Interdisciplinary Writing Unit:
Writing Within Language Arts
Tracie Wrye
READ 7140
5th Grade
Content Area
Reading and Language Arts
Modes of Writing
Expository and Persuasive
Stages of Writing Process
Stage 1: Prewriting




getting-ready to write
70% of writing time
brainstorming
Use graphic organizers
Stage 2: Drafting



forming ideas into complete sentences
Ideas down
Neatness not an issue
Stage 3: Revising

Meet needs of the audience
 changing, adding, deleting, and rearranging content of
draft
Stage 4: Editing



Students proofread and reread
Pay attention to form
Neatness matters
Stage 5: Publishing


Rewrite piece in best handwriting
Share
Grouping

When grouping teacher will consider level of ability, linguistic
capabilities, and behavior.

Students with low ability:


High ability student


not paired with low ability student
Not paired with high ability student
Students with:

EBD, ADD, ADHD

not be paired together if behavior is problematic
Grouping Continued. . .




Prewriting: Students work cooperatively with whole
class.
Drafting: Students work cooperatively with writing
partner.
Revising/Proofreading/Editing: Students work
cooperatively with writing partner.
Publishing: Students work individually.
Modifications / Accommodations

Teacher:


make needed modifications to ensure that all students are able to learn in
least restrictive environment
Teacher makes modifications according to:
 SST, IEP, and 504 plans.
 Students having EBD or needing closer supervision or more
than the usual amount of explanation will be seated near the
front of the room


Students with visual impairments


Not seated with other students with behavior problems
Seated closer to the board and teacher
Student with mild learning disability

Seated with partner or in small group and have peer helper
during publishing stage
Methods of Instruction




Model all stages whole group
Practice using shared writing or shared pen
activities
Allow partners to help one another during
practice
Assessment activity should provide students time
to independently practice all strategies taughtscoring guide and checklists used
Georgia Writing Assessment Grade 5



Georgia writing assessment for grade five is an
evaluation of student response to an assigned
prompt
Scored by trained raters
 Use standardized scoring system
Evaluated to determine the developmental stage
writing represents
 There are six developmental stages.
(Georgia Department of Education, p.1-5).
Developmental Stage Scoring Guidelines for
the Georgia Grade 5 Writing Assessment






Stage 1 – The Emerging Writer
Stage 2 – The Developing Writer
Stage 3 – The Focusing Writer
Stage 4 – The Experimenting Writer
Stage 5 – The Engaging Writer
Stage 6 – The Extending Writer
Language Arts content connection ELA5R1

Prior to lesson teacher will:



Read book by Louis Lowery “Number The Stars” with
students
Researched with students this author
Discussed findings with students
Expository Preassessment

Students write about a topic they learned about in
Social Studies.



Holocost
Reassure, assessment not to be graded
Students get no assistance
Expository Writing


Language Arts Georgia Professional Standard:
ELA5W1
Reading Georgia Professional Standard: ELA5R1
Expository Writing Instruction

Teacher explains to students that expository
writing must:







Have an introduction, a body, and a conclusion
Engage the reader
Completely address the topic
Use descriptive language
Same focus throughout writing
Easily understood by the intended audience
Conclusion gives the a sense of closure and satisfaction
Persuasive Writing


Language Arts Georgia Professional Standard:
ELA5W1
Reading Georgia Professional Standard:
ELA5R1
Persuasive Preassessment



Students will write an opinionated essay
about the Holocaust and what could have
been done to prevent it from happening.
Reassure, assessment not to be graded
Students get no assistance
Persuasive Writing Instruction

Teacher tells students persuasive
writing must:








Have an introduction, a body, and a conclusion
Engage the reader
State your purpose
Use descriptive language
Arrange arguments for clarity
Same focus throughout writing- one issue
Convey a message that is appealing to audience
Conclusion gives the a sense of closure and satisfaction
Before Each Unit, The Teacher Will:

Expository unit:


Explain expository writing to students
Introduce and explain graphic organizers


How used in prewriting and editing
How to research and use different materials to
research



Encyclopedias
Internet
Autobiographies
Before Each Unit, The Teacher Will:

Persuasive Unit:
 Explain persuasive writing and purpose
 To convince
 State a position on a topic
 Offer information
 Address an issue
 Introduce and explain graphic organizers
 How used in prewriting and editing
 How to research and use different materials to research
 Encyclopedias
 Internet
 Autobiographies
Modeling Pre-Writing

Teacher will:

Model how to fill out a graphic organizer:




Go through each section
What information goes where
 Say “What would I put in this section?”
Imitate writing in each section based on topic being
discussed
Fill out completely
Writing Instruction Prewriting
Student Will:
 Expository Unit: Complete expository–prewriting graphic organizer.
 Persuasive Unit: Complete persuasive–prewriting graphic organizer.

Practice Activity: Students and teacher (with whole group) will:
 Expository:
 Using blank organizer
 Chose author and research (Louis Lowery- Chosen by teacher)
 Fill out organizer with researched information
 Working with partner to find information on given author
 Persuasive:
 Using blank organizer
 Fill out organizer with information
 Working with partner to find information on given author
PERSUASIVE PLANNING SHEET
Paragraph Four: Body 3
Name: ___________________________________
Date: ______________
Paragraph One: Introduction
Topic Sentence: __________________________________________________________
________________________________________________________________________
Introductory Statement: ___________________________________________________
Support one: ____________________________________________________________
________________________________________________________________________
Example: _______________________________________________________________
Background Information: __________________________________________________
Support two: ____________________________________________________________
________________________________________________________________________
Example: _______________________________________________________________
________________________________________________________________________
Main Transition Sentence to Bodies (State your opinions and three reasons): ________
Support three: ___________________________________________________________
________________________________________________________________________
Example: _______________________________________________________________
________________________________________________________________________
Paragraph Two: Body 1
Closing/Transition Sentence: _______________________________________________
Paragraph Five: Rebuttal
Topic Sentence: __________________________________________________________
Topic Sentence: __________________________________________________________
________________________________________________________________________
________________________________________________________________________
Support one: ____________________________________________________________
Objection one: ___________________________________________________________
Example: _______________________________________________________________
Support two: ____________________________________________________________
Example: _______________________________________________________________
Support three: ___________________________________________________________
Example: _______________________________________________________________
Closing/Transition Sentence: _______________________________________________
Paragraph Three: Body 2
________________________________________________________________________
Rebuttal: _______________________________________________________________
________________________________________________________________________
Objection two: ___________________________________________________________
________________________________________________________________________
Rebuttal: _______________________________________________________________
________________________________________________________________________
Topic Sentence: __________________________________________________________
Objection three: __________________________________________________________
________________________________________________________________________
________________________________________________________________________
Support one: ____________________________________________________________
Rebuttal: _______________________________________________________________
Example: _______________________________________________________________
________________________________________________________________________
Support two: ____________________________________________________________
Example: _______________________________________________________________
Closing sentence: ________________________________________________________
Paragraph Six: Conclusion
Restatement of Opinion: ___________________________________________________
Support three: ___________________________________________________________
Example: _______________________________________________________________
Closing/Transition Sentence: _______________________________________________
________________________________________________________________________
Powerful Ending: ________________________________________________________
________________________________________________________________________
Studying an Author/illustrator
Student’s Name ___________________________
Author’s Name_________________________________
What other occupations did they have before becoming a writer? _________________________
____________________________________________________________________________
Paragraph 1:
____________________________________________________________________________
Born: _________________________________ (place)______________________________
Paragraph 3: Background to become a writer
School: (Did they enjoy going to school? Did they attend college? Where? If graduated, what
degrees have they earned?)
Date Died: _____________________________
Childhood: (list at least 3 facts):
1.___________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. __________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
3. __________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Paragraph 2- Family as an adult; Today, does he/she have a family?
Family: (Married? Spouse’s name)
____________________________________________________________________________
____________________________________________________________________________
Where does he/she live now? Or Where did he/she live?
____________________________________________________________________________
____________________________________________________________________________
Children:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
How or when did they begin their writing career?
____________________________________________________________________________
____________________________________________________________________________
Paragraph 4- The author’s books
What was the name of the first book they wrote? ______________________________________
____________________________________________________________________________
Have they won any awards for their books? Name the awards ____________________________
____________________________________________________________________________
How many books have they written? _________
List two titles: _________________________________________________________________
____________________________________________________________________________
Are the same characters in each one of the author’s books? Yes or no
If yes, which characters? _________________________________________________________
____________________________________________________________________________
Have they written a book series? (Author, Harry Potter, Hardy Boys, etc.) _________________
____________________________________________________________________________
How many of their books do we have in our library? ___________________________________
Have you read any of their books? _________________________________________________
____________________________________________________________________________
Other interesting facts: __________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Paragraph 5 -Conclusion
Restate some topics discussed in body paragraphs and end with one interesting fact that really
interested you about your author.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________
Assessment: Prewriting
Student:

Complete organizer

Chosen author

Researched and fill out organizer
Teacher:

Assess students’ completion of graphic organizer using the
graphic organizer scoring guide.
Scoring Guide Expository Prewriting
4
Exceeds Standards
Graphic organizer
Construction
Details
Reasons
3
Meets Standards
2
Progress Towards Meets
Standards
Student fills out most of Student fills out graphic
graphic organizer and
organizer but does not
follows most of
follow all of directions
directions given by the given by the teacher.
teacher.
Student correctly fills
out graphic organizer
and follows all
directions given by
teacher.
Details show strong
opinion from the writer
and ideas convey a clear
message.
More than three reasons Three clear reasons are
for the writing are listed stated as a purpose of
in the graphic organizer. the writing in the
graphic organizer
1
Needs Improvement
Student incorrectly
completes graphic
organizer or does not
finish graphic organizer.
Details are vague and do
not clearly convey the
message from the writer.
One to two clear reasons No clear reasons for the
for writing are listed in writing are listed in the
the graphic organizer.
organizer.
Scoring Guide Persuasive Prewriting
Graphic organizer
Construction
Details
Reasons
4
Exceeds Standards
3
Meets Standards
Student correctly fills
out graphic organizer
and follows all
directions given by
teacher.
Details show strong
opinion from the writer
and ideas convey a clear
message.
More than three reasons
for the writing are listed
in the graphic organizer.
Student fills out most of
graphic organizer and
follows most of
directions given by the
teacher.
2
Progress Towards Meets
Standards
Student fills out graphic
organizer but does not
follow all of directions
given by the teacher.
1
Needs Improvement
Student incorrectly
completes graphic
organizer or does not
finish graphic organizer.
Details are vague and do
not clearly convey the
message from the writer.
Three clear reasons are
stated as a purpose of
the writing in the
graphic organizer
One to two clear reasons No clear reasons for the
for writing are listed in writing are listed in the
the graphic organizer.
organizer.
Modeling Drafting

Teacher will:


Model how to take information from organizer to:
 Make sentences and paragraphs
 Add details
Imitate writing sentences and paragraphs
Writing Instruction Drafting
Student:

Practices writing sentences from class completed
graphic organizer
Practices writing paragraphs to complete draft

Practice: Students (with partner) will:


Using blank organizer, create sentences and paragraphs

Working with partner, create a introduction, body, and conclusion
Assessment: Drafting
Student:



Use completed organizer
Create sentences and paragraphs
Create introduction, body and conclusion
Teacher:

Assess, using drafting scoring guide, students’ completed
drafts made from their graphic organizer information.
Scoring Guide Expository Drafting
1
Needs
Improvement
2
Progress
Towards Meets
Standards
Very few ideas
were used from
story map.
3
Meets
Standards
4
Exceeds
Standards
Ideas were used
from story map,
but no others
were added.
All ideas
included from
story map.
Student also
added more
ideas to story.
Use of ideas
No ideas were
used from story
map.
Complete
Sentences
Student did not
use complete
sentences.
Student used
some complete
sentences but
had four or
more
incomplete
sentences.
Student used
complete
sentences
throughout the
draft, but had
three or less
incomplete
sentences.
Student used
complete
sentences
throughout the
entire draft.
Introductory
Paragraph
There was no
evidence of an
introductory
paragraph.
Student
included an
introductory
paragraph with
characters only.
Student included
an introductory
paragraph with
the characters
and a setting.
Body of Story
The story had
no body or the
body did not
include
complete
paragraphs.
Student
included an
introductory
paragraph, but
there was no
evidence of a
setting or
characters.
The story
included details
about each
event, but not
in paragraph
form.
The story
included a
paragraph for
each event, but
the paragraphs
had three or
less sentences.
The story
included a
paragraph for
each event taken
from the story
map and the
paragraphs were
well developed
with a minimum
of five sentences
in each.
Conclusion
No clear
conclusion to
story.
The story
included a
conclusion
paragraph with
two or less
sentences.
The story
included a
conclusion
paragraph with
three or less
sentences.
The story had a
clear ending and
was executed
well with a
minimum of five
sentences.
Scoring Guide Persuasive Drafting
Use of ideas
Introductory
Paragraph
Body of Story
4
Exceeds Standards
3
Meets Standards
All ideas included from
graphic organizer. Student
also added more ideas to
writing.
Student included an
introductory paragraph..
The writing included a
paragraph for each event
taken from the graphic
organizer and the paragraphs
were well developed with a
minimum of five sentences
in each.
Ideas were used from
graphic organizer, but
no others were added.
Supporting
details
Supporting details do not
support the writer’s opinion.
Issues
Essay jumps around and does
not have solid stand on issue
being discussed.
The writing had a clear
ending and was executed
well with a minimum of five
sentences.
Conclusion
The writing included a
paragraph for each
event, but the
paragraphs had three or
less sentences.
2
Progress Towards Meets
Standards
Very few ideas were used
from graphic organizer.
1
Needs Improvement
No ideas were used from
graphic organizer.
The writing included details
about each event, but not in
paragraph form.
There was no evidence of an
introductory paragraph.
The writing had no body or the
body did not include complete
paragraphs.
Details are well thought out and
support the opinion of the writer
The writing included a
conclusion paragraph
with three or less
sentences.
Essay addresses one solid
issue and writing reflects on
that issue.
The writing included a
conclusion paragraph with
two or less sentences.
No clear conclusion to story.
Model Revising
Teacher will:

Make a copy of draft

Reread the first draft:
changing, adding, deleting, and rearranging content of draft
 Use different color pen
Discuss differences between the two with the class.
Rewrite the rough draft with class



Writing Instruction Revising
Students will:
Read through draft


changing, adding, deleting, and rearranging content of draft
Practice:
Students (with partner) will:



Make photocopy to compare to draft
Read their drafts and add, delete, rearrange information
using different color pen
Assessment Revising
Student:


Use photo copy of their first draft to make revisions to own draft.
Use different color pen
Teacher:

Assess students’ revised photo copy using the revising scoring guide.
Scoring Guide Expository Revising
4
Exceeds
Standards
Details
Elaborate
details added
exceeding five
3
Meets
Standards
Five or more
details added
Proofreaders
marks
Proofreaders
marks used
Additions
Different color
pen used for
additions
New characters
added or details
added about
characters
Characters
2
1
Progress
Needs
Towards Meets Improvement
Standards
Four to five
No details
details added
added
No
proofreaders
marks used
No different
color pen used
No details or
characters
added
Scoring Guide Persuasive Revising
4
Exceeds
Standards
Details
Elaborate
details added
exceeding five
3
Meets
Standards
Five or more
details added
Proofreaders
marks
Proofreaders
marks used
Additions
Different color
pen used for
additions
New characters
added or details
added about
characters
Characters
2
Progress
Towards Meets
Standards
Four to five
details added
1
Needs
Improvement
No details
added
No
proofreaders
marks used
No different
color pen used
No details or
characters
added
Model Editing

Teacher will:

Show students proofreader marks



How to use
Scan for errors
Use different color pen to make corrections
Writing Instruction Editing
Students will:

Read through draft

Making corrections:




Spelling errors
Capitalization
Grammar errors
Practice:

Students (with partner) will:
 Read their drafts and use proofreaders marks to correct
mistakes in grammar and capitalization using different color
pens
Assessment Editing
Student:
 Edit photo copy of revised essays using a
different color pen.
Teacher:
 Assess students’ edited photo copies of their
revised essays using the editing scoring guide.
Scoring Guide Expository Editing
4
Exceeds
Standards
Grammar
Corrections
Partner
Proofread
No mistakes in
grammar
3
Meets
Standards
One or less
mistakes in
grammar
Used different
color pen
Partner read
and made
suggestions
2
1
Progress
Needs
Towards Meets Improvement
Standards
Three or less
More than three
mistakes in
mistakes in
grammar
grammar
Nor use of
colored pen
Student did not
have a partner
read and make
suggestions
Scoring Guide Persuasive Editing
4
Exceeds
Standards
Grammar
Corrections
Partner
Proofread
No mistakes in
grammar
3
Meets
Standards
One or less
mistakes in
grammar
Used different
color pen
Partner read
and made
suggestions
2
1
Progress
Needs
Towards Meets Improvement
Standards
Three or less
More than three
mistakes in
mistakes in
grammar
grammar
Nor use of
colored pen
Student did not
have a partner
read and make
suggestions
Model Publishing
Teacher:
 Explain to the students that this is the final
copy.
 Demonstrate how it is free of errors and
written neatly.
Writing Instruction Publishing
Student:


As a class work combining the sentences into a well
written piece of work.
Take their revised copies with editing marks and rewrite
the essay.
Practice Activity:
Students:

Practice with partner rewriting revised draft with no
errors
Assessment Publishing
Student:
Rewrite their own essay with no errors.
Present or read essay to an audience.