Personal Timeline:
Getting Reacquainted with the Writing Process

Designed by: Lisa McClain, Hand Middle

1) CORE CURRICULUM OBJECTIVE(S):   Write compositions for different purposes (in this unit: to describe and to record personal feelings.) (6-WA-3)
Use brainstorming to generate and explore ideas. (6-WP-2)
Use lists, webs, or outlines to develop and organize content.  (6-WP-3)
Evaluate and revise drafts to fulfill purpose. (6-WD-1)
Analyze sentences and combine, expand, or rewrite to vary length, type, and structure for clarity, unity and style.  (6-WD-3)

GRADE LEVEL: Sixth         SUBJECT(S): Language Arts

2) OVERVIEW:

By the time students reach sixth grade, they have used the writing process for several years. To make sure that all the students are using the same terminology and have a common understanding of the process, this unit is taught during the first few weeks of school. Through the creation of a personal timeline, students participate in all aspects of the writing process. They recall events from their lives and choose those events to include on their timelines. The teacher presents a variety of graphic organizers, which the students use to help organize their timelines. Students also participate in peer editing and teacher conferencing. Once the timelines are complete, each student will present to the class.

3) FOCUS/ESSENTIAL QUESTION(S):

What are the stages in the writing process? What are the important elements of each stage?

4) TIME FRAME:

Ten or Eleven fifty minute periods

5) RESOURCES/MATERIALS:

Sixth grade language arts core curriculum appendix 5X7-index cards Single-hole punch Yarn Post-It notes T-charts (included) Rubric (included) Variety of magazines Markers/colored pencils/crayons Glue sticks/glue Examples of former students' writings, which show pieces of writing at various stages of the process. Overhead projector/pens Student notebooks Pencils Poster paper or large construction paper

6) CULMINATING ASSESSMENT:

Students will submit and orally present their timelines for evaluation. Both will be graded using the included rubric.

RUBRIC

7) INSTRUCTIONAL ACTIVITIES:

Day 1: The teacher will introduce the writing process by asking students what they remember about it from 5th grade. Each stage of the process (prewriting, drafting/revising, editing, and publishing) will be defined using the information provided in the Richland County School District One Core Curriculum for grade 6. Definitions for each of the stages are provided in the appendix of the language arts section. Students are expected to copy the notes from the overhead into their notebooks. At the conclusion of the class period, students will complete exit slips describing at least two of the stages in the writing process. (I use post-it notes as exit slips. Students respond to the topic and then stick them to the classroom door as they leave the room. The slips are graded right on the door, and the students pick them up as they enter the next day.) These will count as a daily grade.

Day 2: The teacher will begin the class by asking students to recall the stages in the writing process, which were discussed the day before. To assist students in remembering the important aspects of each stage, the class will be divided into four groups. Students will count off 1-2-3-4 to determine group placement. Each group will be given one of the T-charts provided. The group will work together to determine what each stage of the writing process would look and sound like. Each group will then present their T-chart to the rest of the class. (Each group should transfer their T-chart to large poster paper so that it can be posted in the classroom throughout the year to assist students with their writing.)

Day 3: The teacher will give the students their actual writing assignment. Students are to create a personal timelines, which describes one event from each year of their lives. Each event will be written on its own 5X7-index card. (This means that each student will need one more card than his or her age. For example, an 11-year old will need 12 cards.) Each card must contain a minimum of three sentences describing the specific event and some sort of decoration. This can be a photograph from the child's family album, a picture cut from a magazine, or an original drawing. Students must also create a title card. Once all the cards are complete, they will be strung together using yarn to form a chain. Example:

While giving students the directions for the assignment, it is important to stress that students will be graded not only on content, but also on their use of the writing process. Hand out the rubric used for grading the published product at this time. Explain that students will be going through the entire process with this assignment. Every student is responsible for turning documentation of each stage in the writing process with their published product. Let the students know that they will be told how to document each stage as the assignment progresses. Also inform students that they will be expected to use the writing process for almost all writing assignments during the year.

After all the directions have been given, students will begin brainstorming. Have the students refer to the T-chart posters made yesterday and discuss again what occurs during the prewriting phase. Examples of brainstorming/prewriting from last year's students (or created by the teacher) should be shown. Suggest to students that they make a chart on notebook paper, which will assist them in planning for each card in their timeline. It is helpful if the students write down 1, 2, 3, etc. on their papers and leave spaces for filling in events. Students should be encouraged to include 3-5 events for each year of their lives. (Example: Age 10: fell out of tree and broke my arm, went on a trip to the Grand Canyon, baby sister was born.) If a student cannot come up with an appropriate number of events for a given year, have him or her talk with a parent that night to get some ideas. The prewriting pages are due with the published product. Homework: Complete prewriting for each year of life. Ask parents to help as needed.

Day 4: The teacher will check that all students have completed the prewriting assignment and record as a homework grade. (If a student has not done the homework, the usual consequences for failing to complete homework should be imposed.) The teacher will then explain that the students will be evaluating the events they listed in their prewriting and deciding which one should be used. As noted earlier, students are required to put a minimum of three sentences on each card. The three sentences should be related to the selected event. The students will then be put into groups of 2-3 students. (The teacher can decide if this is a student decision or a teacher decision.) Once in groups the students are to trade papers and read the prewriting of a peer. They are to circle the one which they believe is the most interesting, generates a question, etc. Students then return the papers to their owners and discuss why they circled what they did. Of course, the comments given by the peers are only suggestions, and the author makes the ultimate decision about what is included.

Next, the class will review what happens in the drafting/revising stage. Webs/charts/etc. will be discussed and the examples of work by last year's students will be shown. Students will then be given the remainder of the period to work on their graphic organizers. All of the graphic organizers are due with the published product. Homework: Finish the graphic organizer for each year of life.

Day 5: The teacher will check that all students have completed the prewriting assignment and record as a homework grade. (If a student has not done the homework, the usual consequences for failing to complete homework should be imposed.) Again the teacher will review the drafting/revising phase of the process by referring to the T-chart. Students are to now work on the specific sentences and decorations for each card. They should be writing out the sentences to be included on each card and making notes about how the card will be decorated. Discuss sentence variety with students and encourage them to write using different sentence structures so the cards do not all sound exactly the same. Remind students that the decorations must be related to the content of the card. Each of the "card rough" drafts is due with the published product. Homework: Finish the "rough drafts" of all cards.

Day 6(-7): The teacher will check that all students have completed the prewriting assignment and record as a homework grade. (If a student has not done the homework, the usual consequences for failing to complete homework should be imposed.) Working in the same peer groups as during the prewriting stage, students should peer edit. Before beginning, remind students of how you want them to act during peer conferences. Pass out post-it notes so students can write their comments and then stick them to the paper. Tell students to use the "Three Pluses and a Wish" method: write three things you liked about the paper and one thing you wish was different. Remind students this is a guide; they can write what they feel is important. As students are peer editing, the teacher will call the students one at a time to conference with her. The teacher will also use post-its to record information from the conference. Rough drafts with the post-its still attached are to be turned in with the published product. Homework: Complete any editing or revising shown to be necessary after the conferences. Remind students to check mechanics, spelling, etc.

Day 7-8: Students will be given time in class to work on their final or published copies of their timelines.

Day 9: The teacher will model for students how to tie their cards together. As timelines are finished, they will be displayed around the room. Homework: Final products are due the next day.

Day 10: All published copies are due. Student presentations will begin. All timelines will be displayed in either the hall or the classroom for approximately two weeks. They will then be put into the students' writing folders, which are available to parents during conferences and open house.

Day 11: Finish presentations.