“Writing to Learn” Activity Guide
Name: Hailey Tye
A. Background
Learning Objective:
ELP.9-12.7. Adapt language choices to purpose, task, and audience when speaking and writing
CCSS-ELA Alignment targets:
W.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
SL.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
L.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
SWBAT: Students will be able to
Brief description of the writing task (3-4 sentences):
For this writing assignment, students will pick one of the major events they have learned about involving
interactions between Native Americans and settlers/ fur trades/ missionaries/ explorers, and write a 3-minute script of
the interaction. Each student will write their own, but then have the chance to perform them with help from friends at
the end of the “unit”. They will be evaluated on language choice – i.e. how would a tribe leader speak to a
missionary? – And how well they attend to writing their script. Format, language, audience, etc.
Brief explanation of how the writing task fits into the instructional segment:
(For instance, if this task is embedded in a class period, explain how it connects with the rest of the lesson; if it’s a
larger project embedded in a unit, explain the relationship to the rest of the unit.)
In this unit, students have been learning about interactions between Native Americans and the first settlers to
reach Washington State, including specific people from history. They have also been reading fables and short plays
in another connecting class. This writing assignment will ask them to write their own play script for an interaction
between settlers and Native Americans. The writing task will span a week, and student will have the opportunity to
brainstorm, then draft, edit, and finally, they will perform their plays at the end of the week
B. The Writing Task
1. How will you elicit student “buy in” in completing the task?
The students get to choose their own event and be expected to have others perform their work. This will
make students feel responsible for what they write, because they have to show it off in front of their peers.
2. How will you support students in generating ideas for what to write? (pre-writing)
Students will have a brainstorm activity guide where they have a chance to gather all of their previous
information and ideas. They will be able to do this with friends in order to allow discussion and idea generation
3. If needed, how will you support academic language needed for this task?
I will model a think-aloud of writing a script, to help show students how to decide what language to choose
and how to form their own script. Before students begin writing their own scripts, the class will work together to form a
list(s) of common academic language they might need.
4. What are your plans to clearly explain and model the task and the process for producing a high-quality
product? What instructional scaffolds will you provide?
In order to model the task and process, I will do a think-aloud as I brainstorm ideas and then write the
beginnings of a script. I will show my students “mmmm, ok so I’m going to pick the treaty of Medicine Creek. Ok I
know that the governor tried to trick them into signing, and…….” In the process of modeling the brainstorm, I will
write down both important details and unimportant details, and show them how I decide with ones I should include. I
will model the thinking process for writing dialogue, and have students practice implementing academic language into
dialogue before they begin writing their own.
5. What are your assessment criteria? (Be specific!) How will you communicate this to your students?
Students will be assessed on how well they describe the ideas/opinions of both sides of the event, their
ability to correctly use the unit vocab in context, and develop a beginning, middle and end. I will have a rubric with the
assessment criteria and the levels of proficiency.
C. Student Materials
Attach a copy of the assignment description that you will give to students as well as any supporting materials (e.g.
rubric, graphic organizer, etc.)
Write your own Script
We have been studying the Native Americans of Washington, and how their lives changed
when the settlers arrived. Now, you will get to write your own script on one of the events
we have studied.
Task:
Pick one of the major events between settlers and Native Americans that we have studied
(Medicine creek, Marcus Whitman, Doc Maynard, etc.) Write a three minute long script
that has a beginning, middle, and end, shows both sides of the event (Native American and
Settler), and uses our unit vocabulary words correctly.
Tips and tricks:
o
o
o
The script can have as many speakers as you want, but remember: you will get the
chance to perform your as the end!
Think about who is speaking – are they important I the community? How would they
present themselves?
Make sure to tell both sides of the story –how did the Native Americans feel about
the event? How did the settlers feel? What was each side trying to do?
Rubric:
Assessment
I can write a
script that
develops a story
by having a clear
set of events in a
beginning,
middle, and end.
I can explain both
sides of an event,
and the factors
influencing both
groups
I can use unit
vocabulary
correctly
Highly Proficient
(4)
Proficient (3)
Nearing
proficiency (2)
Working towards
proficiency (1)
Beginning, middle
and end are
exceptionally
clear.
Beginning, middle
and end are
present.
Some elements of
a storyline are
present, missing
beginning, middle
or end.
Story lacks any
structure.
Beginning, middle,
and end are unclear.
Both views on the
event are clear
through the
dialogue and
actions. Script
conveys emotions
of each side.
Both sides of the
event are
acknowledged,
but not fully
developed
Only one
perspective of the
story is evident
Most vocabulary
words are used
correctly
Some vocabulary
words are used
correctly
Story comes to a
complete
conclusion
Both views on the
event are clear
through the
dialogue and
actions. Script
conveys emotions
of each side.
Perspectives of
each side are
evident
All vocabulary
words are used
correctly and aid
to the
development of
the story
Due:_________________________
Story has clear
ending
Lacking key
points of
perspectives
Few to no
vocabulary words
are used correctly