Grouping ArrangementsGrouping ArrangementsGrouping ArrangementsCommon Proofreading SymbolsGrouping ArrangementsWilson, Jeanna READ 7140A Summer 2009 1Jeanna WilsonExpository Writing UnitREAD 7140ASummer 2009Dr. RootWilson, Jeanna READ 7140A Summer 2009 2Jeanna WilsonExpository Writing UnitGrade level: 1stContent area: Social Studies, English language artsTopic and/or concept: Johnny AppleseedPrevious content area lessons: Students have been reading books, watching videos, and learning about Johnny Appleseed. Students have been exposed to simulated journals during whole-group reading.Genre/mode of writing: ExpositoryForm of writing: Simulated Journal Stage of writing: PrewritingEnglish Language Arts GPS: ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature. g. May include oral or written pre-writing (graphic organizer). Content Area GPS: SS1H2 The student will read or listen to American folktales and explain how they characterize our national heritage. The study will include John Henry, Johnny Appleseed, Davy Crockett, Paul Bunyan, and Annie Oakley.Student MaterialsSMART BoardWilson, J. (2009). Expository prewriting checklist. Unpublished manuscript. Valdosta State University. Valdosta, GA.Wilson, J. (2009) .Expository prewriting graphic organizer. Unpublished manuscript. Valdosta State University. Valdosta, GA.Wilson, Jeanna READ 7140A Summer 2009 3Teacher MaterialsDr. Micheau, C. (2005, February 24).Accommodations for ELLs: The Content Teacher-ESL Teacher Partnership .West Chester, PA, United States.Levin, J. and Nolan, J. F. (1996). Principles of Classroom Management, 2nd edition. Boston: Allyn and Bacon.SMART BoardWilson, J. (2009). Expository prewriting checklist. Unpublished manuscript. Valdosta State University. Valdosta, GA.Wilson, J. (2009). Expository prewriting graphic organizer. Unpublished manuscript. Valdosta State University. Valdosta, GA.Wilson, J. (2009). Expository prewriting rubric. Unpublished manuscript. Valdosta State University. Valdosta, GA.Grouping ArrangementsExplanation of Instructional Grouping Options: 1) Instruction: The introduction and main instruction will be in a whole group setting. Instructions will be given whole group because students better understand better when directions,clarifications and questions will be answered at once. Also being free to move around students and increase time spent circulating among students will increase their amount of time on task. Whole group also allows teachers to scaffold student learning. As we teach any concept we beginmodeling for students, then having students practice with your help, and finally students will be able to complete the task independently (Levin &Nolan, 1996).2) Practice: The practice session will be in whole group because students need to have scaffolding before trying any concept independently. The teacher will model what is expected and students’ feedback of retelling directions that will benefit the entire class. I will have students retell directions because it shows me that the students really comprehend the directions and other students will benefit from hearing the directions given by someone on their own level. 3) Assessment: The assessment will be an individual assignment so that the teacher can reliably see students’ progress in strengths and weaknesses of writing.Explanation of Grouping Options Relating to Students’ Needs 1. Explanation of Grouping Options Relating to Students’ Developmental Needs Low level learners will benefit from whole group instruction because they will hear questions and answers from their fellow students that they might not have asked. ItWilson, Jeanna READ 7140A Summer 2009 4allows student to interact with one another and the teacher while seeking comprehension. Students benefit from the zone of proximal development meaning that if struggling students collaborate today it prepares them to do so independently later on.2. Explanation of Grouping Options Relating to Students’ Cultural NeedsWhole grouping will benefit the cultural needs because it allows students to discuss and interact about the assignment and a less stressful environment.Instructional Procedures Genre/mode of writing instruction We will be writing an expository piece of writing. Remember expository is writing that gives information.Form of writing: We will be writing a simulated journal about Johnny Appleseed. Remember a simulated journal is where the author assumes the role of a historical figure and writes from that viewpoint. Stage of writing instruction (1st)Today we will begin our writing using the writing process. The writing process helps us organize our thoughts to make our writing the best it can be. The first step of the writing process is prewriting. We will be writing a personal narrative for this writing. There are a few things we need to concentrate on while we decide on our story. Those concepts are purpose and topic. Our purpose is how we want our writing to come across to our readers. Your purpose might be to persuade your reader, inform them of something, or entertain. Today we will be entertaining our readers with our story. Our topic is what our story is all about. I will give you a topic to focus on and then you will be able to choose what to write about more specifically. During this stage we will be planning everything about our story. We will gather our ideas on a graphic organizer. A graphic organizer is just an easy way to organize our thoughts and ideas before we write. This graphic organizer will not have complete sentences but just simple facts or thoughts about what we would like to include in our writing. ModelingWatch and listen carefully as I complete a graphic organizer telling a story about my Johnny Appleseed while including the information we have learned. Let’s look at each section of the graphic organizer and discuss what I write. Now that you have seen me demonstrate how to fill out a graphic organizer, you will now fill one out with me. Practice Activity We will complete the graphic organizer from our assignment as a group on the SmartBoard, taking turns discussing and filling in graphic organizer. This will be our practice for when you dothis by yourselves at your desk. Instead of writing about the life of an animal which you will do independently, we will now be discussing and using graphic organizer to describe your own life as a human and things