Livingston, READ 7140 1Interdisciplinary Writing Unit: Narrative – Part 2, 3rd Grade Haley D. LivingstonREAD 7140: Methods of Teaching WritingValdosta State UniversityMay 2006 RevisingLivingston, READ 7140 2Grade Level: ThirdContent Area: ScienceContent Area GPS: ScienceS3L1: Students will investigate the habitats of different organisms and the dependenceof organisms on their habitat. a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there.Mode of Writing: NarrativeStage of Writing: RevisingEnglish Language Arts GPS: WritingELA3W1: The student demonstrates competency in the writing process. The student: c. Writes text of a length appropriate to address the topic or tell the story. e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering). f. Begins to use specific 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. m. Prewrites to generate ideas, develops a rough draft, rereads to revise, and edits to correct.ELA3C1: The student demonstrates understanding and control of the rules ofthe English language, realizing that usage involves the appropriate applicationof conventions and grammar in both written and spoken formats. The student: f. Identifies and uses increasingly complex sentence structure. g. Distinguishes between complete and incomplete sentences.Student Materials: Writing binder (1/2 inch – three ring with clear pocket on front)Livingston, READ 7140 3Livingston, H. D. (2006). Ocean animals data collection chart, Unpublished manuscript, Valdosta State University, GA.Completed Graphic Organizer Completed Rough DraftProofreader’s sheet: Tompkins, G.E. (2004). Teaching children to write. Teaching writing: Balancing process and product (p. 23). Upper Saddle River, NJ: Pearson.Root, T. Narrative writing checklist. Valdosta, GA: Valdosta State University. Retrieved on May 11, 2006 from http://coefaculty.valdosta.edu/troot/read7140/Narrative%20Process%20Writing%20Checklist.doc Teacher Materials: Livingston, H. D. (2006). Ocean animals data collection chart. Unpublished manuscript, Valdosta State University, GA.Livingston, H. D. (2006). Narrative prewriting model. Unpublished manuscript, Valdosta State University, GA.Livingston, H. D. (2006). Narrative revising model. Unpublished manuscript, Valdosta State University, GA.Livingston, H. D. (2006). Narrative revising scoring guide. Unpublished manuscript, Valdosta State University, GA.Proofreader’s sheet: Tompkins, G.E. (2004). Teaching children to write. Teaching writing: Balancing process and product (p. 23). Upper Saddle River, NJ: Pearson.Overhead projectorGrouping Arrangements: Instructional grouping will be whole group during modeling. This will encourage active participation among the students and allows them opportunities to ask questions that will benefit the entire group. It makes instruction easier and less redundant, so that questions and concerns are addressed only once or twice.Practice Activity grouping will be in collaborative groups. (six groups of two) Each member will take turns writing throughout the stages of the writing process. Groups will be made so that they have mixed ability levels and further support for students with special needs is available.Assessment Activity grouping will be individual. Each student will make revisions to their draft, adding and deleting sentences and details. It will be graded using the scoring guide attached.Instructional ProceduresMode of Writing: NarrativeStage of Writing: RevisingStage of Writing Instruction: Revising is the third stage of the writing process. During the revising stage of writing, you will use your rough draft and make changes. You will reread your rough draft at least twice. You might find that you need to add more information, such as more details or more interesting vocabulary. You might need to remove words or sentences that do not make sense or are not necessary. You might also need to rearrange or reorganize some of yourLivingston, READ 7140 4information. As you do these things, you will use proofreading marks to mark the changes you want to make. You will only use three marks: deletion, caret, and transpose during this stage. (review three marks using marks sheet given to students) The purpose of revising is to make yourwriting more interesting to the reader. During this stage, you do not need to worry about spelling, capitalization, or punctuation. After I am finished I will go through my drafting checklist to make sure I have every area covered. Modeling: Have revised draft on the overhead. I took a few minutes to reread my rough draft (read draft aloud to class) and to think about what I had written and how I wanted it to sound. I carefully reread each paragraph and looked for words that needed to be changed, information that could be deleted, and details that could be added. I paid careful attention to ways that I could be more descriptive in my writing. (Go over the introductory paragraph) When rereading, Idecided that I wanted to take out a few words, this is the deletion mark. If we look further down you can see I wanted to replace the words neat things with treasure. I used my deletion marks and wrote the word I wanted in the place of those above them. Let’s look at the next paragraph. I decided to insert a more descriptive sentence so that readers will have a better visual image of what I writing about. I also added a few words that were left out. Notice the insertion mark that Iused for this and that I wrote the words above the mark so that I can seem them clearly. We need to be sure to write any words to be corrected or added in above the old word in the sentence. If you need to delete information like I did here, you would make this mark through the informationas I have done here. Continue modeling how to make revisions and which marks should be used.After I am finished I will go through my revising checklist to make sure I have every area covered.