READ 7140 A, Lauren Hunter, Su 2008Interdisciplinary Writing Unit: Narrative, Grade 4Lauren HunterREAD 7140Summer 2008Dr. Tonja Root1READ 7140 A, Lauren Hunter, Su 2008Genre of WritingNarrative writing—simulated journalContent area connection I. Content area: Social Studies II. Topic and/or concept: life as a British ColonistIII. Previous content area lessons: Students will have already done a unit in social studies about the colonists coming to America and their experiences. English Language Arts GPSELA4W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. ELA5W4. The student consistently uses a writing process to develop, revise, and evaluate writing; the studenta. Plans and drafts independently and resourcefully. ELA4W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The student b. Revises selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text. ELA4W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The student c. Edits to correct errors in spelling, punctuation, etc. Content Area GPSSS4H3 The student will explain the factors that shaped British colonial America. b. Describe colonial life in America as experienced by various people, including largelandowners, farmers, artisans, women, indentured servants, slaves, and Native Americans.2READ 7140 A, Lauren Hunter, Su 2008Explanation of Terms:Writing process: the five stages a written work goes through from beginning to end, which are prewriting, drafting, revising, editing, and publishing. The writing process is not linear, meaning that a person sometimes goes back to a previous stage as necessary, rather than starting at prewriting and going straight down the line until publishing; however, all five stages need to be done to complete the process.Prewriting: the first stage of the writing process, which is the very important getting-ready-to-write stage. This includes choosing a topic (often by brainstorming), purpose, audience, and form, and using some type of graphic organizer to organize the writer’s thoughts before drafting.story map: used to help organize information during prewriting—this is often a document with boxes, circles, etc. arranged a certain way and/or with certain prompts to help organize thoughts for when writers begin drafting.Drafting: the second stage of the writing process, where the writer begins writing the actual piece. This is the “rough draft”/”first draft”/”sloppy copy” where the piece will be written without much regard for spelling, grammar, capitalization, or punctuation, so that the writer’s thoughts can be quickly captured on paper. It is usually suggested that a writer skip lines in the rough draft to allow space for making corrections in later stages.Revising: the third stage of the writing process, where the writer works on the ideas in the piece. The writer will add details, and may also change, rearrange, or take out information as needed; but they still will not make changes to spelling, grammar, capitalization, or punctuation. This stage includes a peer revising time, so that students have a chance to get feedback from someone else about their work. The corrections should be done in a different color ink when possible so they do not blend in with what is already written on the paper.Editing: the fourth stage of the writing process, where the writer works on mechanical errors—spelling, punctuation, capitalization, and grammar. This involves proofreading word-by-word rather than just reading through a piece. The corrections should be done in a different color ink when possible so they do not blend in with what is already written on the paper.Publishing: the fifth and final stage of the writing process, where the writer prepares the paper to be seen, read, and heard by their audience. This involves making a new, clean copy incorporatingthe changes made during revising and editing, either typed or handwritten as neatly as possible without skipping lines.Rubric: a grading scale which shows what a person must do to receive a certain grade or number of points on an assignment.Narrative writing: writing that tells a story. Examples are a simulated journal, an essay, or a personal narrative. 3READ 7140 A, Lauren Hunter, Su 2008Simulated journal: like a diary entry, but told from the viewpoint of another person, often from another point in history. Language and events should reflect the time period being written about.4READ 7140 A, Lauren Hunter, Su 2008Pre-assessment:materials—blank paper, lined paper, pencils (amounts listed below)1. Tell students that they will be doing some writing and taking it through the writing process, just like they would for the Georgia Writing Assessment. Explain to them that it is not going to hurt their grades, but it is just so that the teacher can see what their best work looks like.2. Teacher will hand out 2 sheets of blank paper and 4-5 sheets of lined paper per student.3. Students should get out 2 pencils (so that if one breaks the student will have another handy).4. Teacher will tell students the writing prompt: Write a simulated journal entry about a friend or family member’s day.5. The teacher will not assist students in order to make the situation similar to one where the Georgia Writing Assessment would be given.6. Allow students up to 2 hours maximum to work on the pre-assessment. When a student finishes, collect all of his/her pages, whether they have been written on or not.5READ 7140 A, Lauren Hunter, Su 2008Day 1: Prewriting Lesson PlanGrade level: 4th gradeContent area connection - Content area: Social Studies - Topic and/or concept: life as a British Colonist- Previous content area lessons: Students will have already done a unit in social studies about the colonists coming to America and their experiences. This will be the first time I have used a story map with the class to do prewriting. Genre of writing - Narrative writing- Simulated journalStage of writing - Prewriting stage English Language Arts GPS: ELA4W1 The student produces writing that establishes an appropriate