Interdisciplinary Writing UnitThe Writing ProcessEng/Lang. Arts Web ResourcesUnit Background KnowledgeUnit OverviewSlide 6Slide 7Slide 8AssessmentGroupingModificationsModelingSlide 13READ 7140, Summer 2005, GreenInterdisciplinarInterdisciplinary Writing Unity Writing UnitLeigh GreenLeigh GreenREAD 7140AREAD 7140ASummer 2005Summer 2005READ 7140, Summer 2005, GreenThe Writing The Writing ProcessProcessStep 1: PrewritingStep 1: Prewriting – Get your ideas on – Get your ideas on paperpaperStep 2: DraftingStep 2: Drafting – Turn your ideas into – Turn your ideas into sentences and paragraphssentences and paragraphsStep 3: RevisingStep 3: Revising – Organize – Organize paragraphs, find your voice, appeal to paragraphs, find your voice, appeal to the readerthe readerStep 4: EditingStep 4: Editing – Proofreading – fix – Proofreading – fix mistakesmistakesStep 5: PublishingStep 5: Publishing – Your best work – Your best workREAD 7140, Summer 2005, GreenEng/Lang. Arts Web Eng/Lang. Arts Web ResourcesResourcesDr. Root's ECED 4300 siteDr. Root's ECED 4300 siteWriting process information, graphic Writing process information, graphic organizersorganizersEnglish/Lang. Arts GPSEnglish/Lang. Arts GPSKim's Korner Teacher ResourcesKim's Korner Teacher ResourcesUseable printables, techniquesUseable printables, techniquesLaura Candler's SiteLaura Candler's SiteA wealth of teacher friendly resourcesA wealth of teacher friendly resourcesMiddle Grades Writing Assessment InfoMiddle Grades Writing Assessment InfoGuidelines of Georgia MGWA & HSWTGuidelines of Georgia MGWA & HSWTWriting Within a Balanced Literacy Writing Within a Balanced Literacy ProgramProgramREAD 7140, Summer 2005, GreenUnit Background Unit Background KnowledgeKnowledgeBefore teaching this unit Before teaching this unit students should already students should already be familiar with:be familiar with:The writing processThe writing processTuck EverlastingTuck EverlastingOr other novel read as a Or other novel read as a classclassREAD 7140, Summer 2005, GreenUnit OverviewUnit OverviewMode of WritingMode of Writing: Narrative: NarrativeObjectiveObjective: Students will : Students will complete a character analysis complete a character analysis in essay form on the in essay form on the character of their choice character of their choice from from Tuck EverlastingTuck Everlasting..READ 7140, Summer 2005, GreenUnit OverviewUnit OverviewHowHow?? Teacher will guide Teacher will guide students as they students as they complete each stage of complete each stage of the writing process. Each the writing process. Each stage should last 1 ½ - 2 stage should last 1 ½ - 2 class periods in length.class periods in length.READ 7140, Summer 2005, GreenUnit OverviewUnit OverviewGPS for Unit:GPS for Unit:ELA6W1 aELA6W1 a (selects organizational structure) (selects organizational structure)ELA6W2 bELA6W2 b (Organizes appropriate to (Organizes appropriate to purpose)purpose)ELA6W2 bELA6W2 b ( Demonstrates an ( Demonstrates an understanding of literary workunderstanding of literary workELA6W2 cELA6W2 c (…interpretive, analytic, … (…interpretive, analytic, …reflective)reflective)ELA6W4 aELA6W4 a (plans independently & (plans independently & resourcefully)resourcefully)READ 7140, Summer 2005, GreenUnit OverviewUnit OverviewInstructionInstruction: : Direct InstructionDirect Instruction: teach mode of : teach mode of writingwritingWhole Group DiscussionWhole Group Discussion: review : review writing processwriting processWhole Group DiscussionWhole Group Discussion: modeling : modeling prewritingprewritingIndependentIndependent: prewriting, drafting: prewriting, draftingSmall GroupSmall Group: revising & editing: revising & editingIndependentIndependent: publishing : publishingREAD 7140, Summer 2005, GreenAssessmentAssessmentStudents will be given pre/post tests to Students will be given pre/post tests to measure gains/mastery of chosen GPS measure gains/mastery of chosen GPS related to unit.related to unit.The students will receive a checklist for The students will receive a checklist for each step of the writing process to turn each step of the writing process to turn in daily. Student work and checklist will in daily. Student work and checklist will be given back each day at the beginning be given back each day at the beginning of class.of class.The students will receive a rubric for the The students will receive a rubric for the overall assignment.overall assignment.This overall rubric will be discussed, This overall rubric will be discussed, distributed, and posted in the classroom.distributed, and posted in the classroom.READ 7140, Summer 2005, GreenGroupingGroupingWhen grouping teacher will consider When grouping teacher will consider level of ability, linguistic capabilities, level of ability, linguistic capabilities, and behavior.and behavior.Bilingual with high abilityBilingual with high abilityHigh ability with high abilityHigh ability with high abilityHigh ability with average abilityHigh ability with average abilityAverage ability with average abilityAverage ability with average abilityAverage ability with low abilityAverage ability with low abilityLow ability will Low ability will notnot be paired with another low be paired with another low ability student or high ability student.ability student or high ability student.Students with EBD, ADD, ADHD, or other Students with EBD, ADD, ADHD, or other categories of the like should not be paired categories of the like should not be paired together if behavior is a problem.together if behavior is a problem.Cooperative Learning Management TechniquesCooperative Learning Management TechniquesREAD 7140, Summer 2005, GreenModificationsModificationsTeacher will make needed modifications to Teacher will make needed modifications to ensure that all students are able to learn in an ensure that all students are able to learn in an environment that is least restrictive to them. environment that is least restrictive to them. Teacher may take modification Teacher may take modification ideas/requirements from such documents as ideas/requirements from such documents as SST, IEP, and 504 plans.SST, IEP, and 504 plans.Websites with helpful ideas for modifications:Websites with helpful ideas for modifications:ADD & ADHDADD &