Interdisciplinary Writing UnitModes of WritingSubject Area Integration SS – American RevolutionPrewritingPrewriting Personal Narrative OrganizerDraftingDrafting Personal NarrativeRevisingRevising Personal NarrativeEditingEditing Personal NarrativePublishingPublishing Personal NarrativeMethods of InstructionPlans for AssessmentSlide 16Plans for GroupingSlide 18Demonstration ActivityQuestions?Interdisciplinary Writing Interdisciplinary Writing UnitUnitLori BratcherLori BratcherJune 27, 2005June 27, 2005Modes of WritingModes of WritingPersuasivePersuasivePersuade reader using arguments/opinions backed Persuade reader using arguments/opinions backed by factsby factsRecognizes opposing viewpoints and addresses Recognizes opposing viewpoints and addresses themthemPersonal NarrativePersonal NarrativeTells about an event that happened to them (or Tells about an event that happened to them (or simulation)simulation)Includes descriptive detailsIncludes descriptive detailsSubject Area IntegrationSubject Area IntegrationSS – American RevolutionSS – American RevolutionPersuasive EssayPersuasive EssayTopic: Students Topic: Students imagine that they imagine that they live in colonial live in colonial times. They must times. They must write a persuasive write a persuasive essay convincing essay convincing other colonists why other colonists why they should or they should or should not go to should not go to war with the British.war with the British.Personal NarrativePersonal NarrativeTopic: Students Topic: Students imagine that they imagine that they witnessed an event witnessed an event that occurred either that occurred either before or during the before or during the American Revolution. American Revolution. They must write a They must write a personal narrative personal narrative explaining the event explaining the event as if they were there.as if they were there.PrewritingPrewritingFirst stageFirst stageGets you ready to write/brainstormGets you ready to write/brainstormUse graphic organize to jot down Use graphic organize to jot down ideasideasPrewritingPrewritingPersonal Narrative OrganizerPersonal Narrative OrganizerStress importance Stress importance of using factual of using factual information (if a information (if a personal narrative personal narrative simulation)simulation)Model how to use Model how to use phrasesphrasesCan add additional Can add additional information to information to bottom or backbottom or backDraftingDraftingBegin rough draftBegin rough draftPut ideas into sentences and Put ideas into sentences and paragraphsparagraphsDecide on how much information is Decide on how much information is enoughenoughSkip linesSkip linesLabel as rough draftLabel as rough draftDraftingDraftingPersonal NarrativePersonal NarrativeModel how to turn facts into story-Model how to turn facts into story-like languagelike languageModel writing in first personModel writing in first personModel how to add information to the Model how to add information to the facts to make the story flowfacts to make the story flowStress the importance of making it Stress the importance of making it feel like a storyfeel like a storyRevisingRevisingReread rough draftReread rough draftRearrange and reorganize Rearrange and reorganize informationinformationAdd/remove informationAdd/remove informationMake paper more interestingMake paper more interestingRevisingRevisingPersonal NarrativePersonal NarrativeProvide mini-lesson on descriptive Provide mini-lesson on descriptive writingwritingModel adding descriptions to paperModel adding descriptions to paperModel rearranging/reorganizingModel rearranging/reorganizingModel adding/deleting informationModel adding/deleting informationUse peer checking for revisingUse peer checking for revisingEditingEditingLook for errors in spelling, grammar, Look for errors in spelling, grammar, and punctuationand punctuationUse proofreading marks when editingUse proofreading marks when editingRead paper from bottom to top and Read paper from bottom to top and right to left (easier to spot these right to left (easier to spot these types of errors)types of errors)EditingEditingPersonal NarrativePersonal NarrativeModel reading Model reading paper from bottom paper from bottom to top and right to to top and right to leftleftModel using Model using proofreading marksproofreading marksUse peer checking Use peer checking for editing for editingPublishingPublishingFinal copyFinal copyNeatness countsNeatness countsPublish by sharing piecePublish by sharing piecePublishingPublishingPersonal NarrativePersonal NarrativeAllow students to type or neatly write Allow students to type or neatly write final copyfinal copyAllow students to share with classAllow students to share with classMethods of InstructionMethods of InstructionModel all stages whole groupModel all stages whole groupPractice using shared writing or shared Practice using shared writing or shared penpenAllow partners to share brains during Allow partners to share brains during practicepracticeAssessment activity should provide Assessment activity should provide students time to independently practice students time to independently practice all strategies taught-scoring guide is all strategies taught-scoring guide is usedusedPlans for AssessmentPlans for AssessmentPreassessmentPreassessmentPreassessment must be Preassessment must be related to mode of related to mode of writingwritingUse scoring guide for Use scoring guide for published piece to scorepublished piece to scoreCompare students’ Compare students’ preassessment score to preassessment score to their final score after their final score after instruction has taken instruction has taken placeplaceScoring guides are Scoring guides are used for each stage of used for each stage of writingwritingScoring guide is given Scoring guide is given to student prior to to student prior to assessment/independassessment/independent activityent activityPersonal Narrative Scoring GuidePublishing StageCAETGORY 3-Above Standards 2-Meets Standards 1-Below StandardsContentTitle Title is catchy and entices the reader to want to read the piece.Title relates to essay, but is not catchy.Title does not relate to content of the essay.Introduction First paragraph has a “grabber” or catchy beginning.First paragraph