RuleReasonRuleReasonRuleReasonReasonRuleReasonMannerReasonMannerReasonLetter Writing PaperMcKenzie, P. (2008). Student graphic organizer. Unpublished graphic organizer. ValdostaState University.Teacher MaterialsName ______________________________Rules Graphic OrganizerMcKenzie, P. (2008). Student graphic organizer. Unpublished graphic organizer. ValdostaState University.MeetsTeacher MaterialsName ______________________________Rules Graphic OrganizerMcKenzie, P. (2008). Student graphic organizer. Unpublished graphic organizer. ValdostaState University.MeetsTeacher MaterialsName ______________________________Rules Graphic OrganizerMcKenzie, P. (2008). Student graphic organizer. Unpublished graphic organizer. ValdostaState University.MeetsTeacher MaterialsDate_________________Dear ____________________________Date_________________Dear ____________________________MeetsTeacher MaterialsMeetsRead 7140, McKenzie, Su 2008 1Interdisciplinary Writing UnitPersuasivePaula McKenzieREAD 7140Methods of Teaching WritingSummer 2008Read 7140, McKenzie, Su 2008 2Integrated Writing Unit - Persuasive, READ 7140Grade level: K Content area connection Content area: Social StudiesTopic 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, respectand responsibility (character education) through fiction and non-fiction stories. The students have been participating in activities related to this concept.Genre of writing Persuasive WritingLetter Stage of writing Day 1Lesson 1 – Shared WritingEnglish Language Arts GPS: ELAKR6 – The student gains meaning from orally presented text. The studentListens 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 studenta. 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 Materialsgraphic organizerpencilstudent checklist McKenzie, P. (2008). Student writing checklist. Unpublished rubric, Valdosta State University.Read 7140, McKenzie, Su 2008 3McKenzie, P. (2008). Student graphic organizer. Unpublished graphic organizer. Valdosta State University.Teacher Materialseaseldry erase markersposter of graphic organizerteacher rubric End, J. & Rosen, W. (2005). Chicken fingers, mac and cheese: Why do you always have to say please? New York, NY: Modern PublishingMcKenzie, 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.htmlGrouping 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 theentire class being engaged in one activity.Read 7140, McKenzie, Su 2008 4Individual: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 assessto 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/orpeer 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 willbe 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