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Working
With Writing
Designed
by: Inger M. Ferguson, Burton-Pack Elementary
Grade
Level: Fifth Subject:
Language Arts
Core
Curriculum Objective (s): Choose own topic and
purpose to record information accurately and to
research and report information.(5-WA-1)
Overview:
Through exploration and discovery style
teaching, students will choose a topic to report and
present to their class. The students will use
research tools such as Internet search engines;
magazines, books, newspapers and any other sources
needed to complete their writing assignment.
Students will also use the writing process, editor's
checklist, and self-assessment form and peer/partner
revision checklist to assist them in making
revisions before publishing and presenting their
chosen topic.
Focus/Essential
Question (s): What is the process for
researching information, recording it accurately and
reporting it?
Time
Frame: Five One-Hour Class Periods
Resource
Material:
Writing Process Chart
Editor's
Checklist
Self
Assessment Form
Peer/Partner
Revision Checklist
Thesaurus
Dictionary
Technology
Lab Media Center
Pencils
Paper
Overhead
Projector
www.clipart.com
www.youngwriters.com
Disk
(1 per child)
Idea
Web
Comic
Strips (cut in sections of beginning, middle, and
ending)
Digital
Camera (take a picture of each student during
research and presentations)
Video
Camera (use on presentation day)
Instructional
Technology Services (contact to make copies of
presentation video)
Lap
Top
Computers
(contact Technology Specialist)
Culminating
Assessment: Students will chose a topic,
research their topic and present it orally to the
class. The students may chose any resource material
to enhance their presentation. The class will score
each student using a rubric in which the teacher and
students will develop. The students and teacher will
determine the point value and criteria of the
rubric.
Instructional
Activities:
Activity
One: This lesson will begin with a
"quick write" activity. The teacher will
tell the students to take out a sheet of paper.
Next, the teacher will outline rules for this short
activity. The rules are: write your first thoughts,
there are no right or wrong responses and do not
cross out, if you make a mistake keep writing. Next,
the teacher will begin the quick write by asking
students to chose a topic sentence and write a
response to it. (Topic sentences can be listed on
the board or overhead)
Examples:
My
most embarrassing moment
If
I was a millionaire
A
special place I discovered
The
boy with a special gift
The
quick write activity should last approximately ten
minutes. After the students complete their quick
write they are to pass their paper to a peer. The
peer will use the editor's checklist to assist them
in giving their peer feedback. This activity is a
possible way to getting students relaxed about
writing.
Next,
the teacher will give each student a copy of the
writing process chart, idea web, self-assessment
forms, revision/partner checklist. The teacher and
students will discuss each chart, checklist and
form. The teacher will give a more detailed
explanation as it is needed.
Next,
the student's will chose cooperative learning
groups. Each group will chose a captain. The
captain's responsibility will be to keep the group
on task. The groups will then chose a comic strip
from newspapers. *The teacher should have the comic
strips already cut into sections. Laminating the
strips will help keep the strips durable. On the
back of the comic strip, the teacher should have
beginning, middle or ending written on them.
Next,
the teacher will tell the students that they are to
write the missing portion of the comic strips.
Example: If the comic strip has a beginning the
group will need to create a middle and ending. The
teacher should remind the groups to use their
creativity and writing process chart. As each group
finishes, they will pass their comic story to
another group, that group will assess their story.
*Groups should have the option of using comic
bubbles or any resource material to make their
assignment attractive.
Next,
the teacher will tell the students that they will
chose a topic to research, record the information,
publish it, and present it to the class. The teacher
will remind students to think about what topic they
would like to research.
Closure:
The students and teacher will discuss and
develop the scoring rubric for this assignment. The
teacher should have examples of rubrics, have
students to brainstorm in cooperative groups the
criteria and point value of the assessment rubric.
Homework:
Students are to complete a topic survey worksheet.
Name_______________________
Date_____________________
1.
The name of my topic is
_____________________________________________
2.
I would like to research this topic
because______________________________
3.
I will need the following material for my
research_________________________
4.
I will use the Internet
to______________________________________________
5.
The purpose of me writing about this topic
is___________________________
6.
What will make a good lead to catch my
audience/readers attention?
Activity
Two:
The class will review all charts and checklist.
*Charts and checklist should be displayed in the
classroom. Next, the students will work in
cooperative groups. The teacher will give each group
a short essay for students to score using a rubric.
*Note: The teacher should use essays of different
quality. This will give the students an opportunity
to practice scoring by using a rubric. This will
also give students an opportunity to
compare/contrast the rubric that the class
developed. *Note: The teacher can develop the essay,
use an essay from www.youngwriters.com,
or a research example from a teacher's edition text.
The class will discuss each cooperative groups
scoring; the student should be encouraged to give
justifications for their score.
Example
Rubric
| Points |
CRITERIA |
| 1 |
The
student does not show any evidence of using
the writing process, or use of research
sources. The thoughts are not clear and the
student did not show any evidence of editing
and revisions before publishing. |
| 2 |
The
student writes with limited organization,
does not write in a logical way, grammar and
spelling errors are noted and provides
little details in written work. |
| 3 |
The
student writes clear, details are given, and
often follows a logical sequence. The
student captures the attention of the reader |
| 4 |
The
student writes in a clear, well-organized
manner, uses appropriate grammar, spelling,
follows a logical sequence. The purpose of
the student's selection of topic is written. |
Next,
the students will proceed to the Media Center or
Technology Lab. Students will begin using the
Internet search engines to assist them in their
research. If students are ready to begin typing
their report, they may do so. If students need to
use research material from the Media Center they
will report to the Media Center. *The teacher should
make prior arrangements with the Media and
Technology Specialist. The teacher should have Clip
Art CD-ROM's available for the students or the
students may use the www.clipart.com website. As the
students are lining up the teacher will collect the
Topic Survey worksheets. The Topic Survey worksheets
will give the teacher an indication of the topics
that students are considering researching. The
teacher will monitor the students and give students
feedback on their topic surveys during lab and media
center time.
Closure:
Approximately ten minutes prior to class ending, the
students should begin saving their research on a
disk and print two copies of their research. One
copy will be given to the teacher; the other copy
will be for the student. The teacher should remind
the students to edit their hard copy. If students
have a computer or laptop at home, the teacher
should encourage them to continue their assignment.
*Note:
If Lap Top Computers are available for
student check out, the students should be encouraged
to check them out to continue typing their research.
Activity
Three:
The class will review the writing process chart and
editors checklist. Students will continue their
assignment. The teacher will give students their
hard copy of the research with suggestions written
on them. Students that need to report to the
Technology Lab or Media Center will do so. Students
that are ready will complete a self-assessment;
editor's checklist or conference with a peer/teacher
will do so during this activity. *Note: The teacher
should remind students to use clip art,
www.clipart.com, or any other resources to enhance
make their research document.
Activity
Four:
Students will discuss/share concerns from
peer/teacher conference. All students should be in
the final stage of editing their report. Students
that are having difficulties should be encouraged to
see the teacher. The teacher and student should
decide if he/she should be granted an extension for
this assignment based upon the student's effort to
complete this assignment.
Activity
Five:
Culminating Assessment, students will use the
scoring rubric in which they will have developed to
score each student. The teacher will average the
score for each student to determined each student's
grade.
*Note:
The digital and video camera will be used during
this lesson. Each student will have the opportunity
to choose one of three pictures taken with the
digital camera. The pictures should be taken during
research time, development of draft or during class
presentations. The teacher will request for the
Media Specialist or Instructional Technology
Services personnel to video tape the culminating
assessment. The teacher should tell each student to
bring in blank videotape in order to receive a copy
of the culminating assessment.
1.
Pre-writing/Brainstorming (Use an idea web)
2.
First Draft
What
is my purpose for selecting my topic?
How
can I best arrange my information?
What
are the main ideas I want to present?
What
details can I add to support my main ideas?
What
will make a good lead to catch the reader's
attention?
How
can I end my presentation effectively?
Source:
Muschia, Gary R., Writing Workshop Survival
Kit, Center for Applied Research in
Education (1993)
3.
Revision (This is an opportunity for students
to look at their document change the wording,
sequence, or to make their document more effective.)
4.
Editing ( Proofread for spelling and grammar)
5.
Publishing (Sharing/presenting your document
in writing and orally)
| Writer's
Checklist |
|
Partner's
Checklist |
| Yes
No |
Does
the essay have an introduction, a body, and
a conclusion? |
Yes
No |
| Yes
No |
Is
the introduction interesting? |
Yes
No |
| Yes
No |
Did
the writer include sensory details and
descriptive words? |
Yes
No |
| Yes
No |
Does
the document follow a logical order? |
Yes
No |
| Yes
No |
Does
each paragraph have a good topic sentence? |
Yes
No |
| Yes
No |
Did
the writer use transitional words and
phrases? |
Yes
No |
| Yes
No |
Does
the conclusion summarize the document? |
Yes
No |
If
either you or your partner checked "No" as
an answer to any of the questions, discuss the
problem. If you need to make further revisions, mark
those changes on your rough draft.
*Source:
www.zaner-bloser.com
Name________________________
Date_________________________
Use
this checklist to carefully check your paper.
| Yes
No |
My
writing meets the requirements of the
assignment. |
| Yes
No |
I
read my document for meaning. |
| Yes
No |
I
checked my paper for complete sentences. |
| Yes
No |
I
used correct principles of grammar. |
| Yes
No |
I
used the spell check tool on the computer. |
| Yes
No |
I
double-checked for correct spelling. |
| Yes
No |
All
sentences start with a capital letter. |
| Yes
No |
Proper
nouns are capitalized. |
| Yes
No |
The
title has capital letters where needed. |
| Yes
No |
Each
sentence ends with the proper punctuation. |
| Yes
No |
Commas
and quotation marks are used correctly. |
| Yes
No |
I
followed the procedures of the writing
process. |
| Yes
No |
I
reread my document carefully for all errors. |
Source:
www.zaner-bloser.com
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