Janna SmithName: _________________Name: _________________Animal: ________________PrewritingDraftingRevisingEditingEditor’s ChecklistPublishingJanna Smith, READ 7140 OWA, 1Janna SmithREAD 7140 OWAPersuasive Writing UnitMaymester 2008Dr. RootJanna Smith, READ 7140 OWA, 2Grade Level: 1stContent Area Connection: Content area: ScienceTopic and/or concept: Life Science/Comparing and describing certain AnimalsPrevious content area lessons: For the past three weeks the students have learned about certaintraits of some animals (dogs, cats, birds, fish, and hamsters). These animals are some that students can see around that people may own as pets. The students learned about how these animals look, move, grow and their basic needs. Students have also previously learned about the writing process and its stages. Genre of writing:PersuasiveReasoningStage of writing: Prewriting English Language Arts GPS:ELA1W1 The student begins to demonstrate competency in the writing process. The studentk. Begins to use a variety of resources (picture dictionaries, the Internet, books) and strategies to gather information to write about a topic. Content Area GPS: Life ScienceS1L1. Students will investigate the characteristics and basic needs of plants and animals.d. compare and describe various animals-appearance, motion, growth, basic needs. Student MaterialsComputer with Internet access for websiteGraphic Organizer (pg 1 for entire class; pg 2 for gifted students & others who want it): Smith, J. (2008). The best pet in the world is _____! Unpublished Manuscript. Waycross, GA. Valdosta State University. Student Checklist:Smith, J. (2008). Checklist for the writing process: Persuasive. Unpublished Manuscript. Waycross, GA: Valdosta State University. Word Reference Website:Wordreference.com. (2008). Retrieved May 23, 2008, from English to French, Italian, & SpanishDictionary Web site: http://www.wordreference.com/Teacher MaterialsOverheadOverhead markersComputer with Internet access for websiteOverhead transparency of graphic organizerJanna Smith, READ 7140 OWA, 3Graphic Organizer (pg 1 for entire class; pg 2 for gifted students & others who want it): Smith, J. (2008). The best pet in the world is _____! Unpublished Manuscript. Waycross, GA. Valdosta State University.Student Checklist:Smith, J. (2008). Checklist for the writing process: Persuasive: Prewriting. Unpublished Manuscript. Waycross, GA: Valdosta State University. Scoring Rubric: Smith, J. (2008). Rubric for scoring the writing process: Narrative: Prewriting. Unpublished Manuscript. Waycross, GA: Valdosta State University. Word Reference Website:Wordreference.com. (2008). Retrieved May 23, 2008, from English to French, Italian, & SpanishDictionary Web site: http://www.wordreference.com/Tompkins, G. E. (2008). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson Prentice Hall. Grouping ArrangementsExplanation of Instruction Grouping Options: Whole GroupThe whole group instruction is used so that I can teach the entire class the same lesson onthe pre-writing stage of the writing process. The students will be seated at the front of the room on the floor. This will allow me to see more students at the same time and it will allow me to have a better view of what is going on. I will be able to manage the students more efficiently and get their attention because we will be positioned in a closer proximity. This grouping arrangement will also be better on saving time for me while explaining the information to the students; and so that the students can practice together through the class practice. This also is a way for me as a teacher to achieve the students’ zone of proximal development to better assist thestudents with the new content and it is a way for me as the teacher to scaffold the new information to the students before working on their own. IndividualThe students will also sit individually at their desk for the assessment part of this lesson. This will give me a better understanding of what each student is has already learned about this stage of the writing process and their perspective of the stage. With the students seated individually I will be able to see the actual level that they are on and it allow me to instruct the students individually on their level. This is another more structured attempt to help students and scaffold the new information for them individually on their level. The peer grouping can also be incorporated better with the students sitting in their individual seats. The individual seats are set up similar to a small group of four with some stations having five students. Their desks are push together making it easier for them to work together and work individually. Peer Group (when needed)For the ESOL (bilingual) students and the students with developmental needs the teacher will have these students’ assigned seats assigned in a station that there is a peer that can and will explain anything to the student when needed and help the student along the prewriting process. This will cut down on the amount of time that the teacher has to spend with each of these students allowing her more time to monitor every student.Janna Smith, READ 7140 OWA, 4Small Group (if needed)This group arrangement will be for the students that need some more help with the same or similar issues during the prewriting stage. If the teacher notices this during their assessment activity, she will pull them into a group and ask them questions pertaining to the possible issue. The small group will be at the back table. The students will sit facing the teacher with their backsto the class so that the teacher is able to still monitor the entire class at the same time. The teacher will also answer any questions the students have. This grouping arrangement will allow them to still have the individuality of the assessment activity and allow the teacher to give them alittle more structured guidance during this activity. This is another example of making the zone of proximal development smaller and how the teacher can scaffold the information for the students on their level. Explanation of Grouping Options Relating to Students’ Developmental, Cultural, and Linguistic Needs: Developmental: For the students still having trouble during the individual grouping (students with an EIP included), the teacher will make sure that these students are assigned to a seat where they are sitting near a peer that can help him with the difficulties