Genre: ___Persuasive_________________ Form: _______Letter______________________Content area: _____Science__________________Content topic/concept: _____Importance of our Environment__________________________Grouping Arrangements:Grouping Arrangements:Grouping Arrangements:Grouping Arrangements:Barbie Simmons, READ 7140 A, Summer 20091Barbie SimmonsInterdisciplinaryWriting Unit3rd GradeExpository WritingDr. Tonja RootREAD 7140 ASummer 2009Barbie Simmons, READ 7140 A, Summer 20092Name __Barbie Simmons_____________________________ Grade ___3rd____________Interdisciplinary Writing Unit: Student Characteristics and Individual DifferencesGenre: ___Persuasive_________________ Form: _______Letter______________________Content area: _____Science__________________Content topic/concept: _____Importance of our Environment__________________________Classroom’s Student CharacteristicsStudentso _11_ Number of boyso _12_ Number of girlso 10-11 Age rangeEthnicity (number of students)o __3_ African Americano ____ Asian Americano ____ Native Americano __5_ Hispanico _15_ Caucasiano ____ OtherReading Achievement (number of students)o Based on: _Standardized Assessment during previous school year____o _6__ Above-average or advanced skill levelo _12_ Average or intermediate skillo _5__ Below average skill levelWriting Achievement (number of students)o Based on: _Writing Assessment at the end of their previous year______o _5__ Above-average or advanced skill levelo _14_ Average or intermediate skillo _4__ Below average skill levelClassroom Organization (Check as many as apply.)o ____ Homogeneouso _X_ HeterogeneousBarbie Simmons, READ 7140 A, Summer 20093o ____ Self-Containedo ____ Team Teachingo ____ Departmentalizedo ____ Parallel Blocko List other programs: Name __Barbie Simmons_________________________________ Grade _____3rd________Individual Differenceso Students Attending Pull-Out or Supplementary Programs (number of students) ____ Title I __5_ Reading __4_ Gifted __4_ Early Intervention Program ____ Safety Net List other programs: o Language Proficiency (number of students) _20_ English language _3__ Bilingual ____ Other languages List other languages: o Students with Individual Education Plans (IEP) (number of students) __1_ Blind or visual impairment ____ Deaf or hearing impairment __4_ Developmental delay ____ Emotional or behavioral disorder __2_ Learning disability ____ Mild intellectual disability  ____ Other health impairment ____ Physical disability ____ Speech List other:Barbie Simmons, READ 7140 A, Summer 20094 Writing Interest Survey 1. Do you like to write? If so give me some ideas about what you like to write about?2. What do you like most about writing? 3. What do you like least about writing?4. Did you have to do any writing in the 2nd grade?Barbie Simmons, READ 7140 A, Summer 200955. Who do you like to write to the most?6. Do you remember the stages of the writing process?Georgia Writing AssessmentGeorgia Writing Test: 3 rd grade- Covers 4 types of writing:- Narrative- Informational- Persuasive- Response to Literature- Three performance levels:- Does not meet- Meets- Exceeds- Assessment of Writing- Assessed analytically in four domains: Ideas, Organization, Style, andConventions- Scoring rubrics are used to score each type of writing.- Accurate scoring requires balancing a writer’s strengths and areas of challenge.- Samples are collected throughout the year; one assessment sample pergenre for each student.- Teachers may choose to use writing prompts to assist in collecting these samples, but the writing should be done independently.- Timeline of Instruction:- There is no specific order in which writing genres must be taught.- Teachers may choose how to introduce and teach the writing genres (teaching each one separately, or integrating them)- The writing process should be taught throughout the entire year, no matter how the genres are divided and taught.- Writing samples must be collected throughout the year to assist with instructional planning.Reference:Georgia writing assessments. (2008). Georgia Department of Education. Retrieved June 3, 2009, from The GeorgiaDepartment of Education Testing Web Site: http://www.doe.k12.ga.us/ci_testing.aspx?PageReq=CI_TESTING_WA.Barbie Simmons, READ 7140 A, Summer 20096Introductory Material/Information on Interdisciplinary WritingUnitGenre: Expository/EssayContent Area Connection:Content Area: Social StudiesTopic and/or Concept: Branches of GovernmentPrevious Content Area Lessons: The students will have previously studied about the 3 branches of government and the importance of each branch. Also they will have gone overwhat each branch of the government is responsible for doing. The students will be very familiar with the three branches and what all they are responsible for doing.English Language Arts GPS:- ELA3W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature.o The student produces a persuasive piece of writing that: o a. Captures a reader’s interest by stating a clear position/opinion and developing apoint of view. o b. Sustains a focus. o c. Includes the appropriate purpose, expectations, and length for audience and the genre. o d. Adds supportive details throughout the paper that may include relevant examples, facts, and anecdotes. o e. Uses appropriate organizational structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochure, advertisement, movie and book reviews). o f. Provides a sense of closure. o g. May include pre-writing. o h. May include a revised and edited draft. o i. May be published. o The student produces a responseContent Area GPS:- SS3CG1 The student will explain the importance of the basic principles that providethe foundation of a republican form of government.a. Explain why in the United States there is a separation of power between branches of government and levels of government.b. Name the three levels of government (national, state, local) and the three branches in each (executive, legislative, judicial), including the names of the legislative branchBarbie Simmons, READ 7140 A, Summer 20097(Congress, General Assembly, city commission or city council).c. State an example of the responsibilities of each level and branch of government.Explanation of TermsAudience: To whom we are writing our text too. Drafting: This