Read 7140 McKenzie Su 2008 1 Interdisciplinary Writing Unit Persuasive Paula McKenzie READ 7140 Methods of Teaching Writing Summer 2008 Read 7140 McKenzie Su 2008 2 Integrated Writing Unit Persuasive READ 7140 Grade level K Content area connection Content area Social Studies Topic and or concept Students will use writing and drawings to write a persuasive letter to younger students regarding the use of rules and reasons for their importance Previous content area lessons Students have been involved in learning rules self control respect and responsibility character education through fiction and non fiction stories The students have been participating in activities related to this concept Genre of writing Persuasive Writing Letter Stage of writing Day 1 Lesson 1 Shared Writing English Language Arts GPS ELAKR6 The student gains meaning from orally presented text The student Listens to and reads a variety of literary e g short stories poems and informational texts and materials to gain knowledge and for pleasure ELAKW1 The student begins to understand the principles of writing The student a Writes or dictates to describe familiar persons places objects or experiences b Uses drawings letters and phonetically spelled words to create meaning Content Area GPS SSKCG2 The student will retell stories that illustrate positive character traits and will explain how the people in the stories show the qualities of honesty patriotism loyalty courtesy respect truth pride self control moderation and accomplishment Student Materials graphic organizer pencil student checklist McKenzie P 2008 Student writing checklist Unpublished rubric Valdosta State University Read 7140 McKenzie Su 2008 3 McKenzie P 2008 Student graphic organizer Unpublished graphic organizer Valdosta State University Teacher Materials easel dry erase markers poster of graphic organizer teacher rubric End J Rosen W 2005 Chicken fingers mac and cheese Why do you always have to say please New York NY Modern Publishing McKenzie P 2008 Rules Graphic Organizer for Teacher Unpublished rubric Valdosta State University McKenzie P 2008 Writing rubric for student writing Unpublished rubric Valdosta State University Piazza C L 2003 Journeys The teaching of writing in elementary classrooms Upper Saddle River NJ Pearson Tompkins G E 2001 Literacy for the 21st century A balanced approach 2nd ed Upper Saddle River NJ Prentice Hall Woolfolk A 2001 Educational psychology 8th ed Needham Heights MA Pearson Internet Materials Stead T Teaching Pre K 8 Professional development and classroom activities for teachers Retrieved May 21 2008 http www teachingk 8 com archives articles the art of persuasion by tony stead html Grouping Arrangements Explanation of Instructional Grouping Options Whole Group Whole group instruction will be used to provide students and the teacher with a setting in which to exchange ideas as a class This setting will support an atmosphere where students can interact within their zone of proximal development Further benefits of this grouping arrangement include the opportunity for the students to view modeling of writing and hear the teacher think aloud as she writes Whole group instruction is beneficial for maintaining time on task due to the entire class being engaged in one activity Read 7140 McKenzie Su 2008 4 Individual Individual instruction will take place during conferencing assessment Students with developmental cultural or linguistic needs will also receive individual instruction as needed This grouping option will allow the teacher the opportunity to differentiate instruction and assess to meet the needs of each learner Small Group Small group instruction will take place for the purpose of differentiating instruction for students with similar abilities or needs Small group instruction will include both adult scaffolding and or peer scaffolding to create a collaborative atmosphere where students can interact within their zone of proximal development Explanation of Grouping Options Relating to Students Developmental Cultural and Linguistic Needs Developmental Needs During the whole group lesson the teacher will restate or have students restate in response to teacher questioning previously discussed ideas giving students with developmental needs the opportunity to revisit the information Individualized instruction with scaffolding or small group instruction will be offered as well Cultural Needs During whole group instruction cultural needs will be addressed by referring to previously taught concepts background knowledge that the students can build on Students will be encouraged to share memories of favorite meals or cooking experiences depending on the student need as some students cultural backgrounds may not afford these experiences Students with cultural needs will also receive small group instruction using the picture books as points of reference Individualized instruction will be provided for those students who require more assistance Linguistic Students with linguistic needs will be seated near the front during whole group instruction Restatement or reframing of ideas as they are discussed will also benefit these students Small group instruction to support these students will be offered as needed Woolfolk A 2001 Educational psychology 8th ed Needham Heights MA Pearson Instructional Procedures Genre of writing instruction Read 7140 McKenzie Su 2008 5 Teacher Introduction of Lesson Today we are going to learn about persuasive writing When you write to persuade someone you are writing to get people to think about something a certain way You want them to believe that what you are writing about is true and that it is the best way to do something We are going to write a letter to a Pre K class telling them why using their rules in the cafeteria is important Practice Activity Please note the word manners has been replaced with the word rule for grammatical purposes for the remainder of this unit Teacher We will begin our lesson with a shared writing activity to complete our graphic organizer Remember shared writing is writing that you help me do by suggesting ideas and how to spell words while I do the actual writing My graphic organizer is a little different from yours I have three boxes for rules and 3 boxes for reasons so that we only have to use one poster Your graphic organizers for the next three days will have one box labeled rule and one box labeled reason We will use my graphic organizer to help us write a letter