Laura Grinage, C&T 444. Explanatory Writing Activity
1
Explanatory writing activity.
SUBJECT and LEVEL: late 1st/early 2nd year high school FL Spanish class.
UNIT: Spain.
LESSON: Spanish culture/writing.
Goals:
--Develop writing skills.
--Inform classmates about elements of Spanish culture.
--Compile a class publication on Spanish culture whose contents will form basis for class
discussions and will appear on later exams and assessments.
(Student “ownership” in the project should increase motivation. Responsibility to
classmates should increase dedication to clear and accurate communication of
information.)
Objectives:
Investigate, plan and write an explanatory piece about a “Spain” cultural topic.
Participate in a peer review process.
Incorporate feedback into revisions.
Generate material for class discussions and exams.
Note: instructions, forms and examples are in English for use in a “Teacher Work
Sample”—in actuality, all materials and work would be in Spanish, and classroom
computers set to display in Spanish.)
STEP ONE, CHOOSE A TOPIC:
Objectives:
Given the following list of categories (in boldface type),
Engage in a brief websearch.
Designate your topic.
(Some examples of topics appear in italics.)
Choose a Topic for Explanatory Writing Activity:
Sports—soccer, cycling, Formula 1, basketball, Olympics
Music—flamenco, zarzuela, Julio Iglesias, Mecano, Mocedades
Artist or Author—Velázquez, Goya, Dalí, Cervantes, Quevedo, Unamuno, Lorca
Building/Monument/Structure—Aqueduct of Segovia, Mosque of Córdoba, La
Alhambra, Cathedral in Santiago, El Prado
Public figure (current, historic or literary)— Juan Carlos, Franco, Pedro Almodovar,
Don Quijote, El Cid
Laura Grinage, C&T 444. Explanatory Writing Activity
2
STEP TWO, INVESTIGATE and TAKE NOTES:
Yield: organized information for use in explanatory piece.
Objectives:
Research topic.
Complete a “brainstorming” sheet.
Include a minimum of two facts or bits of information for each “question word”.
(See following example.)
Brainstorming Sheet for Explanatory Writing Activity
Category: Artist
Topic: Francisco José de Goya y Lucientes
Who? Painter, printer, historian, revolutionary, painted for Court-Charles 3 and 4 & nobility.
What? Last old master/first of moderns portraits, paintings, etchings, tapestries
When? 1746-1828, 1789 deaf, popular w/Charles IV—late 1700’s,
unpopular w/Ferdinand, 1815ish. Later life in France & died there.
Where? Aragon, Court, churches, palaces, Royal Academy of Fine Art
Why? Model for later artists—Manet, Picasso, delicate coloring, didn’t flatter subjects
Difficult/new/key vocabulary: etchings, tapestries, printer, Court, nobility
STEP THREE, INITIAL SENTENCES:
Yield: minimum 8 simple sentences.
Objectives:
Write 1-2 short sentences for each of the 5 “question words” on the Brainstorming Sheet.
Produce a minimum of 8 sentences in total.
(See following example. This step is designed to develop discrete elements to work with
as students refine their piece.)
Initial sentences for Explanatory Writing Activity
Category: Artist
Topic: Francisco José de Goya y Lucientes
Who?
1) He is best known as a painter.
2) He painted for Courts of Charles III and IV.
What?
3) He is known as the last “Old Master” and the first of the “Moderns”.
4) He was a painter, and also a printer, and he made tapestries and etchings.
When?
5) He was born in Spain in 1746, and died in France in 1828.
6) He was most popular with Charles IV in the late 1700’s.
Where?
7) He was born in Aragón, and also lived in Zaragoza and Madrid.
8) He painted in churches and made tapestries for palaces.
Why?
9) He was a model for later artists like Manet and Picasso.
Laura Grinage, C&T 444. Explanatory Writing Activity
STEP FOUR, EXTEND and ORGANIZE SENTENCES:
Yield: Draft for peer review (minimum 5 complex sentences, logically organized.)
Objectives:
Combine initial sentences into longer enunciations.
Logically organize their new sentences.
(A word processor is ideal for this process; if unavailable, students may want to literally
“cut and paste” their sentences to find the most effective organization. The following is
an example of how this process might look.)
Extend and organize sentences for Explanatory Writing Activity
Sentence 1 plus sentence 8:
ALTHOUGH Francisco José de Goya y Lucientes is best known as a painter for the
Spanish Court, he ALSO painted in churches and made tapestries for palaces.
Sentence 5 plus sentence 7:
Born in Aragón, Spain in 1746, he ALSO lived in Zaragoza and Madrid, BUT died in
France in 1828.
Sentence 6 plus information from Brainstorm:
DESPITE his popularity with Carlos IV, he was not liked by Ferdinand.
STEP FIVE, LINE-NUMBERED DRAFT:
Yield: Best solo effort.
Objectives:
Produce a clean draft of their explanatory piece.
Number each line of the draft.
Include any illustrations, graphics, or other supplementary material.
Provide a glossary of difficult/new/key vocabulary.
3
Laura Grinage, C&T 444. Explanatory Writing Activity
4
STEP SIX, PEER REVIEW:
Yield: At least two peer reviews of all drafts.
Objectives:
Use the Peer Review Form to organize feedback.
Authors: Ask any specific questions on the form they distribute.
Reviewers: Volunteer ideas, even if they are not addressed by form.
Peer Review Form for Explanatory Writing Activity
Use the form to help you give good feedback on the piece you are reviewing.
Respond to author questions.
Make specific comments by line number wherever possible.
These pieces will form a study guide for everyone’s discussions and exams; be honest,
constructive and helpful in your review.
0
Not true
1
Barely true
2
Somewhat true
3
Half true
4
Mostly true
5
Completely true
0 1 2 3 4 5 I can understand the Spanish used in this piece.
Improve this element: ___________________________________________________
0 1 2 3 4 5 I can see some errors in the Spanish used in this piece.
Improve this element: ___________________________________________________
0 1 2 3 4 5 I can understand the information presented in this piece.
Improve this element: ___________________________________________________
0 1 2 3 4 5 The information is interesting.
Improve this element: ___________________________________________________
0 1 2 3 4 5 The piece is effectively presented on the page.
Improve this element: ___________________________________________________
0 1 2 3 4 5 The writing is clear and easy to follow.
Improve this element: ___________________________________________________
0 1 2 3 4 5 The supplementary material is good.
Improve this element: ___________________________________________________
0 1 2 3 4 5 The glossary of terms is sufficient.
Improve this element: ___________________________________________________
Author questions: ___________________________________________________
Reviewer comments: ___________________________________________________
Laura Grinage, C&T 444. Explanatory Writing Activity
5
STEP SEVEN, Second Draft and submit for Teacher Assessment:
Yield: Teacher response and assessment—75 pts possible.
Objectives:
Incorporate information from Peer Review Forms.
Produce a second draft of their piece.
Submit all 7 components for assessment: Brainstorming Sheet, Initial Sentences,
Refine and Organize Sentences, First Draft, two Peer Reviews, and Second Draft.
Teacher Assessment of all Components of Explanatory Writing Activity
Student name_____________________
1
2
Not true
Barely true
3
Somewhat true
Student score _______ of 75 pts.
4
Mostly true
5
Completely true
0 1 2 3 4 5 The Spanish used in this piece is correct.
Improve this element: ___________________________________________________
0 1 2 3 4 5 There are errors in the Spanish used in this piece.
Improve this element: ___________________________________________________
0 1 2 3 4 5 The information presented true and accurate.
Improve this element: ___________________________________________________
0 1 2 3 4 5 The writing is clear and easy to follow.
Improve this element: ___________________________________________________
0 1 2 3 4 5 The supplementary material is appropriate.
Improve this element: ___________________________________________________
0 1 2 3 4 5 The glossary of terms is correct and complete.
Improve this element: ___________________________________________________
0 1 2 3 4 5 The “Second Draft” effectively incorporates Peer Review feedback.
Improve this element: ___________________________________________________
The following are completion issues and will receive either zero or five points each.
0 or 5
0 or 5
0 or 5
0 or 5
0 or 5
0 or 5
The “Brainstorming” sheet is present and complete.
The “Initial Sentences” are present and complete.
The 5 “Refine and Organize” sentences are present and complete.
The “First draft” is present and complete.
Two “Peer Review” sheets are present and complete.
The “Second Draft” is present and complete.
Laura Grinage, C&T 444. Explanatory Writing Activity
STEP EIGHT, COMPLETE and SUBMIT PIECE.
Yield: Final product on a single page, final score.
Objectives:
Refine piece in response to teacher feedback and assessment.
Complete formatting, detailing and presentation, including supplementary material.
Submit piece for final assessment and publishing—25 pts. possible.
Final assessment:
Holistic evaluation. 25 pts. Possible. (will need to expand on this at some point.)
STEP NINE, Read, enjoy, admire, and share publication.
.
6