Blueprint Writing

Designed by: Melba Cleckley, Gibbes Middle

1) CORE CURRICULUM OBJECTIVE(S): Write compositions for different purposes. (7-WA-3) Use lists, webs, or outlines to develop and organize content.  (7-WP-3)  Evaluate and revise drafts to fulfill purpose.
(7-WD-1)

GRADE LEVEL: Seven      SUBJECT(S): Language Arts

2) OVERVIEW: In this lesson, students will write a narrative composition about funny memorable incidents that happened at home. They will prewrite, draft, edit, and proofread before publishing their work.

3) FOCUS/ESSENTIAL QUESTION(S): How can a process approach be used for writing?

4) TIME FRAME: Two - three fifty minute class periods. This depends on how much work is done at home.

5) RESOURCES/MATERIALS: Family Sample blueprint Prewriting topic sentence sheets Writing process handout May refer to Houghton Mifflin English 6

6) CULMINATING ASSESSMENT: Students will complete all written work. The final composition will be assessed on timeliness, being on topic, organization, quality, use of the writing process, and neatness. A sample rubric is included.

Composition Grading Sheet

Student Name_____________________________

Title____________________________________

Your composition will be graded using the following rubric.

Criteria and Score
10 Excellent 8 Good 5 Fair 2 Poor 0 No credit

Timeliness Score = ______

Composition is submitted on time. Composition is submitted one day late. Composition is submitted two days late. Composition is submitted more than two days late. Composition was not submitted.

On Topic Score x 2 = ______

Composition consistently remains on topic. Composition adequately addresses topic. Composition does not completely address topic. Composition does not adequately address topic Composition is not on topic.

Organization Score x 2 = ______

Composition has a strong beginning, middle (with at least three details), and end. Composition has a good beginning, middle, and end. The beginning, middle, or end is not adequate or one element is missing. Composition is missing two of the following : beginning, middle, or end. Composition does not reflect a beginning, middle, or end. No organization.

Quality Score x 2 = ______

Writing is clear and reflects usage of grammar, punctuation, capitalization, and mechanics rules. Writing is relatively clear with minor errors that do not detract from the overall quality of writing. Improvements needed in clarity or significant errors detract from overall quality. Writing lacks clarity and meaning and has many errors that detract from the composition. The quality of the written work is not acceptable.

Writing Process Score x 2 = ______

Work reflects use of a process approach to writing. Prewriting, peer editing, and revision is evident. Blueprint or drawing included. Work reflects use of a process approach and some prewriting, editing, and revision have occurred. Blueprint or drawing included. Work does not reflect adequate prewriting, peer editing, or revision have occurred or blueprint or drawing are not included. Work has not been edited or revised. No evidence that a process approach to writing was used and no blueprint or drawing is included. No prewriting, editing, or revisions. No blueprint or drawing is included.

Neatness Score = ________

Work is very neat, easy to read, and suitable for display. Work is generally neat, easy to read, and is suitable for display. Work is lacking in neatness or readability but is still suitable for display. Work is too messy, difficult to read, and is not suitable for display. Work is too messy to be read or displayed.

Comments:_____________________________________________________

Final Grade: __________________________

7) INSTRUCTIONAL ACTIVITIES: Define blueprint. Give students a small blueprint of your home and explain how this blueprint will be used to generate ideas for prewriting.

Students draw and label a blueprint of their homes. (For those who are more skilled with computers, they can actually draw the blueprint on the computer.) Help students see that making a blueprint is a form of planning just like prewriting.

While looking at their blueprints, students should write a sentence about a funny or memorable incident that occurred in each room on the blueprint (or you may want students to just select three rooms where a funny or memorable incident occurred and write a sentence for each of those stories).

Volunteers share an anecdote or sentence with the class.

Each student chooses one sentence on his or her worksheet that will make the best story for the class. This will become a topic sentence. Help students make the connection that a topic sentence is the foundation for a paragraph like a house must have a foundation.

Define and discuss examples of prewriting. Explain to students that their assignment is to write a composition telling about a funny or memorable event that occurred in a room of their home. Be sure to fully explain the elements and purpose of a narrative.

Students begin prewriting, and the teacher monitors.

When prewriting is completed, review and discuss the parts of a paragraph. Help students make the connection that their prewriting is the blueprint, and they will begin to build their composition as they begin writing.

Students write a paragraph using the chosen sentence for a topic. (Teachers may provide students with an example of their own work.) If computers are available, it is suggested that students do their rough and final drafts on the computer. Students edit, proofread, and revise their own work. At this point, the teacher needs to share the assessment rubric so students will know the criteria and how their work will be graded.

After students have done their own proofreading, editing, and revising, students should exchange papers with a partner for peer evaluation. Students may also revise and edit papers with a family member for accuracy.

After peer conferences, students should proofread, make corrections, and write a final draft.

Students should carefully prepare their work for display and make sure their blueprints are neat and accurate. Students can be given a choice whether to display their blueprints or they can draw and color a picture of their home to accompany their writing. Volunteers share their work for the class's enjoyment.

All parts of the assignment are stapled and submitted to the teacher.

Compositions and blueprints should be displayed in the classroom or hall.

Students should write a journal entry that explains how the prewriting resembles a blueprint. The journal entry should also explain how to use a process approach for writing.

Extension Activities: Since students have already drawn a blueprint of their home and written a narrative composition, why not extend the lesson to include writing for other purposes - such as to explain and describe? Reinforce the writing process by having students write to the following prompts:

Write a descriptive composition that describes your home for classmates. Describe your favorite room in your home. Write an expository composition that explains how to get to your house from school. Write a narrative composition that tells about a time something frightening or scary happened at your home.

Supplements: Write a sentence for every room that you drew on your blueprint. The sentence must be about a funny or memorable event or incident that occurred in that room.

Room _____________________________

Room _____________________________

Room _____________________________

Room _____________________________

Room _____________________________

Room _____________________________

The Writing Process

Prewriting

List all of your ideas about the topic.

Do not stop to think. Just write.

Rough Draft

Write your ideas into a composition.

Skip lines.

Do not worry about mistakes.

Revising or Editing

Make corrections on your rough draft.

Add and subtract words.

Proofreading

Re-check your draft for spelling, capitalization, punctuation, indentation, and grammatical errors.

Publish

Make up a title.

Neatly copy your draft on clean paper.