Interdisciplinary Writing Units Narrative and Expository Writing in Social Studies 5 th Grade Jane...

Interdisciplinary Writing Interdisciplinary Writing UnitsUnits

Narrative and Expository Narrative and Expository Writing Writing

inin

Social Studies Social Studies

55thth Grade Grade Jane K. Walsh

Expository WritingExpository Writing

•Language Arts Georgia Language Arts Georgia Professional Standard:Professional Standard: ELA5W1ELA5W1

•Content area connection: Social Content area connection: Social Studies Georgia Professional Studies Georgia Professional Standard:Standard: SS5H4.SS5H4.

Narrative Letter WritingNarrative Letter Writing

•Language Arts Georgia Language Arts Georgia Professional Standard:Professional Standard: ELA5W2ELA5W2

•Content area connection: Social Content area connection: Social Studies Georgia Professional Studies Georgia Professional Standard:Standard: SS5H3.SS5H3.

Georgia Grade Five Writing Georgia Grade Five Writing AssessmentAssessment

• ““A test of narrative writing.A test of narrative writing.

• In narration, the writer tells a story, In narration, the writer tells a story, either real or imagined. either real or imagined.

• The Georgia Grade Five Writing The Georgia Grade Five Writing Assessment covers two types of Assessment covers two types of narrative writing: relating a personal narrative writing: relating a personal experience and creating an imaginative experience and creating an imaginative story.”story.” (“ (“Georgia Assessment,”2001, p. 2)Georgia Assessment,”2001, p. 2)

Grade Five Writing Grade Five Writing AssessmentAssessment• ““The writing assessment for grade five The writing assessment for grade five

consists of an evaluation of student response consists of an evaluation of student response to an assigned prompt. to an assigned prompt.

• Students are assigned a topic in one of two Students are assigned a topic in one of two genre, imaginative story or personal narrative.genre, imaginative story or personal narrative.

• Papers are scored by trained raters using a Papers are scored by trained raters using a standardized scoring system. standardized scoring system.

• The papers are evaluated to determine the The papers are evaluated to determine the developmental stage that the writing developmental stage that the writing represents. represents.

• There are six developmental stages.” There are six developmental stages.” ((Georgia Georgia Department of Education, p.1).Department of Education, p.1).

Stage 1: The Emerging Writer Stage 1: The Emerging Writer

•““Little or no topic development, Little or no topic development, organization, and/or detail. organization, and/or detail.

•Little awareness of audience or Little awareness of audience or writing task. writing task.

•Errors in surface features prevent Errors in surface features prevent the reader from understanding the reader from understanding the writer's messagethe writer's message” ” ((Georgia Georgia Department of Education,p.1).Department of Education,p.1).

Stage 2: The Developing Stage 2: The Developing WriterWriter

• ““Topic beginning to be developed.Topic beginning to be developed.• Response contains the beginning of Response contains the beginning of

an organization plan.an organization plan.• Limited awareness of audience Limited awareness of audience

and/or task. and/or task. • Simple word choice and sentence Simple word choice and sentence

patterns. patterns. • Errors in surface features interfere Errors in surface features interfere

with communication” with communication” ((Georgia Georgia Department of Education,p.1).Department of Education,p.1).

Stage 3: The Focusing Writer Stage 3: The Focusing Writer

• ““Topic clear even though development is Topic clear even though development is incomplete.incomplete.

• Plan apparent although ideas are loosely Plan apparent although ideas are loosely organized. organized.

• Sense of audience and/or task. Sense of audience and/or task. • Minimal variety of vocabulary and Minimal variety of vocabulary and

sentence patterns. sentence patterns. • Errors in surface features interrupt the Errors in surface features interrupt the

flow of communication” flow of communication” ((Georgia Department of Georgia Department of Education,p.1).Education,p.1).

Stage 4: The Experimenting Stage 4: The Experimenting Writer Writer • ““Topic clear and developed (development Topic clear and developed (development

may be uneven).may be uneven).

• Clear plan with beginning, middle, and end Clear plan with beginning, middle, and end (beginning and/or ending may be clumsy). (beginning and/or ending may be clumsy).

• Written for an audience. Written for an audience.

• Experiments with language and sentence Experiments with language and sentence patterns. patterns.

• Word combinations and word choice may Word combinations and word choice may be novel.be novel.

• Errors in surface features may interrupt Errors in surface features may interrupt the flow of communication” the flow of communication” ((Georgia Georgia Department of Education,p.1).Department of Education,p.1).

Stage 5: The Engaging Writer Stage 5: The Engaging Writer

• ““Topic well developed. Topic well developed.

• Clear beginning, middle and end.Clear beginning, middle and end.

• Organization sustains the writer's Organization sustains the writer's purpose. purpose.

• Engages the reader. Engages the reader.

• Effective use of varied language and Effective use of varied language and sentence patterns. sentence patterns.

• Errors in surface features do not Errors in surface features do not interfere with meaning” interfere with meaning” ((Georgia Georgia Department of Education,p.1).Department of Education,p.1).

Stage 6: The Extending Writer Stage 6: The Extending Writer

• ““Topic fully elaborated with rich details. Topic fully elaborated with rich details. • Organization sustains the writer's Organization sustains the writer's

purpose and moves the reader through purpose and moves the reader through the piece. the piece.

• Engages and sustains the reader's Engages and sustains the reader's interest. interest.

• Creative and novel use of language and Creative and novel use of language and effective use of varied sentence effective use of varied sentence patterns. patterns.

• Errors in surface features do not Errors in surface features do not interfere with meaning” interfere with meaning” ((Georgia Department Georgia Department of Education,p.1).of Education,p.1).

Scoring the PapersScoring the Papers

• ““A student's work is rated holistically. A student's work is rated holistically. • The reader balances all the features The reader balances all the features

of the written piece to arrive at a of the written piece to arrive at a single judgment of overall single judgment of overall effectiveness based on the effectiveness based on the Developmental Stage/Scoring Developmental Stage/Scoring Guidelines.” Guidelines.” ((Georgia Department of Georgia Department of Education,p.1)Education,p.1)

5 Stages of Writing5 Stages of Writing

• Stage 1Stage 1 PrewritingPrewriting

• Stage 2Stage 2 DraftingDrafting

• Stage 3Stage 3 Revision Revision

• Stage 4 Stage 4 EditingEditing

• Stage 5Stage 5 PublishingPublishing

Stage 1: PrewritingStage 1: Prewriting

•““It is the getting-ready to write stage.It is the getting-ready to write stage.

•Up to 70% of writing time needs to be Up to 70% of writing time needs to be spent in prewriting.spent in prewriting.

•Students learn about the structure of Students learn about the structure of narratives, informational forms, narratives, informational forms, poetry, letters, and other written poetry, letters, and other written language forms.” (language forms.” (Root, p. 3)Root, p. 3)

Stage 2: DraftingStage 2: Drafting

•The student is forming ideas The student is forming ideas into complete sentences.into complete sentences.

•This is not a final copy. This is not a final copy.

•Neatness and spelling are not Neatness and spelling are not important. important.

•Concentration is on the content.Concentration is on the content.

Stage 3: RevisingStage 3: Revising

•Students fine tune their ideas and Students fine tune their ideas and content. content.

•They try to meet the needs of the They try to meet the needs of the audience by changing, adding, audience by changing, adding, deleting, and rearranging the deleting, and rearranging the content of their drafts. content of their drafts.

•They make notes, write questions or They make notes, write questions or make changes.make changes.

Stage 4: EditingStage 4: Editing

•Where the students will proofread Where the students will proofread and reread.and reread.

•They will pay special attention to They will pay special attention to form.form.

•The goal is to write the letter or The goal is to write the letter or essay in its final form. essay in its final form.

•Spelling and neatness do matter. Spelling and neatness do matter.

Stage 5: PublishingStage 5: Publishing

•Where the student rewrites Where the student rewrites their letter or essay in their their letter or essay in their best handwriting. best handwriting.

•The student needs to write as The student needs to write as neat as they can. neat as they can.

Social Studies content Social Studies content connection SS5H4connection SS5H4

• Prior to this lesson the teacher should teach Prior to this lesson the teacher should teach the Social Studies lessons on “The Great the Social Studies lessons on “The Great Crash,” “The New Deal,” and “The Dust Crash,” “The New Deal,” and “The Dust Bowl”. Bowl”.

• In the lessons the students would learn the In the lessons the students would learn the meaning of these vocabulary words: meaning of these vocabulary words: unemployment, stock market, Great unemployment, stock market, Great Depression, New Deal, and Dust Bowl. Depression, New Deal, and Dust Bowl.

• They would also find out more about They would also find out more about Franklin D. Roosevelt by going to the Franklin D. Roosevelt by going to the website website www.sfsocialstudies.comwww.sfsocialstudies.com and and clicking on Meet the People.clicking on Meet the People.

http://www.sfsocialstudies.com/

Mode for Expository Mode for Expository EssayEssay• The student will write an expository essay comparing and The student will write an expository essay comparing and

contrasting life in the 1930’s with life in 2005. contrasting life in the 1930’s with life in 2005.

• An introduction, a body, and a conclusion are necessary.An introduction, a body, and a conclusion are necessary. • It must be an appropriate length to completely address the It must be an appropriate length to completely address the

topic.topic.

• The use of descriptive language is important. The use of descriptive language is important.

• The essay will engage the reader. The essay will engage the reader.

• It must have the same focus throughout. It must have the same focus throughout.

• It must be easily understood by the intended audience. It must be easily understood by the intended audience.

• The conclusion must give the reader a sense of closure and The conclusion must give the reader a sense of closure and satisfaction.satisfaction.

Writing Instruction: Writing Instruction: Prewriting Prewriting Expository EssayExpository Essay

Student:Student:• Write the assigned pre-assessment. Example: Write the assigned pre-assessment. Example:

Write an essay about the differences and the Write an essay about the differences and the similarities of your daily life in the summer similarities of your daily life in the summer and your daily life in the winter.and your daily life in the winter.

Teacher:Teacher:• Model & discuss a completed transparency of Model & discuss a completed transparency of

the expository prewriting graphic organizer.the expository prewriting graphic organizer.

• Brainstorm and complete with the class a Brainstorm and complete with the class a transparency of the graphic organizer.transparency of the graphic organizer.

Features Common to A and B

COMPARISON AND CONTRAST Expository Prewriting Graphic Organizer

Features Unique to A: Life in the 1930’s Features Unique to B: Life in 2005

High unemployment, no jobs Unemployment is lower than 1930’s, more jobs Franklin D. Roosevelt was president George W. Bush is president

Many lost all of their savings in the Stock market crash More people are owning homesSome unemployment

Economy effects everyone Many lost their homes

Many lived in shacks made out of cardboard boxes Computers, TV, cell phones, DVD’s

Only radio People use money to buy things

Life was hardPeople stood in long bread lines, waiting for a cup People are free Life is too easyof soup and a piece of bread

No bread lines, more people have jobs to earn money to buy food

Not many people owned cars Many people own two or more cars

Adapted from “Comparison and Contrast, GO 6.14”

Writing Instruction: Prewriting Writing Instruction: Prewriting Expository EssayExpository Essay cont.cont.

Student:Student:• Complete expository–prewriting graphic Complete expository–prewriting graphic

organizer.organizer.

Teacher:Teacher:• Assess students’ completion of graphic Assess students’ completion of graphic

organizer using the graphic organizer organizer using the graphic organizer scoring guide.scoring guide.

CComparing and Contrasting the 1930’s with Today: Prewriting Graphic Organizer Scoring omparing and Contrasting the 1930’s with Today: Prewriting Graphic Organizer Scoring GuideGuideCATEGORY CATEGORY 44 33 22 1 1

Format Format All areas in the All areas in the graphic graphic organizer organizer are filled in are filled in with the with the appropriatappropriate e informatioinformation. n.

Almost all of the Almost all of the areas in areas in the graphic the graphic organizer organizer are filled in are filled in with the with the appropriatappropriate e informationinformation..

Several of the Several of the areas in areas in the graphic the graphic organizer organizer are filled in are filled in with the with the appropriate appropriate informationinformation. .

Only a few of the areas Only a few of the areas in the graphic in the graphic organizer are organizer are filled in with the filled in with the appropriate appropriate information. information.

Ideas Ideas Ideas were Ideas were expressed expressed in a clear in a clear and and organized organized fashion. fashion.

Ideas were Ideas were expressed expressed in a pretty in a pretty clear clear manner, manner, but the but the organizatioorganization could n could have been have been better. better.

Ideas were Ideas were somewhat somewhat organized, organized, but were but were not very not very clear. clear.

Ideas were unrelated. It Ideas were unrelated. It was very difficult was very difficult to figure out.to figure out.

VocabularyVocabulary Highly Highly appropriatappropriate e vocabulary vocabulary was was chosen chosen which which reflects the reflects the era that is era that is being being addressed. addressed.

Appropriate Appropriate vocabulary vocabulary was chosen was chosen which which reflects the reflects the era that is era that is being being addressed.addressed.

Some Some appropriate appropriate vocabulary vocabulary chosen chosen which which reflects the reflects the language language used in the used in the era.era.

No use of appropriate No use of appropriate language which language which was used in the was used in the era. era.

ComparisonsComparisons All comparisons All comparisons were were appropriatappropriate for the e for the time time period. period.

Almost all Almost all comparisoncomparisons were s were appropriatappropriate for the e for the time time period. period.

Several of the Several of the comparisoncomparisons were s were appropriate appropriate for the time for the time period. period.

Only a few of the Only a few of the comparisons were comparisons were appropriate for appropriate for the time period. the time period.

ContrastsContrasts All contrasts All contrasts were were appropriatappropriate for the e for the time time period. period.

Almost all of the Almost all of the contrasts contrasts were were appropriatappropriate for the e for the time time period. period.

Several of the Several of the contrasts contrasts were were appropriate appropriate for the time for the time period. period.

Only a few of the Only a few of the contrasts were contrasts were appropriate for appropriate for the time period. the time period.

TotalTotal

Adapted from “Expository Writing: Compare and Contrast Essay,” by Mr. Bisaccia, 2004, and “Letters Home from Vietnam: Letter Writing,” by X. Cann, 2003.

Writing Instruction: Writing Instruction: DraftingDrafting Expository EssayExpository Essay

Teacher:Teacher:• Model a completed draft made using Model a completed draft made using

information from the graphic information from the graphic organizer that the class completed.organizer that the class completed.

• Discuss how real sentences were Discuss how real sentences were made from the graphic organizer’s made from the graphic organizer’s information.information.

Student:Student:• Practices putting sentences from class completed Practices putting sentences from class completed

graphic organizer into paragraphs.graphic organizer into paragraphs.• Writes own draft using their graphic organizer Writes own draft using their graphic organizer

information.information.

Teacher: Teacher: • Help students practice putting sentences from class Help students practice putting sentences from class

completed graphic organizer into paragraphs.completed graphic organizer into paragraphs.• Assess, using drafting scoring guide, students’ Assess, using drafting scoring guide, students’

completed drafts made from their graphic organizer completed drafts made from their graphic organizer information.information.

Writing Instruction: Drafting Writing Instruction: Drafting Expository EssayExpository Essay cont.cont.

CATEGORY CATEGORY 44 33 22 1 1

Format Format Every other line Every other line is skipped is skipped for editing for editing purposes. purposes.

Almost every Almost every other line other line is skipped is skipped for editing for editing purposes.purposes.

Several of the Several of the lines are lines are skipped for skipped for editing editing purposes.purposes.

Only a few lines are Only a few lines are skipped for skipped for editing editing purposes. purposes.




Ideas were Ideas were unrelated. It unrelated. It was very was very difficult to difficult to figure out.figure out.

VocabularyVocabulary Highly Highly appropriatappropriate e vocabulary vocabulary was chosen was chosen which which reflects the reflects the era that is era that is being being addressed. addressed.


Some Some appropriate appropriate vocabulary vocabulary chosen chosen which which reflects the reflects the language language used in the used in the era.era.

No use of No use of appropriate appropriate language language which was which was used in the used in the era. era.

DetailsDetails Details were Details were expressed expressed in a clear in a clear and and organized organized fashion. fashion.

Details were Details were expressed expressed in a pretty in a pretty clear clear manner, manner, but the but the organizatioorganization could n could have been have been better. better.

Details were Details were somewhat somewhat organized, organized, but were but were not very not very clear. clear.

Details were Details were unrelated. It unrelated. It was difficult to was difficult to figure out. figure out.

SentencesSentences Sentences are Sentences are complete, complete, well well constructeconstructed and of a d and of a varied varied nature.nature.

All sentences are All sentences are complete complete and well-and well-constructeconstructed (no d (no fragments, fragments, no run-no run-ons). ons).

Most sentences Most sentences are are complete complete and well-and well-constructedconstructed..

Many sentence Many sentence fragments or fragments or run-on run-on sentences.sentences.

Comparing and Contrasting the 1930’s with Today : Drafting Stage Comparing and Contrasting the 1930’s with Today : Drafting Stage Scoring GuideScoring Guide

ParagraphsParagraphs Paragraphs are Paragraphs are complete, well-complete, well-constructed.constructed.

Paragraphing is Paragraphing is generally done generally done well.well.

Paragraphing Paragraphing needs some needs some work. work.

Paragraphing Paragraphing needs lots of work. needs lots of work.

ComparisonComparisonss

All comparisons All comparisons were were appropriate for appropriate for the time the time period. period.

Almost all Almost all comparisons comparisons were were appropriate for appropriate for the time the time period. period.

Several of the Several of the comparisons comparisons were were appropriate for appropriate for the time period. the time period.

Only a few of the Only a few of the comparisons were comparisons were appropriate for the appropriate for the time period. time period.

ContrastsContrasts All contrasts All contrasts were were appropriate for appropriate for the time the time period. period.

Almost all of Almost all of the contrasts the contrasts were were appropriate for appropriate for the time the time period. period.

Several of the Several of the contrasts were contrasts were appropriate for appropriate for the time period. the time period.

Only a few of the Only a few of the contrasts were contrasts were appropriate for the appropriate for the time period. time period.

TotalTotal Teacher Teacher commentcommentss



Writing Instruction: RevisingWriting Instruction: Revising Expository EssayExpository Essay

Teacher:Teacher:• Reread the first draft.Reread the first draft.

• Read the revised copy.Read the revised copy.

• Discuss differences between the two Discuss differences between the two with the class.with the class.

• Rewrite the rough draft with the entire Rewrite the rough draft with the entire class, use the rough draft transparency.class, use the rough draft transparency.

Writing Instruction: RevisingWriting Instruction: Revising

Expository Essay Expository Essay cont.cont.

Student:Student: • Use photo copies of their first draft to Use photo copies of their first draft to

make revisions.make revisions.

Teacher:Teacher:• Assess students’ revised photo Assess students’ revised photo

copies of their drafts using the copies of their drafts using the revising scoring guide.revising scoring guide.


Format Format Revisions, notes, Revisions, notes, questions questions are all are all written in written in the the skipped skipped lines.lines.

Almost all of the Almost all of the revisions, revisions, notes, notes, questions questions are written are written in the in the skipped skipped lines.lines.

Several of the Several of the revisions, revisions, notes, notes, questions questions are written are written in the in the skipped skipped lines.lines.

Only a few of the Only a few of the revisions, revisions, notes, notes, questions are questions are written in the written in the skipped lines.skipped lines.




Ideas were Ideas were unrelated. It unrelated. It was very was very difficult to difficult to figure out.figure out.

VocabularyVocabulary Highly Highly appropriatappropriate e vocabulary vocabulary was chosen was chosen which which reflects the reflects the era that is era that is being being addressed. addressed.


Some Some appropriate appropriate vocabulary vocabulary chosen chosen which which reflects the reflects the era being era being addressed.addressed.

The vocabulary does The vocabulary does not reflect the not reflect the era being era being addressed. addressed.

DetailsDetails Details were Details were expressed expressed in a clear in a clear and and organized organized fashion. fashion.

Details were Details were expressed expressed in a pretty in a pretty clear clear manner, manner, but the but the organizatioorganization could n could have been have been better. better.

Details were Details were somewhat somewhat organized, organized, but were but were not very not very clear. clear.

Details were Details were unrelated. It unrelated. It was difficult to was difficult to figure out. figure out.

Comparing and Contrasting the 1930’s with Comparing and Contrasting the 1930’s with Today: Revision Scoring GuideToday: Revision Scoring Guide

SentencesSentences Sentences are Sentences are complete, well complete, well constructed and constructed and of a varied of a varied nature.nature.

All sentences are All sentences are complete and complete and well-constructed well-constructed (no fragments, no (no fragments, no run-ons). run-ons).

Most sentences Most sentences are complete and are complete and well-constructed.well-constructed.

Many sentence Many sentence fragments or run-on fragments or run-on sentences.sentences.



Paragraphing Paragraphing needs some work. needs some work.

Paragraphing needs Paragraphing needs lots of work. lots of work.

Focus on Focus on TopicTopic

Essay compares Essay compares and contrasts two and contrasts two subjects in depth subjects in depth and clearly. and clearly.

Essay compares Essay compares and contrasts and contrasts subjects --but at subjects --but at times superficially times superficially and unclearly. and unclearly.

Essay partially Essay partially compares and/or compares and/or contrasts two contrasts two subjects --but subjects --but superficially and superficially and unclearly. unclearly.

Essay attempts to Essay attempts to compare and/or compare and/or contrast two subjects contrast two subjects --but superficially and --but superficially and unclearly. unclearly.

ContentContent Meets all of the Meets all of the needs of the needs of the audience.audience.

Meets almost all Meets almost all of the needs of of the needs of the audience.the audience.

Meets several of Meets several of the needs of the the needs of the audience. audience.

The audience’s needs The audience’s needs were not met.were not met.

TotalTotal Teacher Teacher commentscomments



Writing Instruction: Writing Instruction: EditingEditing Expository EssayExpository Essay

Teacher:Teacher:• Model and read the edited essay Model and read the edited essay

created by the teacher using a created by the teacher using a transparency of the essay.transparency of the essay.

• Discuss with the class any Discuss with the class any corrections that were made and why.corrections that were made and why.

• Discuss the proofreader's marks.Discuss the proofreader's marks.

Writing Instruction: Writing Instruction: Editing Editing

Expository EssayExpository Essay cont.cont. TeacherTeacher• Display transparency of a revised essay.Display transparency of a revised essay.• Correct errors with the class using a Correct errors with the class using a

different color marker on the transparency.different color marker on the transparency.

Student:Student: • Edit photo copies of their revised essays Edit photo copies of their revised essays

using a different color pen than before.using a different color pen than before.

Teacher:Teacher:• Assess students’ edited photo copies of Assess students’ edited photo copies of

their revised essays using the editing their revised essays using the editing scoring guide.scoring guide.

Comparing and Contrasting the 1930’s with Today : Editing Scoring GuideComparing and Contrasting the 1930’s with Today : Editing Scoring Guide


Ideas Ideas Ideas were Ideas were expressed in a expressed in a clear and clear and organized organized fashion. fashion.

Ideas were expressed in Ideas were expressed in a pretty clear a pretty clear manner, but the manner, but the organization could organization could have been better. have been better.

Ideas were somewhat Ideas were somewhat organized, but organized, but were not very were not very clear. clear.

Ideas were unrelated. Ideas were unrelated. It was very It was very difficult to figure difficult to figure out.out.

VocabularyVocabulary Highly appropriate Highly appropriate vocabulary vocabulary chosen which chosen which reflects the reflects the language used language used in the era. in the era.

Appropriate vocabulary Appropriate vocabulary chosen which chosen which reflects the reflects the language used in language used in the era. the era.

Some appropriate Some appropriate vocabulary vocabulary chosen which chosen which reflects the reflects the language used in language used in the era.the era.


DetailsDetails Details were Details were expressed in a expressed in a clear and clear and organized organized fashion. fashion.

Details were expressed Details were expressed in a pretty clear in a pretty clear manner, but the manner, but the organization could organization could have been better. have been better.

Details were somewhat Details were somewhat organized, but organized, but were not very were not very clear. clear.

Details were unrelated. Details were unrelated. It was difficult to It was difficult to figure out. figure out.

SentencesSentences Sentences are Sentences are complete, well complete, well constructed constructed and of a varied and of a varied nature.nature.

All sentences are All sentences are complete and well-complete and well-constructed (no constructed (no fragments, no run-fragments, no run-ons). ons).

Most sentences are Most sentences are complete and complete and well-constructed.well-constructed.

Many sentence Many sentence fragments or fragments or run-on run-on sentences.sentences.



Paragraphing needs Paragraphing needs some work. some work.

Paragraphing needs Paragraphing needs lots of work. lots of work.

ContentContent Meets all of the Meets all of the needs of the needs of the audience that audience that the essay is the essay is written to.written to.

Meets almost all of the Meets almost all of the needs of the needs of the audience that the audience that the essay is written to.essay is written to.

Meets several of the Meets several of the needs of the needs of the audience that audience that the essay is the essay is written to.written to.

The audience’s needs The audience’s needs were not met.were not met.


Essay compares Essay compares and and contrasts contrasts two two subjects in subjects in depth and depth and clearly. clearly.

Essay compares Essay compares and and contrasts contrasts subjects --subjects --but at but at times times superficiallsuperficially and y and unclearly. unclearly.

Essay partially Essay partially compares compares and/or and/or contrasts contrasts two two subjects --subjects --but but superficiallsuperficially and y and unclearly. unclearly.

Essay attempts to Essay attempts to compare compare and/or and/or contrast two contrast two subjects --but subjects --but superficially superficially and unclearly. and unclearly.

SpellingSpelling Writer makes no Writer makes no errors in errors in spelling. spelling.

Writer makes 1-2 Writer makes 1-2 errors in errors in spelling. spelling.

Writer makes 3-4 Writer makes 3-4 errors in errors in spelling spelling

Writer makes more Writer makes more than 4 errors than 4 errors in spelling. in spelling.

Grammar Grammar Writer makes no Writer makes no errors in errors in grammar. grammar.

Writer makes 1-2 Writer makes 1-2 errors in errors in grammar. grammar.

Writer makes 3-4 Writer makes 3-4 errors in errors in grammar.grammar.

Writer makes more Writer makes more than 4 errors than 4 errors in grammar.in grammar.

NeatnessNeatness Essay is legible, Essay is legible, clean, not clean, not wrinkled, wrinkled, and is easy and is easy to read. It to read. It was edited was edited with care. with care.

Essay is neatly Essay is neatly hand-hand-written, not written, not wrinkled, wrinkled, and is easy and is easy to read.to read.

Essay is neatly Essay is neatly written and written and was edited was edited with some with some care.care.

Essay is wrinkled, Essay is wrinkled, writing is writing is sloppy, and it sloppy, and it is not easy to is not easy to read. It looks read. It looks like it was like it was done in a done in a hurry.hurry.

Balanced Balanced ExpositiExpositionon

Exposition is well Exposition is well balanced: balanced: both topics both topics are are sufficiently sufficiently explained. explained.

Exposition is Exposition is balanced: balanced: both topics both topics are are explained explained but not to but not to the extent the extent called for. called for.

Exposition is Exposition is unbalancedunbalanced: at least : at least one topic is one topic is not not explained. explained.

Exposition is Exposition is unbalanced or unbalanced or insufficient: insufficient: topics in essay topics in essay are backed are backed with little or no with little or no explanation or explanation or support. support.

TotalTotal



Writing Instruction: Writing Instruction: PublishingPublishing

Expository EssayExpository EssayTeacher: Teacher: • Model to the students the Model to the students the

transparency of the published essay transparency of the published essay completed by the teacher. completed by the teacher.

• Explain to the students that this is Explain to the students that this is the final copy.the final copy.

• Demonstrate how it is free of errors Demonstrate how it is free of errors and written neatly.and written neatly.


Expository EssayExpository Essay cont.cont.Student:Student:• Practices making revision and editing marks on Practices making revision and editing marks on

the sentence worksheet handout.the sentence worksheet handout.• As a class work combining the sentences into a As a class work combining the sentences into a

well written piece of work.well written piece of work.• Take their revised copies with editing marks and Take their revised copies with editing marks and

rewrite the essay.rewrite the essay.

Teacher:Teacher:

• Assess students’ published essays using the Assess students’ published essays using the publishing scoring guide.publishing scoring guide.

CATEGORY CATEGORY 4 4 3 3 2 2 1 1

Content Content AccuracAccuracy y

Quantity of facts Quantity of facts exceeds exceeds expectations. expectations. Selected facts Selected facts and details are and details are relevant.relevant.

Quantity of facts Quantity of facts meets meets expectations. expectations. Selected facts Selected facts and details are and details are relevant.relevant.

Quantity of facts Quantity of facts used but a used but a few more few more needed. needed. Better Better selection of selection of facts and facts and details details needed.needed.

Quantity of facts used Quantity of facts used does not meet does not meet expectations. expectations.

Ideas Ideas Ideas were expressed Ideas were expressed in a clear and in a clear and organized organized fashion. fashion.

Ideas were Ideas were expressed in a expressed in a pretty clear pretty clear manner, but manner, but the the organization organization could have could have been better. been better.

Ideas were Ideas were somewhat somewhat organized, organized, but were not but were not very clear. very clear.

The essay seemed to be The essay seemed to be a collection of a collection of unrelated unrelated sentences. sentences.

VocabularyVocabulary Highly appropriate Highly appropriate vocabulary vocabulary chosen which chosen which reflects the reflects the language used language used in the era. in the era.

Appropriate Appropriate vocabulary vocabulary chosen which chosen which reflects the reflects the language used language used in the era. in the era.

Some appropriate Some appropriate vocabulary vocabulary chosen which chosen which reflects the reflects the language language used in the used in the era.era.


FactsFacts Facts have been Facts have been incorporated incorporated smoothly into smoothly into the essay. the essay.

Facts have been Facts have been incorporated incorporated into the essay into the essay fairly fairly smoothly. smoothly.

Facts need to be Facts need to be more more smoothly smoothly incorporated incorporated into the into the essay. essay.

Much more attention to Much more attention to smoothly smoothly incorporating facts incorporating facts into the essay is into the essay is necessary. necessary.

Sentences Sentences Sentences are Sentences are complete, well-complete, well-constructed constructed and of varied and of varied structure. structure.

All sentences are All sentences are complete and complete and well-well-constructed constructed (no fragments, (no fragments, no run-ons). no run-ons). Paragraphing Paragraphing is generally is generally done well. done well.

Most sentences are Most sentences are complete and complete and well-well-constructed. constructed. Paragraphing Paragraphing needs some needs some work. work.

Many sentence fragments Many sentence fragments or run-on sentences or run-on sentences OR paragraphing OR paragraphing needs lots of work. needs lots of work.

Grammar Grammar Writer makes no Writer makes no errors in errors in grammar. grammar.

Writer makes 1-2 Writer makes 1-2 errors in errors in grammar. grammar.

Writer makes 3-4 Writer makes 3-4 errors in errors in grammar.grammar.

Writer makes more than Writer makes more than 4 errors in 4 errors in grammar.grammar.

Comparing and Contrasting the 1930’s with Today:Comparing and Contrasting the 1930’s with Today: Publishing Scoring Publishing Scoring GuideGuide

ParagraphsParagraphs Paragraphs are Paragraphs are complete, complete, well-well-constructed constructed and of and of varied varied structure. structure.

Paragraphing is Paragraphing is generally generally done well. done well.

Paragraphing Paragraphing needs some needs some work. work.

Paragraphing needs lots Paragraphing needs lots of work. of work.

Spelling Spelling Writer makes no Writer makes no errors in errors in spelling. spelling.

Writer makes 1-2 Writer makes 1-2 errors in errors in spelling. spelling.

Writer makes 3-4 Writer makes 3-4 errors in errors in spelling spelling

Writer makes more Writer makes more than 4 errors in than 4 errors in spelling. spelling.

NeatnessNeatness Essay is legible, Essay is legible, clean, not clean, not wrinkled, wrinkled, and is easy and is easy to read with to read with no no distracting distracting errors or errors or corrections. corrections. It is done It is done and and decorated decorated with pride.with pride.

Essay is neatly Essay is neatly hand-hand-written, written, clean, not clean, not wrinkled, wrinkled, and is easy and is easy to read with to read with no no distracting distracting error error corrections. corrections. It was done It was done with care.with care.

Essay is on plain Essay is on plain paper and is paper and is crumpled or crumpled or slightly slightly stained for stained for an attempt an attempt to be to be decorative. It decorative. It may have 1-may have 1-2 distracting 2 distracting error error corrections. corrections. It was done It was done with some with some care.care.

Essay is on notebook Essay is on notebook paper and looks paper and looks like it had been like it had been shoved in a shoved in a pocket or locker. pocket or locker. It may have It may have several several distracting error distracting error corrections. It corrections. It looks like it was looks like it was done in a hurry.done in a hurry.


Essay compares Essay compares and and contrasts contrasts two two subjects in subjects in depth and depth and clearly. clearly.

Essay compares Essay compares and and contrasts contrasts subjects --subjects --but at times but at times superficially superficially and and unclearly. unclearly.

Essay partially Essay partially compares compares and/or and/or contrasts contrasts two subjects two subjects --but --but superficially superficially and and unclearly. unclearly.

Essay attempts to Essay attempts to compare and/or compare and/or contrast two contrast two subjects --but subjects --but superficially and superficially and unclearly. unclearly.

Balanced Balanced ExpositioExpositionn

Exposition is well Exposition is well balanced: balanced: both topics both topics are are sufficiently sufficiently explained. explained.

Exposition is Exposition is balanced: balanced: both topics both topics are are explained explained but not to but not to the extent the extent called for. called for.

Exposition is Exposition is unbalanced: unbalanced: at least one at least one topic is not topic is not explained. explained.

Exposition is Exposition is unbalanced or unbalanced or insufficient: topics insufficient: topics in essay are in essay are backed with little backed with little or no explanation or no explanation or support. or support.

TotalTotal Teacher Teacher commentcommentss

Adapted from “Expository Writing: Compare and Contrast Essay,” by Mr. Bisaccia, 2004, and “Letters Home from Vietnam: Letter Writing,” by X. Cann, 2003, and “Letter Writing: A Letter Home from the Trenches,” by Mrs. Hogan, 2004.

Social Studies content Social Studies content connection SS5H4connection SS5H4

• Prior to this lesson the teacher should teach Prior to this lesson the teacher should teach a lesson on “New American’s,” immigrants a lesson on “New American’s,” immigrants in the United States. in the United States.

• In the lesson the students would learn the In the lesson the students would learn the meaning of these vocabulary words: meaning of these vocabulary words: tenement, prejudice, and settlement house. tenement, prejudice, and settlement house.

• The teacher would also read excerpts from The teacher would also read excerpts from the book the book So Far from Home So Far from Home by Barry by Barry Deneberg. Deneberg.

Mode for Narrative letterMode for Narrative letter• The student will write a narrative letter from The student will write a narrative letter from

his/her point of view. his/her point of view. • Descriptive language will be used to Descriptive language will be used to

describe the living conditions, daily life, etc. describe the living conditions, daily life, etc. of the immigrant. of the immigrant.

• Telling the reader about people that the Telling the reader about people that the immigrant has met or come in contact with immigrant has met or come in contact with (i.e. a new friend) is important. (i.e. a new friend) is important.

• Appropriate word choices for that era should Appropriate word choices for that era should be used. be used.

• An introduction, a body, and a conclusion An introduction, a body, and a conclusion are necessary.are necessary.

• The conclusion must give the reader a sense The conclusion must give the reader a sense of closure.of closure.

Writing Instruction: Writing Instruction: PrewritingPrewriting

Narrative LetterNarrative LetterStudent:Student:• Write the assigned pre-assessment. Write the assigned pre-assessment.

Example: Write a letter to a friend Example: Write a letter to a friend about a Spring Break adventure.about a Spring Break adventure.

Teacher:Teacher:• Model & discuss a completed transparency Model & discuss a completed transparency

of the graphic organizer.of the graphic organizer.• Brainstorm and complete with the class a Brainstorm and complete with the class a

transparency of the graphic organizer.transparency of the graphic organizer.

Writing Instruction: Prewriting Writing Instruction: Prewriting Narrative LetterNarrative Letter cont.cont.

Student:Student:• Complete narrative letter–prewriting Complete narrative letter–prewriting

graphic organizer.graphic organizer.

Teacher:Teacher:• Assess students’ completion of graphic Assess students’ completion of graphic

organizer using the graphic organizer organizer using the graphic organizer scoring guide.scoring guide.

INTRODUCTION:

MAIN IDEA #1 ____________________________

Detail

MAIN IDEA #2 ____________________________

Detail

MAIN IDEA #3 ____________________________

Detail

CONCLUSION:

Narrative Letter – Prewriting Graphic Organizer

Letters Home from America : Prewriting Graphic Organizer Scoring Guide

CATEGORY 4 3 2 1

Format All areas in the graphic organizer are filled in with the appropriate information.

Almost all of the areas in the graphic organizer are filled in with the appropriate information.

Several of the areas in the graphic organizer are filled in with the appropriate information.

Only a few of the areas in the graphic organizer are filled in with the appropriate information.

Ideas Ideas were expressed in a clear and organized fashion.

Ideas were expressed in a pretty clear manner, but the organization could have been better.

Ideas were somewhat organized, but were not very clear.

Ideas were unrelated. It was very difficult to figure out.

Vocabulary Highly appropriate vocabulary chosen which reflects the language used in the era.

Appropriate vocabulary chosen which reflects the language used in the era.

Some appropriate vocabulary chosen which reflects the language used in the era.

No use of appropriate language which was used in the era.

Details Details were expressed in a clear and organized fashion.

Details were expressed in a pretty clear manner, but the organization could have been better.

Details were somewhat organized, but were not very clear.

Details were unrelated. It was difficult to figure out.

Total Teacher Teacher commentcommentss

Adapted from “Letters Home from Vietnam: Letter Writing,” by X. Cann, 2003, and “Letter Writing: A Letter Home from the Trenches,” by Mrs. Hogan, 2004.

Writing Instruction: Writing Instruction: DraftingDrafting Narrative LetterNarrative Letter

Teacher:Teacher:• Model a completed draft made using Model a completed draft made using

information from the graphic organizer information from the graphic organizer that the class completed.that the class completed.

• Discuss how real sentences were made Discuss how real sentences were made from graphic organizer information.from graphic organizer information.

• Demonstrate how to put these Demonstrate how to put these sentences into paragraphs.sentences into paragraphs.

Student:Student:• Writes own draft using their graphic Writes own draft using their graphic

organizer information.organizer information.

Teacher: Teacher: • Assess students’ completed drafts Assess students’ completed drafts

using drafting scoring guide.using drafting scoring guide.

Writing Instruction: Drafting Writing Instruction: Drafting Narrative LetterNarrative Letter cont.cont.

CATEGORY 4 3 2 1

Format Every other line is skipped for editing purposes.

Almost every other line is skipped for editing purposes.

Several of the lines are skipped for editing purposes.

Only a few lines are skipped for editing purposes.













Sentences Sentences are complete, well constructed and of a varied nature.

All sentences are complete and well-constructed (no fragments, no run-ons).

Most sentences are complete and well-constructed.

Many sentence fragments or run-on sentences.

Paragraphs Paragraphs are complete, well-constructed.

Paragraphing is generally done well.

Paragraphing needs some work.

Paragraphing needs lots of work.

Design The skeleton of the entire graphic organizer was completely followed.

Almost the entire skeleton of the graphic organizer was followed.

Some of the skeleton of the graphic organizer was followed.

Didn’t follow the skeleton of the graphic organizer.

Total Teachers Teachers commentcommentss

Letters Home from America : Drafting Stage Scoring Guide


Writing Instruction: RevisingWriting Instruction: Revising Narrative LetterNarrative Letter

Teacher:Teacher:• Reread the first draft to the class.Reread the first draft to the class.

• Read the revised copy to the class.Read the revised copy to the class.

• Discuss differences between the two Discuss differences between the two with the class.with the class.

• Rewrite the rough draft with the entire Rewrite the rough draft with the entire class, use the rough draft transparency.class, use the rough draft transparency.

Writing Instruction: RevisingWriting Instruction: Revising Narrative Letter Narrative Letter cont.cont.

Student:Student: • Use photo copies of their first draft to Use photo copies of their first draft to

make revisions.make revisions.

Teacher:Teacher:• Assess students’ revised photo Assess students’ revised photo

copies of their drafts using the copies of their drafts using the revising scoring guide.revising scoring guide.

CATEGORY 4 3 2 1

Format Revisions, notes, questions are all written in the skipped lines.

Almost all of the revisions, notes, questions are written in the skipped lines.

Several of the revisions, notes, questions are written in the skipped lines.

Only a few of the revisions, notes, questions are written in the skipped lines.





















Content Meets all of the needs of the audience that the letter is written to.

Meets almost all of the needs of the audience that the letter is written to.

Meets several of the needs of the audience that the letter is written to.

The audience’s needs were not met.

Total Teacher Teacher commentscomments

Letters Home from America : Revising Scoring Guide


Writing Instruction: Writing Instruction: EditingEditing Narrative LetterNarrative Letter

Teacher:Teacher:• Model and read an example a letter Model and read an example a letter

edited by the teacher using a edited by the teacher using a transparency of the letter.transparency of the letter.

• Discuss with the class any Discuss with the class any corrections that were made and why.corrections that were made and why.

• Discuss the proofreader's marks.Discuss the proofreader's marks.

Writing Instruction: Writing Instruction: EditingEditing Narrative LetterNarrative Letter cont.cont.

• Display transparency of revised letter.Display transparency of revised letter.• Correct errors with the class using a different Correct errors with the class using a different

color marker on the transparency.color marker on the transparency.

Student:Student: • Edit photo copies of their revised letter using Edit photo copies of their revised letter using

a different color pen than before.a different color pen than before.

Teacher:Teacher:• Assess students’ edited photo copies of their Assess students’ edited photo copies of their

revised letters using the editing scoring guide.revised letters using the editing scoring guide.

CATEGORY 4 3 2 1





















Content Meets all of the needs of the audience that the letter is written to.

Meets almost all of the needs of the audience that the letter is written to.

Meets several of the needs of the audience that the letter is written to.

The audience’s needs were not met.

Spelling Writer makes no errors in spelling.

Writer makes 1-2 errors in spelling.

Writer makes 3-4 errors in spelling

Writer makes more than 4 errors in spelling.

Grammar Writer makes no errors in grammar.

Writer makes 1-2 errors in grammar.


Writer makes more than 4 errors in grammar.

Neatness Letter is legible, clean, not wrinkled, and is easy to read. It was edited with care.

Letter is neatly hand-written, not wrinkled, and is easy to read.

Letter is neatly written and was edited with some care.

Letter is wrinkled, writing is sloppy, and it is not easy to read. It looks like it was done in a hurry.

Total Teacher Teacher commentscomments

Letters Home from America : Editing Scoring Guide



Narrative LetterNarrative LetterTeacher: Teacher:

• Model to the students the transparency Model to the students the transparency of the published narrative letter of the published narrative letter completed by the teacher. completed by the teacher.

• Explain to the students that this is the Explain to the students that this is the final copy.final copy.

• Demonstrate how it is free of errors Demonstrate how it is free of errors and written neatly.and written neatly.


Narrative LetterNarrative Letter cont.cont.Student:Student:• Practices making revision and editing Practices making revision and editing

marks on the sentence worksheet handout.marks on the sentence worksheet handout.• As a class work combining the sentences As a class work combining the sentences

into a well written piece of work.into a well written piece of work.• Take their revised copies with editing Take their revised copies with editing

marks and rewrite the narrative letter.marks and rewrite the narrative letter.Teacher:Teacher:

• Assess students’ published letters using Assess students’ published letters using the publishing scoring guide.the publishing scoring guide.

CATEGORY 4 3 2 1

Content Accuracy

Quantity of facts exceeds expectations. Selected facts and details are relevant and powerful, creating a vivid picture of the experience.

Quantity of facts meets expectations. Selected facts and details are relevant and create and good picture of the experience.

Quantity of facts used but a few more needed. Better selection of facts and details needed to create a better picture of the experience.

Quantity of facts used does not meet expectations. Facts do not provide a picture of the experience.

Ideas Ideas were expressed in a clear and organized fashion. Letter reflected a highly personal tone.

Ideas were expressed in a pretty clear manner, but the organization could have been better. Letter reflected a personal tone.

Ideas were somewhat organized, but were not very clear. Letter was somewhat impersonal.

The letter seemed to be a collection of unrelated sentences. Letter was completely impersonal.





Facts Facts have been incorporated smoothly into letter.

Facts have been incorporated into letter fairly smoothly.

Facts need to be more smoothly incorporated into letter.

Much more attention to smoothly incorporating facts into letter is necessary.

Sentences Sentences are complete, well-constructed and of varied structure.

All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well.

Most sentences are complete and well-constructed. Paragraphing needs some work.

Many sentence fragments or run-on sentences OR paragraphing needs lots of work.

Grammar Writer makes no errors in grammar.



Writer makes more than 4 errors in grammar.

Letters Home from America : Publishing Scoring Guide

Paragraphs Paragraphs are complete, well-constructed and of varied structure.




Spelling Writer makes no errors in spelling.

Writer makes 1-2 errors in spelling.

Writer makes 3-4 errors in spelling

Writer makes more than 4 errors in spelling.

Neatness Letter is legible, clean, not wrinkled, and is easy to read with no distracting errors or corrections. It is done and decorated with pride.

Letter is neatly hand-written, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care.

Letter is on plain paper and is crumpled or slightly stained for an attempt to be decorative. It may have 1-2 distracting error corrections. It was done with some care.

Letter is on notebook paper and looks like it had been shoved in a pocket or locker. It may have several distracting error corrections. It looks like it was done in a hurry.

Format Complies with all the requirements for a friendly letter.

Complies with almost all the requirements for a friendly letter.

Complies with several of the requirements for a friendly letter.

Complies with less than 75% of the requirements for a friendly letter.

Total Teacher Teacher commentcommentss

CATEGORY 4 3 2 1

Adapted from “Letters Home from Vietnam: Letter Writing,” by X. Cann, 2003, and “Letter Writing: A Letter Home from the Trenches,” by Mrs. Hogan, 2004

Modifications / Modifications / AccommodationsAccommodationsIndividual students’ needsIndividual students’ needs::

• One student’s mind tends to wander sometimes and One student’s mind tends to wander sometimes and may need the help of a more focused student to stay may need the help of a more focused student to stay on task. on task.

• One student needs to be seated near the front of the One student needs to be seated near the front of the room as he tends to play instead of work. He should room as he tends to play instead of work. He should be paired with a student who can help him keep be paired with a student who can help him keep focused on the task at hand. focused on the task at hand.

• One student struggles some with writing so another One student struggles some with writing so another student can take dictation from him. Then the student can take dictation from him. Then the struggling student can then copy the dictation.struggling student can then copy the dictation.

Cultural DiversityCultural Diversity

• A student recently moved here from Puerto Rico she A student recently moved here from Puerto Rico she may have difficulty with the some of the concepts.may have difficulty with the some of the concepts.

• She needs to be paired up with and/or seated near She needs to be paired up with and/or seated near another student that is also has a Hispanic background.another student that is also has a Hispanic background.

• She will be able to relate to this established student She will be able to relate to this established student and thus relay her ideas to her, etc.and thus relay her ideas to her, etc.

• To help her translate her writing into EnglishTo help her translate her writing into English she can also be granted access to a websites such as she can also be granted access to a websites such as

www.freetranslation.comwww.freetranslation.com . .

http://www.freetranslation.com/

Linguistic DiversityLinguistic Diversity

• A student speaks only Vietnamese at A student speaks only Vietnamese at home. During the practice activity he home. During the practice activity he will need to be paired up with a will need to be paired up with a student who speaks excellent student who speaks excellent English.English.

GroupingGrouping• Students will be paired together during the Students will be paired together during the

practice activity so they can bounce ideas practice activity so they can bounce ideas off of each other. off of each other.

• Keep the two students that don’t work well Keep the two students that don’t work well together apart. together apart.

• Pair up a more focused student with a Pair up a more focused student with a child with ADD to assist them to staying on child with ADD to assist them to staying on task. task.

• Pair up a really young student with an Pair up a really young student with an older more focused student to help him older more focused student to help him understand the concepts. understand the concepts.

ReferencesReferences Bisaccia, Mr.. Bisaccia, Mr.. Expository Writing: Compare and Contrast Essay Expository Writing: Compare and Contrast Essay

(December 20, 2004). Retrieved June 20, 2005, from(December 20, 2004). Retrieved June 20, 2005, fromhttp://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1113333&

Cann, X.Cann, X. Letters Home from Vietnam: Letter Writing Letters Home from Vietnam: Letter Writing (October 5, (October 5, 2003). Retrieved June 17, 2005, from 2003). Retrieved June 17, 2005, from

http://rubristar.4teachers.org/index.php?screen=ShowRubric&rubric_id=600135&

Comparison and Contrast,6.14. Comparison and Contrast,6.14. Retrieved June 20,2005, from Retrieved June 20,2005, from http://www.region15.org/curriculum/COMPARE%CONTRAST-Landschttp://www.region15.org/curriculum/COMPARE%CONTRAST-Landscape.dape.dococ

Georgia Department of Education. Assessment and Instructional Guide for the Georgia Grade Five Writing Assessment,1-2 (2001, June). Retrieved June 17, 2005, from http://www.doe.k12.ga.us/documents/curriculum/testing/g5wrt.pdfhttp://www.doe.k12.ga.us/documents/curriculum/testing/g5wrt.pdf..

http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1113333&

http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1113333&



http://www.region15.org/curriculum/COMPARE%25CONTRAST-Landscape.doc



http://www.doe.k12.ga.us/documents/curriculum/testing/g5wrt.pdf

ReferencesReferences cont. cont.

Georgia Department of Education.Georgia Department of Education. Developmental Stage/ScoringDevelopmental Stage/Scoring Guidelines for Grades 3 & 5.1,Guidelines for Grades 3 & 5.1, Retrieved June 17, 2005, from Retrieved June 17, 2005, from http://www.doe.k12.ga.us/documents/curriculum/testing/writing.asp.

Hogan, Mrs.. Letter Writing: A Letter Home from the Trenches (October 28, 2004). Retrieved June 17, 2005, from


Root, T.L. Stage 1: Prewriting. Root, T.L. Stage 1: Prewriting. The Writing Process: Prewriting & The Writing Process: Prewriting & Beyond,Beyond,3 Retrieved June 18, 2005 from 3 Retrieved June 18, 2005 from http.//coefaculty.valdosta.edu/troot/read7140/writng%20Processhttp.//coefaculty.valdosta.edu/troot/read7140/writng%20Process%20Workshop3.ppt#258,3,Stage1:Prewriting%20Workshop3.ppt#258,3,Stage1:Prewriting

http://www.doe.k12.ga.us/documents/curriculum/testing/writing.asp

http://www.doe.k12.ga.us/documents/curriculum/testing/writing.asp



Peer Teachers’ Practice Peer Teachers’ Practice LessonLesson Writing Instruction: Writing Instruction: Drafting Drafting Expository Expository EssayEssayTeacher:Teacher:• Discuss how real sentences can be Discuss how real sentences can be

made from the graphic organizer’s made from the graphic organizer’s information.information.

• Help students practice putting these Help students practice putting these sentences into paragraphs.sentences into paragraphs.

Peer Teachers’ Practice Peer Teachers’ Practice Lesson Lesson cont.cont.

Writing Instruction: Writing Instruction: Drafting Drafting Expository Expository EssayEssay

Student:Student:• Practices putting sentences from Practices putting sentences from

class completed graphic organizer class completed graphic organizer into paragraphs.into paragraphs.




High unemployment, no jobs Unemployment is lower than 1930’s, more jobs Franklin D. Roosevelt was president George W. Bush is president

Many lost all of their savings in the Stock market crash More people are owning homesSome unemployment

Economy effects everyone Many lost their homes

Many lived in shacks made out of cardboard boxes Computers, TV, cell phones, DVD’s

Only radio People use money to buy things

Life was hardPeople stood in long bread lines, waiting for a cup People are free Life is too easyof soup and a piece of bread

No bread lines, more people have jobs to earn money to buy food

Not many people owned cars Many people own two or more cars


Interdisciplinary Writing Units Narrative and Expository Writing in Social Studies 5 th Grade Jane...

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