PERSUASIVE ESSAY ORGANIZERName: __________________________________________ Date: ____________________________ Topic: _____________________________ Purpose: ________________________________ Form: _____________________________ Audience: _______________________________BODY #2Transition Word or PhraseCONCLUSIONMaegan Jenks, READ 7140,Running Head: Interdisciplinary WritingInterdisciplinary Writing UnitPartial UnitMaegan JenksREAD 7140Maymester 2008Dr. Tonja Root1Maegan Jenks, READ 7140,Grade: Fifth Content Area: Social StudiesGenre: PersuasiveForm: Essay2Maegan Jenks, READ 7140,Interdisciplinary Writing Unit:School and Student Characteristics and Individual DifferencesSchool System and Schoolo Your name and grade level Maegan Jenks / 5 th gradeo Name of school system Pierce County schoolso Name of School Blackshear Elementary School’s Student Characteristicso Students _592_ Number of boys _650_ Number girls  4 – 12 Age rangeo Ethnicity (number of students) _548_ African American _48__ Asian American ___ _ Native American _43__ Hispanic _585_ Caucasian _18__ Othero Reading Achievement Based on: CRCT _11 % Above-average or advanced skill level 71 % Average or intermediate skill 18 % Below average skill levelo Writing Achievement Based on: CRCT 18 % Above-average or advanced skill level 68 % Average or intermediate skill 14 % Below average skill levelClassroom’s Student Characteristicso Students _8 Number of boys _12_ Number of girls 10-12 Age rangeo Ethnicity (number of students) _4__ African American _1__ Asian American ____ Native American _3__ Hispanic _12_ Caucasian ____ Other3Maegan Jenks, READ 7140,o Reading Achievement Based on: CRCT _9.4 % Above-average or advanced skill level 67.2 % Average or intermediate skill 17.0 % Below average skill levelo Writing Achievement Based on: CRCT 31.7 % Above-average or advanced skill level 7.0 % Average or intermediate skill 11.2 % Below average skill levelo Classroom Organization (check as many as apply) ____ Homogeneous ___ Heterogeneous ____ Self-Contained ___ Team Teaching ____ Departmentalized ____ Parallel Block List other programs: Individual Differenceso Students Attending Pull-Out or Supplementary Programs (number of students) All Title I _ Reading _ Gifted ___ Early Intervention Program _ __ Safety Net List other programs:o Language Proficiency (number of students) _20_ English language __1_ Bilingual ____ Other languages List other languages:o Students with Individual Education Plans (IEP) (number of students) ____ Blind or visually impaired ____ Deaf or hearing impaired _2__ Developmentally delayed ____ Emotionally or behaviorally disordered _1__ Learning disabled ____ MiMH ____ OHI ____ Physically disabled ____ Speech ____ Other4Maegan Jenks, READ 7140,5Maegan Jenks, READ 7140,Beginning of Writing UnitsI. Genre of Writing: Persuasive WritingEssayII. Content Area Connection:A. Content Area: Social StudiesB. Topic and/or Concept: Voting/The US Constitution C. Previous Content Area Lessons: a. Students have previously been learning about The United States Constitution and the different parts of it. They have been talking about the rights and responsibilities of US citizens. They have been learning about the importance of voting. III. English Language Arts GPS:ELA5W2 The student demonstrates competence in a variety of genres.Critical Component: The student produces a narrative that:a. Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest.b. Establishes a plot, point of view, setting, and conflict, and/or the significance of events.c. Creates an organizing structure.d. Includes sensory details and concrete language to develop plot and character.e. Excludes extraneous details and inconsistencies.f. Develops complex characters through actions describing the motivation of characters and character conversation.g. Uses a range of appropriate narrative strategies such as flashback, foreshadowing, dialogue, tension, or suspense.h. Provides a sense of closure to the writing.i. Lifts the level of language using appropriate strategies including word choice.ELA5W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The studenta. Plans and drafts independently and resourcefully. b. Revises manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences. c. Edits to correct errors in spelling, punctuation, etc.IV. Content Area GPS:SS5CG1 The student will explain how a citizen's rights are protected under the U.S. Constitution.a. Explain the responsibilities of a citizen.6Maegan Jenks, READ 7140,Explanation of Terms:1. Drafting Stage: This is the second stage of the writing process. This stage is where the students compile their information into a rough draft. The content is more emphasized rather than the mechanics.2. Editing Stage : This is the fourth stage of the writing process. During this stage, the students will read their own story and also proofread classmate’s stories. The focus during this stage is finding and correcting “…their own mechanical errors.” Afterwards, the student and teacher will talk about final editing. 3. Prewriting Stage: This is the first stage of the writing process and is often referred to as the getting-ready-to-write stage. During this stage, the writer determines a topic, form, purpose, and audience for what he/she is writing. The students will put his/her ideas into a graphic organizer. 4. Publishing Stage: This is the final and fifth stage of the writing process where the students will write their final paper. The students can then read the story to the class or maybe put the writing into a contest. 5. Revising Stage: This is the third stage of the writing process. During this stage, the students will reread what they have written. The author might also choose to have another classmate read the story. The author may want to add, delete, change, or arrange words within the story. When this is done, the authorwrites the new story. 6. Persuasive Writing: Writing that attempts to convince the reader that the point of view or course of action recommended by the writer is valid.7. Shared Writing: The