Katie Evers, READ 7140 1Interdisciplinary Writing Unit: Informational, 3rd Grade(In Progress)Katie EversREAD 7140Valdosta State UniversitySummer 2007Katie Evers, READ 7140 2Grade level: 3rd gradeInterdisciplinary Writing Unit:School and Student Characteristics and Individual DifferencesSchool System and School Your name and grade level __Katie Evers / 3 rd grade___ Name of school system _Berrien County__ Name of school _Berrien County Elementary_School’s Student Characteristicso Students _339 Number of boys _314 Number of girls 8-11 Age rangeo Ethnicity (number of students) 117_ African American 0___ Asian American _0__ Native American 40__ Hispanic 496 Caucasian 0__ Other (multi-racial)o Reading Achievement (Give percentages.) Based on: _Previous CRCT scores  _15__ % Above-average or advanced skill level _55__ % Average or intermediate skill _30__ % Below average skill levelo Writing Achievement (Give percentages.) Based on: Previous CRCT Scores _15__ % Above-average or advanced skill level _55__ % Average or intermediate skill _30__ % Below average skill levelClassroom’s Student Characteristicso Students _11_ Number of boys _10__ Number of girls 8-10 Age rangeo Ethnicity (number of students) _2__ African American _0__ Asian AmericanKatie Evers, READ 7140 3 _0__ Native American _2__ Hispanic _17_ Caucasian _0__ Othero Reading Achievement (Give percentages.) Based on: _Previous CRCT Scores ___________________________ _15_ % Above-average or advanced skill level _80_ % Average or intermediate skill _5_ % Below average skill levelo Writing Achievement (Give percentages.) Based on: _Previous CRCT Scores_____________________________ _15_ % Above-average or advanced skill level _80_ % Average or intermediate skill _5_ % Below average skill levelo Classroom Organization (Check as many as apply.) ____ Homogeneous _X__ Heterogeneous ____ Self-Contained ____ Team Teaching ____ Departmentalized _X__ Parallel Block List other programs: Individual Differenceso Students Attending Pull-Out or Supplementary Programs (number of students) ____ Title I ____ Reading _3__ Gifted _4__ Early Intervention Program ____ Safety Net List other programs:o Language Proficiency (number of students) _18_ English language _2_ Bilingual _0__ Other languages List other languages:o Students with Individual Education Plans (IEP) (number of students) ____ Blind or visual impairment ____ Deaf or hearing impairment ____ Developmental delay __3__ Emotional or behavioral disorderKatie Evers, READ 7140 4 ___ Learning disability ____ Mild intellectual disability  ____ Other health impairment ____ Physical disability __2__ Speech ____ Other (ADHD)PrewritingGrade Level: 3rd Grade Content Area ConnectionContent Area: Social Studies Topic: The life of Cesar Chavez and the impact he made in order to expand workers’ rights. Previous Content Area Lessons: Contributions made by historical figures. The students should have a reasonable understanding of Cesar Chavez including his early life, career as a labor leader, impact on illegal immigration, and fight for animal rights. Additionally, students should be able to connect the legacy of Cesar Chavez with issues today. Genre of Writing Informational BiographyStage of Writing Prewriting English Language Arts ELA3W The student demonstrates competency pf the writing process. The student a. Captures a reader’s interest by setting a purpose and developing a point of view. b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length.c. Writes a text of appropriate length to address the topic or tell the story. f. Begins to use sensory details (e.g., strong verbs, adjectives) to enhance descriptive effect. g. Begins to develop characters through action and dialogue. h. Begins to use descriptive adjectives and verbs to communicate setting, character, and plot. i. Uses a variety of resources to research and share information on a topic. j. Uses a variety of resources to research and share information on a topic. m. Prewrites to generate ideas, develops a rough draft. Rereads to revise, and edits to correct. Content Area: Social Studies SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in democracy. a. Paul Revere (independence), Fredrick Douglass (civil rights), Susan B. Anthony (women’s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal andKatie Evers, READ 7140 5World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and Cesar Chavez (worker’s rights). Students Materials21 blank graphic organizers (Cesar Chavez)21 copies of graphic organizer checklist (Thurgood Marshall)21 copies of graphic organizer checklist (Cesar Chavez)21 copies of web site with annotation and instructionsAdler , D (1997 ). A picture book of thurgood marshall . New York, New York: Holiday House.Davis , L (1997). Cesar Chavez . Mankato, Minnesota : Bridgestone Books.Dunham , M (1998). Thurgood marshall . New York, New York : Aladdin Paperbacks .Evers, K. (2007).Checklist for prewriting on thurgood marshall. Unpublished Manuscript. Valdosta State University, Valdosta, Georgia. Evers, K. (2007).Checklist for prewriting on cesar chavez. Unpublished Manuscript. Valdosta State University, Valdosta, Georgia. Krull , K (2003). Harvesting hope. New York, New York: Harcourt, Inc .Root, T. (n.d.). Biography graphic organizer for cesar chavez. Retrieved May 18, 2007, Adaptedfrom http://coefaculty.valdosta.edu/troot/eced4300/Graphic%20Organizers.htmTeacher Materials 21 blank copies of rubriccopy of blank graphic organizer on transparency (one copy)copy of completed graphic organizer on transparencyRoot, T. (n.d.). Biography graphic organizer for thurgood marsall. Retrieved May 18, 2007, Adapted from http://coefaculty.valdosta.edu/troot/eced4300/Graphic%20Organizers.htmEvers, K. (2007).Scoring Guide for graphic organizer on cesar chavez, Unpublished Rubric, Valdosta State University, Valdosta, Georgia. Tompkins, G.E. (2008). Teaching Writing: Balancing process and product. (5th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Interactive Website International Reading