner:Helps proofreadCorrect mechanical errors

Teacher:Final edit

Use scoring guide

MeetsStandard

3

Partially Meet

Standard2

Standard Not Met/

Improvement Needed

1

Score

Proofreader’s Marks

Used proofreader’

s marks correctly

Does not use proofreader’s

marks correctly

Changes Marks text using 2

different colors

Marks text using 1 color

Does not mark text

Ideas Ideas written in detail and

easy to understand

Ideas written in detail, but needs work

with transitions

Ideas not written in

detail, and very hard to

understand

Total

Name: ______________________________________

5th Grade Editing Scoring Guide

Murphy, Pami. (2006). Editing scoring guide. Unpublished manuscript. Valdosta State University, GA.

Publishing

Bring compositions to lifePublishingSharing

Author’s chair

Publishing Assessment

Final copyTyped

PublishShare

Small groups

Student does not have a title

Student has a title

Title

Does not illustrate writing

Illustrates writing

Illustrations

Total

Does not share story with small

group

Shares story with

small group

Sharing

More than 7 mechanical

errors

5-7 mechanical

errors

Less that 5 mechanical

errors

Mechanical Errors

Text not in final form

Text not typed but in final form

Text in typed final

form

Published Piece

ScoreStandard Not Met/

Improvement Needed

1

Partially Meet

Standard2

MeetsStandard

3

Name: ______________________________________

5th Grade Publishing Scoring Guide

Murphy, Pami. (2006). Publishing scoring guide. Unpublished manuscript. Valdosta State University, GA.

Accommodations and Modifications

Emotional behavioral disorderSit closer to teacher

Less distractionsAdequate personal spaceMore on-task behavior

Visual impairmentsMaterials

Larger print Computer if necessary

Adequate lightSit near front

Interdisciplinary Writing Unit Presentation

Grade Level5th grade

Mode/Genre:Expository – Comparison

EssayExpository

Gives information

Comparison essay Compares 2 or more things Similarities or differences

Content IntegrationSocial Studies

Pre-assessment

Teacher prompt:Compare night and day. Use

similarities and differences.

Students:Activates prior knowledgeGiven 30 minutes to complete

the assignment

Grouping Options

PracticeWhole group/direct instruction

Students work togetherOpen class discussionPeer to peer learning

Assessment Independent

Assess individual knowledge and strengths

Teacher available for one-on-one help

Group

Development, Cultural, and Linguistic

Students explain cultural differences Multi-culturalismCultural diversity

Teach current knowledge Individual differences in prior

knowledge

Prewriting

Getting ready to writeThings to consider:

TopicPurposeFormAudience

Graphic organizerOrganize ideas

Prewriting Assessment

StudentsComplete graphic organizerFollow scoring guide Individual work

Compare and ContrastGraphic Organizer: 5th Grade

Name:

Date:

Event 1 Event 2

Different DifferentAlike

Murphy, P. (2006). Compare and contrast graphic organizer. Unpublished manuscript.: Valdosta State University,

GA.

1.__________________

_________________

_________________

2.__________________

_________________

_________________

3.__________________

_________________

_________________

4.__________________

_________________

_________________

5.__________________

_________________

_________________

1.__________________

_________________

_________________

2.__________________

_________________

_________________

3.__________________

_________________

_________________

4.__________________

_________________

_________________

5.__________________

_________________

_________________

1.__________________

_________________

_________________

2.__________________

_________________

_________________

3.__________________

_________________

_________________

4.__________________

_________________

_________________

5.__________________

_________________

_________________

Prewriting Scoring Guide for Expository WritingCompare and Contrast

Name: _________________________________________________Date: _________________________________________________

Topic Exceeds Standard

4

MeetsStandard

3

Partially Meet

Standard2

Standard Not Met/

Improvement Needed

1

Teacher Comments

Format All areas of the graphic organizer are filled out

Little or none of the areas in the graphic organizer are filled out

Comparison (Alike)

At least 5 similarities are filled in with at least 2 details

At least 5 similarities are filled in

2-4 similarities are filled in

0-1 similarities filled in

Contrast(Different)

Event 1

At least 5 differences are filled with at least 2 details

At least 5 differences are filled in

2-4 differences are filled in

0-1 differences filled in

Contrast(Different)

Event 2

At least 5 differences are filled with at least 2 details

At least 5 differences are filled in

2-4 differences are filled in

0-1 differences filled in

Total Score:

Murphy, P. (2006). Prewriting scoring guide for expository writing: compare and contrast, Unpublished manuscript. Valdosta State University, GA.

Drafting

Use graphic organizerForm ideas into paragraphs

Things to consider:Skip linesWrite only on frontLeave right hand marginDon’t correct errors

Drafting Assessment

Graphic OrganizerForm ideas into paragraphs

Use scoring guideContent rather than

mechanics

Drafting Scoring Guide for Expository WritingCompare and Contrast

Name: _________________________________________________Date: _________________________________________________

Topic Exceeds Standard

4

MeetsStandard

3

Partially Meet

Standard2

Standard Not Met/

Improvement Needed

1

Teacher Comments

Ideas Ideas were clear and written in great detail

Ideas were clear and written in detail

Ideas were written but unclear

No ideas written

Comparison (Alike)

At least 5 similarities are written in essay with at least 2 accurate details

At least 5 similarities are written in the essay

2-4 similarities are written in the essay

0-1 similarities are written in the essay

Contrast(Different)

Event 1

At least 5 differences are written in the essay with at least 2 accurate details

At least 5 differences are filled written in the essay

2-4 differences are written in the essay

0-1 differences are written in the essay

Contrast(Different)

Event 2

At least 5 differences are written in the essay with at least 2 accurate details

At least 5 differences are filled written in the essay

2-4 differences are written in the essay

0-1 differences are written in the essay

Total Score:

Murphy, P. (2006). Drafting scoring guide for expository writing: Compare and contrast, Unpublished manuscript. Valdosta State University, GA.

Revising

Clarify and refine ideasThings to consider:

AddDeleteSubstitute Rearrange

Students:Reread writingShare with partnerMake changes

Revising Assessment

PartnersRead your own essaycomplimentsQuestionsSuggestions

Use different color writing utensils

Make changes

MeetsStandard

3

Standard Not Met/Improvement

Needed1

Score

Sharing Shares rough draft with partner

Does not share rough draft with

partner

Deletes Deletes unneeded words or sentences if necessary

Does not delete unneeded words or

sentences

Adds Adds words to text to make more

descriptive

Does not add words to text

Substituting and Rearranging

Substitutes and rearranges

words/sentences if necessary

Does not substitute and rearrange text to

make clearer

Ideas Ideas written in detail and easy to

understand

Ideas not written in detail, and very hard

to understand

Total

Name: ______________________________________

5th Grade Revision Scoring Guide

Murphy, Pami. (2006). Revision scoring guide. Unpublished manuscript. Valdosta State University, GA.

Editing

Put text into final formThings to consider:

Proofread Proofreaders’ Marks

Correct mechanical errorsCapitalizationPunctuationSpellingSentence structureUsage

Editing Assessment

Writer:Proofreads

Partner:Helps proofreadCorrect mechanical errors

Teacher:Final edit

Use scoring guide

MeetsStandard

3

Partially Meet

Standard2

Standard Not Met/

Improvement Needed

1

Score

Proofreader’s Marks

Used proofreader’

s marks correctly

Does not use proofreader’s

marks correctly

Changes Marks text using 2

different colors

Marks text using 1 color

Does not mark text

Ideas Ideas written in detail and

easy to understand

Ideas written in detail, but needs work

with transitions

Ideas not written in

detail, and very hard to

understand

Total

Name: ______________________________________

5th Grade Editing Scoring Guide

Murphy, Pami. (2006). Editing scoring guide. Unpublished manuscript. Valdosta State University, GA.

Publishing

Bring compositions to lifePublishingSharing

Author’s chair

Publishing Assessment

Final copyTyped

PublishShare

Small groups

Student does not have a title

Student has a title

Title

Does not illustrate writing

Illustrates writing

Illustrations

Total

Does not share story with small

group

Shares story with

small group

Sharing

More than 7 mechanical

errors

5-7 mechanical

errors

Less that 5 mechanical

errors

Mechanical Errors

Text not in final form

Text not typed but in final form

Text in typed final

form

Published Piece

ScoreStandard Not Met/

Improvement Needed

1

Partially Meet

Standard2

MeetsStandard

3

Name: ______________________________________

5th Grade Publishing Scoring Guide

Murphy, Pami. (2006). Publishing scoring guide. Unpublished manuscript. Valdosta State University, GA.

Accommodations and Modifications

Emotional behavioral disorderSit closer to teacher

Less distractionsAdequate personal spaceMore on-task behavior

Visual impairmentsMaterials

Larger print Computer if necessary

Adequate lightSit near front

References

Murphy, Pami. (2006). Publishing scoring guide. Unpublished manuscript. Valdosta State University, GA.

Murphy, Pami. (2006). Editing scoring guide. Unpublished manuscript. Valdosta State University, GA.

Murphy, P. (2006). Prewriting graphic organizer. Unpublished manuscript, Valdosta State University, GA.

Adapted from: Hasenfelt, J. (2006). Prewriting scoring guide, Unpublished manuscript: Valdosta State University, GA.

Adapted from: Hasenfelt, J. (2006). Drafting scoring guide, Unpublished manuscript:. Valdosta State University, GA.

Tompkins, G.E. (2005). Language arts: Patterns of practice (6th ed.). Columbus: Merrill.