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Transactive Writing: How-To - Differentiated Unit

Creator: Noraa Ransey______________

Content/ Subject: __Writing__________

Grade Level: Second Grade_________ _

Unit/ Theme: __Transactive Writing____

Unit Focus: Writing a How-To Paragraph

Unit Overview:

This unit covers the essential steps of the writing process for creating a transactive how-to writing piece. This type of paragraph explains the steps in a process to completing a task. A crucial component is the ordering of events, generally done sequentially. Writers should start with the materials needed to accomplish their task and use order words to sequentially explain the steps.

Unit Questions:

1. What is a How-To piece? 2. How would a lack of sequencing effect a How-To piece? 3. What techniques can writers use to make a How-To piece interesting and exciting? 4. Why is precise language important?

Students will Know: Students will Do:

How-To pieces use the lead to attract the reader’s attention; let him know what the piece will be describing and why the audience needs to know the procedure.

A How-To piece is written for a particular audience and gives directions.

How-To pieces contain key components; materials list, step-by-step directions, catchy title, hook, and conclusion.

Communicate a purpose through informing by use of a How-To piece.

Write an effective lead to attract the readers attention

Make the list for the How-To paper. Write step-by-step procedures including helpful

hints, amount of time needed, warnings, why, and why-nots.

Revise the steps and check foro Focuso Transitionso Audience needso Development and organizationo Helpful hints

Write a closing in a conversational tone. Use complete and correct sentences where

necessary. Use precise and descriptive language Use correct capitalization, punctuation, and

Noraa Ransey 5/24/2023

spelling. Use pre-writing strategies to generate ideas and

develop focus. Reflect on own writing Confer with others to analyze own work and

work of others and make revisions. Publish for intended audience in neat, legible

form. Use a variety of transition words or phrases Apply correct grammar skills Create rough daft Edit for language usage, sentence structure,

spelling, capitalization, and punctuation

Assessments: Published piece Graphic organizers

Instructional Strategies:small group, large group, shared writing, journals, mini-lessons, writing center, peer conferencing, Authors as Mentors, Authors chair, making books (publishing), word wall, inventive spelling, technology

Resources:

How-To Topics:

How to count money… How to add two digits numbers… How to eat an Oreo… (give Oreo cookies

to try) How to brush your teeth… How to make your favorite sandwich… How to make your bed …How to get ready for school …How to make an ice cream sundae …How to draw a rainbow… How to sharpen your pencil… How to grow a plant… How to make a pine cone bird feeder… How to wash your hands… How to study for a test… How to sharpen a pencil… How to locate a city on a map… How to get someplace… How to make a snowman… How to make an edible Christmas tree… How to make popcorn garland…

Make a craft and tell how to do it…

Topic Sentence Ideas:

It is _____ to make a… I know how to make a… Wouldn’t you like to learn how to…

I’d like to teach you about… Making _____ can be…

Hook Ideas:

Build with us!!! Cooking is a blast! Let’s learn how to…

Order words include but are not limited to:about after at before during first second third until then meanwhile next soon later when finally as soon as


WRITING CONTENT

WR-E-1.1.00

Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by Narrowing the topic to present an idea or

theme Choosing a perspective authentic to the

writer Analyzing and addressing the needs of the

intended audience Adhering to the characteristics of the form Applying a suitable tone Allowing voice to emerge when appropriateDOK 4

WR-E-1.2.00

Idea Development/Support: Students will support main ideas and deepen the audience’s understanding of purpose by Developing logical, justified, and suitable

explanations Providing relevant elaboration Explaining related connections or reflections Applying idea development strategies

appropriate for the form DOK 3WR-EP-1.2.03In Transactive Writing, Students will communicate relevant

information Students will develop an angle with support

(e.g., facts, examples, reasons, visuals) Students will apply research to support ideas

with facts and opinions

WRITING STRUCTURE

WR-E-2.3.00Organization: Students will create unity and coherence to accomplish the focused purpose by Engaging the audience Establishing a context for reading when

appropriate Communicating ideas and support in a

meaningful order Applying transitions and transitional

elements to guide the reader through the piece

Developing effective closureDOK 3

WRITING PROCESSWR-E-4.7.00Inviting the Writing

Connecting to content knowledge Connecting to prior learning Initiating authentic connection Thinking about a topic

WR-E-4.8.00Prewriting Selecting/narrowing a topic Establishing a purpose and

central/controlling idea or focus Identifying and analyzing the audience Determining the most appropriate form to

meet the needs of purpose and audience Generating ideas (e.g., reading, journaling,

mapping, webbing, note taking, interviewing, researching, other writing-to-learn activities)

Organizing ideas- consider other models of good writing, appropriate text structures to match purpose, various ways to organize information, etc.

WR-E-4.9.00Drafting Writing draft(s) for an intended audience Developing topic, elaborating, exploring

sentence variety and languageWR-E-4.10.00Revising

(Content/Ideas) Reflecting to determine where to add, delete,

rearrange, define/redefine, or elaborate content

Conferencing with teacher or peer(s) to help determine where to add, delete, rearrange, define/redefine, or elaborate content

Checking for accuracy of content Considering voice, tone, style, intended

audience, coherence, transitions Comparing with rubric criteria and

benchmark papers/models Considering effectiveness of language usage

and sentences to communicate ideas

Revising Skills

EPIdea Development WR-EP-4.10.04- Students will identify the topic sentence/main idea of a paragraphWR-EP-4.10.05- Students will select appropriate supporting detailsWR-EP-4.10.06- Students will identify extraneous material


WR-EP-2.3.03In Transactive Writing, Students will establish a context for reading Students will apply the accepted format of the

genre Students will develop text structure (e.g.,

problem/ solution, question/answer, description, sequence)

Students will arrange ideas in a logical, meaningful order by using transitions or transitional elements between ideas and details

Students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate

Students will create conclusions effectively

WR-EP-2.4.03In Transactive Writing,

Students will develop complete sentences or apply unconventional structures when appropriate

WR-EP-3.5.03In Transactive Writing, Students will adhere to standard guidelines for

grammar and usage Students will use precise word choice Students will use the specialized vocabulary of

the discipline/content appropriate to the purpose and audience

OrganizationWR-EP-4.10.07-Students will correct sentences that are out of chronological/sequential order WR-EP-4.10.08-Students will identify transitionsWR-EP-4.10.09 Students will develop introductions

and closures for writing

Word ChoiceWR-EP-4.10.10-Students will eliminate redundant words WR-EP-4.10.11-Students will choose the most specific word for use in a sentenceWR-E-4.11.00Editing(Conventions and Mechanics)

Checking for correctness - Language usage- Sentence structure- Spelling - Capitalization- Punctuation- Documentation of sources

Using resources to support editing (e.g., spellcheck, dictionaries, thesauri, handbooks)


Unit Plan:

Day 1: Introduction - 2 Days

Goal(s): Students will recall parts of, examine, and discuss a how-to paragraph.

Activities- Introduction

1/ Recall directions they have followed to make or do something.

Journal & share

2/ Explain the kinds of information that was included.

Journal & share

3/Summarize why we need the steps of the how-to.

Journal & share

4/Compare & Contrast why each stage is necessary.

Journal & share

5/Brainstorm a variety of topics that could be used to write a how- to.

Journal & share

6/Decide which topic is most interesting and why the topic is important.

Journal & share

1. This lesson is focused on assessing what students recall about how-to writing.2. After this is established on day one, day two will focus on exciting students on the task of writing

a transactive piece. Students will be excited about an opportunity to teach something new to a friend or relative.

3. The following interactive internet resources are available for the students needing to review more on specific areas.

a. http://www.studyzone.org/testprep/ela4/a/writedirectionsp.cfm Review Writing directions

b. http://www.oswego.org/ocsd-web/match/term/matchgeneric2.asp? filename=jwildedirections1 Interactive Game How to build a Snowman

Assessment- Both days students will be assessed anecdotally on participation by teacher as well as complete a self-assessment.


http://www.oswego.org/ocsd-web/match/term/matchgeneric2.asp?filename=jwildedirections1

http://www.oswego.org/ocsd-web/match/term/matchgeneric2.asp?filename=jwildedirections1

http://www.studyzone.org/testprep/ela4/a/writedirectionsp.cfm

Day 3-4 Prewrite - 2 Days Goals: Students will brainstorm ideas for a how-to paragraph and choose a topic. Students will produce a lead which will engage the reader and a closing which will explain what to do next.

Activities- See attached lesson plan below.

Topic, Lead, & Closing

7/ Show directions that explain how to make or do something such as building a model, baking, or playing a game.

Group Discussion

8/List three things leads are made of and cut out pictures to label leads and closings for various models of how-to pieces.

Group Activity

9/Make a diorama to illustrate what the topic of student’s choice is about.

Independent & display

10/Write a jingle to sell why the reader needs to know how-to of student’s choice.

Independent & record

11/Design a magazine cover to sell the lead and closing.


12/Make a booklet or brochure about why the lead and closing are so important.

Independent & share

As a class show the Brain Pop JR video- Students will watch the Brain Pop Jr video and take an online quiz for the how- to essay. http://www.brainpopjr.com/writing/essay/howtoessay/preview.weml

http://www.studyzone.org/testprep/e2topic.cfm?TopicID=348 – Writing Process Take Pride When You Write by Jennifer Fixman

http://www.songsforteaching.com/jennyfixmanedutunes/takepridewhenyouwrite.htm



http://www.studyzone.org/testprep/e2topic.cfm?TopicID=348

http://www.brainpopjr.com/writing/essay/howtoessay/preview.weml

Days 5-6 Draft- 2 Days Goal(s) Students will write a first draft of a how-to paragraph.

Activities-

List supplies and materials

13/ List all supplies and materials needed.

Graphic Organizer

14/Summarize…What kind?How much?How big?How many?

Graphic Organizer

15/Categorize the supplies and materials.

Graphic organizer

16/Isolate specific results if one supply was omitted.

Journal

17/Speculate what the end result might be without the first supply.

Journal & share

18/Justify why all supplies and materials are essential to final product.

Graphic Organizer

Additional Activities- http://www.bbc.co.uk/schools/ks2bitesize/english/activities/instructions.shtml

Choose a task and then write instructions on how to do it. http://www.bbc.co.uk/schools/ks2bitesize/english/revision_bites/instructions.shtml

Online review of how to introductions, materials, and steps. http://www.bbc.co.uk/schools/ks2bitesize/english/tests/instructions.shtml Online quiz to assess

how prepared your students are to begin writing their how-to piece.

Assessment- All graphic organizers will be checked for accuracy and comprehension of assigned tasks.


http://www.bbc.co.uk/schools/ks2bitesize/english/tests/instructions.shtml

http://www.bbc.co.uk/schools/ks2bitesize/english/revision_bites/instructions.shtml

http://www.bbc.co.uk/schools/ks2bitesize/english/activities/instructions.shtml

Day 7-8 Revise & Proofread 2 Days

Goal(s) - Students will revise and proofread how-to paragraph.

Activities-

Procedure- Step by stepFirst, next, then, last

19/Make a chart showing all procedures step by step.

Graphic Organizer

20/Add explanations to the chart for each step including helpful hints, warnings, why and why nots for the audience.

Graphic Organizer

21/Take a collection of photographs to demonstrate each step.

Digital Camera

22/Design a Photo Story with narration for each step.

Photo Story, computer, digital photos

23/Hypothesize what would happen if steps were followed from last to first.

Journal

24/Decide what step is most important and justify your answer.

Journal

1. http://www.iknowthat.com/com/L3?Area=Paintball Punctuation Paintball2. http://www.missmaggie.org/scholastic/cleanup_eng_launcher.html Clean Up Your Grammar3. http://www.eduplace.com/cgi-bin/hme-quiz-start.cgi?

Grade=4&Unit=1&Topic=The+Sentence&x=25&y=6 Which Sentence is Complete?

Assessment-Students will turn in graphic organizer, Photo Story, or Journal for an accuracy and comprehension check.


http://www.eduplace.com/cgi-bin/hme-quiz-start.cgi?Grade=4&Unit=1&Topic=The+Sentence&x=25&y=6

http://www.eduplace.com/cgi-bin/hme-quiz-start.cgi?Grade=4&Unit=1&Topic=The+Sentence&x=25&y=6

http://www.missmaggie.org/scholastic/cleanup_eng_launcher.html

http://www.iknowthat.com/com/L3?Area=Paintball

Days 9-10 Publish & Share 2 Days

Goal(s) - Students will use Microsoft Word to create a final draft and share it with the class. Activities-Revise, Publish, Share

Use Traits of Good Writing

25/Revise partners piece using

Editing checklist

26/Discuss details your partner could add to improve their piece.

Peer Assessment

27/Make a scrapbook illustrating each step.

Graphic Organizer

28/Prepare an oral presentation.

Presentation Rubric

29/Present the oral presentation to the class.

Presentation Rubric

30/Choose a partner and justify the effectiveness of their piece.

Scoring Rubric

Assessment- Students self-assess with rubric. Teacher assesses with rubric. Student and teacher compare rubrics and discuss differences and similarities. This should be a student led activity. Students is allowed time to edit if necessary. Polished copy is shared in Author’s Chair to peers. Peers are allowed to give two positive comments and one suggestion to improve piece. Student decides to revise or turn in a polished copy. Grade is given. Writing pieces will be exhibited.

Additional Resources for students who may need a mini-lesson on proofreading.

http://www.eduplace.com/kids/hme/k_5/proofread/proof.htm Great exercises that challenge students to proofread passages of text and make the necessary corrections.

http://www.harcourtschool.com/menus/preview/harcourt_language/proofreading.html An interactive guide to finding and correcting mistakes in grammar, spelling, usage, and punctuation!


http://www.harcourtschool.com/menus/preview/harcourt_language/proofreading.html

http://www.eduplace.com/kids/hme/k_5/proofread/proof.htm

2. Curry- Samara Model-

Unit Title: Transactive Writing: How To Paragraph

Knowledge Comprehension Application Analysis CreativeThinking

CriticalThinking

Introduction 1/ Recall directions they have followed to make or do something.

Journal & share

2/ Explain the kinds of information that was included.

Journal & share

3/Summarize why we need the steps of the how-to.

Journal & share

4/Compare & Contrast why each stage is necessary.

Journal & share

5/Brainstorm a variety of topics that could be used to write a how- to.

Journal & share

6/Decide which topic is most interesting and why the topic is important.

Journal & share


7/ Show examples of directions or instructions that explain how to make or do something such as building a model, baking, or playing a game.

Group Discussion


Group Activity








Independent & share

List supplies and materials

13/ List all supplies and materials needed.

Graphic Organizer

14/Summarize…What kind?How much?How big?How many?

Graphic Organizer

15/Categorize the supplies and materials.

Graphic organizer

16/Isolate specific results if one supply was omitted.

Journal

17/Speculate what the end result might be without the first supply.

Journal & share

18/Justify why all supplies and materials are essential to final product.

Graphic Organizer

Procedure- Step by stepFirst, next, then, last

19/Make a chart showing all procedures step by step.

Graphic Organizer

20/Add explanations to the chart for each step including helpful hints, warnings, why and why nots for the audience.

Graphic Organizer

21/Take a collection of photographs to demonstrate each step.

Digital Camera

22/Design a Photo Story with narration for each step.

Photo Story, computer, digital photos

23/Hypothesize what would happen if steps were followed from last to first.

Journal

24/Decide what step is most important and justify your answer.

Journal

Revise, Publish, Share



Editing checklist


Peer Assessment


Graphic Organizer


Presentation Rubric


Presentation Rubric


Scoring Rubric


Additional Activities

Independent Study

Problem- Our class would like make to donation to support our Relay for Life team.

I. Select A Topic

Make a timeline of events for a process we can use to earn money.

II. State A Challenge

Write a summary to parents of what we would like to do and what items we need donated to complete our process.

III. Design A Plan

Construct and manage an assembly process for our product.

IV. Gather Information

Isolate specific selling points for our buyers (first grade).

V. Organize Information

Write and present a commercial or advertisement to sell the product.

VI.Present The Findings

When all activities are complete write a letter to parents explaining the results of the plan, amount of money earned, and when the money was donated. Include photos.

Extended Activities

Math

Saxon Math Lesson- Measuring, preparing, and enjoying a no bake cookie.

English

Revising paragraphs for punctuation.

Replace tired verbs.

Reading

Dinosaurs TravelBy Laurie Krasny Brown and Marc Brown

Science

ProcessesStudents will explore several processes.

Social Studies

Economics Unit including product & goods. Students will assemble, pack, advertise, and sell a trail mix to first grade. All proceeds will be donated to relay for life.

Writing

Journal Writing students choose a topic to develop a how to paragraph.

Technology Integration

Students will take digital photos of their how to process.

Students will use the photos to create a Photo Story with the photos and add description of each step.

Students will use word, word art, clipart, and spell check to publish their writing piece.

Students will video a commercial selling their how-to piece.

Students will visit Track Star to review the writing process.

Students will watch the Brain Pop Jr video and take an online quiz for the how- to essay.


Gardner’s Multiple Intelligences

Verbal/ LinguisticPoetry, debate, storytelling, essay, checklist, journal

Brainstorm a variety of topics that could be used to write a how- to.

Visual/SpatialDrawing, model, poster, photograph, storyboard, illustration, board game

Use photos to create a Photo Story with the photos and add description of each step.

Logical/ MathematicalDiagram, outline, timeline, chart, critique, graph

Survey class and graph top three how-to topic choices.

NaturalistClassification, collection, solution to problem display, observation, forecast, investigation, simulation, exhibit, identification

Speculate what the end result might be

without the first supply.

MusicalSong, rap, lyrics, composition, jingle/ slogan, melody

Write another verse to one of the two songs.

Bodily/ KinestheticRole play, skit, pantomime, dance, invention, lab, improvisation, prototype

Create a dance or actions to illustrate one of the two songs.

IntrapersonalJournal, log, goal statement, belief statement, self-assessment, editorial

Self-Assess with editing checklist.

InterpersonalDiscussion, roundtable, service learning, conversation, group activity, position statement, interview

Provide service to appropriate school personnel or students to demonstrate final product.

Notes:

Students self-assess with rubric. Teacher assesses with rubric. Student and teacher compare rubrics and discuss differences and similarities. This should be a student led activity. Students is allowed time to edit if necessary. Polished copy is shared in Author’s Chair to peers. Peers are allowed to give two positive comments and one suggestion to improve piece. Student decides to revise or turn in a polished copy. Grade is given. Writing pieces will be exhibited.





3. Two full lesson plans.

Murray State University - College of Education Lesson Plan

(Gifted and Talented Version)

Name: Noraa Ransey Date: June 11, 2008 Age/Grade Level: Second

# of Students: 28 # of Students with IEP’s: 3 # of Students with PTP/GSSP: 2 # of Students with LEP: 2

Subject: Writing Major Content: Transactive Writing Lesson Length: 2 days

Unit Title: On the Write Track Lesson Title: Lesson Number: #2- Choosing a Topic Created by: Noraa Ransey

Context

o This lesson is lesson two of five two day lessons. It is an opportunity to excite the learner to teach something to a friend or relative.

o Students as readers have read and followed directions. This will be the first for most to write a how-to piece. o In the previous lesson students were assessed on prior knowledge of how-to writing. o They will be assigned activities based on their readiness level from the chart below.

Objectives (Learning Outcomes)

Objective(s): Students will brainstorm ideas for a how-to paragraph and choose a topic.

Differentiated Objective(s): Students will complete assigned activities based on their readiness level from the chart below.

Connections

WR-E-4.7.00Inviting the Writing

Connecting to content knowledge Connecting to prior learning Initiating authentic connection Thinking about a topic

WR-E-4.8.00Prewriting Selecting/narrowing a topic Establishing a purpose and central/controlling idea or focus Identifying and analyzing the audience Determining the most appropriate form to meet the needs of purpose and audience Generating ideas (e.g., reading, journaling, mapping, webbing, note taking, interviewing,

researching, other writing-to-learn activities) Organizing ideas- consider other models of good writing, appropriate text structures to match

purpose, various ways to organize information, etc.


Assessment Plan

Objective/Assessment Plan Organizer (expand the table if necessary)

Objective Number

Type of Assessment Description of

Assessment1Depth of Knowledge

Level2Adaptations and/or Accommodations

Students will brainstorm ideas for a how-to paragraph and

choose a topic.

Formative

Anecdotal check on participation

individually and in a group

think/pair/shareStudents must

brainstorm ideas first on their own, then with

the class, and finally recording other

classmates’ ideas.

Level 1

Students with limited writing proficiency will be allowed to draw a picture and

label it with my help.

Differentiated Objective/Assessment Plan Organizer (expand the table if necessary)

Objective Number

Type of Assessment

Description of Assessment1

Depth of Knowledge Level2

Adaptations and/or Accommodations

Students will complete assigned activities

based on their readiness level and

interests from the chart below.

Summative

Varied see chart belowBased on task students

in column 7-8 will be assessed on

participation, the other tasks require a

product to be assessed.

7-8- Level 19-12 Level 2

Each activity is designed

for students to work independently based on

their level and interests.

1 Examples: quiz, test, KWL, quick write, open response, essay, checklist, performance task, venn diagram, possible sentences, think/pair/share, photos

2 Level 1 – recall, Level 2 – application of skill/concept, Level 3 – strategic thinking to support ideas, develop a model, draw conclusions

Resources, Media and Technology

o http://www.studyzone.org/testprep/e2topic.cfm?TopicID=348 – Writing Processo Take Pride When You Write by Jennifer Fixman


Take pride when you write...Always do your best.Take pride when you write...

Take pride when you write...If I just fix this spot,Take pride when you write...

Take pride when you write...I checked for neatness too.Take pride when you write...My final draft is through.

Take pride when you write...Always do your best,Take pride when you write...And you will feel success.



http://www.studyzone.org/testprep/e2topic.cfm?TopicID=348

Procedures Opening

In the previous lesson students participated in several activities in which they were pre-assessed on what they recall about how-to writing. Students were able to recall parts of, examine, and discuss a how-to paragraph.

Motivation- Choosing a topic is an exciting opportunity to choose something you would like to teach a friend or relative. We have read and followed many sets of directions and now it's your turn to really shine and write your own.

Lesson Objective(s)-By the end of the next two lessons you will brainstorm ideas for a how-to paragraph and choose a topic. You will also complete activities based on the assessment we completed yesterday including what you told me you would enjoy doing.

MiddlePresentation/Discussion:

Let’s begin by working with our tables to brainstorm times we had to follow step-by-step instructions. We will come back together in eight minutes to share your ideas. Remember you will have an opportunity to construct a writing piece in which you will explain to the class how to get somewhere, make something, do something, or operate something. If you have trouble getting started try listing five things you know how to do well and could explain to an audience. You have only eight minutes so use your time wisely.

(After eight minutes refocus the group for sharing)- One of the most difficult steps in writing an explanation can be choosing a topic. Who would like to share first and start our list of topics? After several have shared allow students to circulate around the class, and collect ten or more ideas of things their classmates know how to do.

After gathering lists, have students highlight their top three choices. If necessary share additional topics.

Next students should consider their top choices, and begin to make a topic selection. As a class show the Brain Pop JR video- Students will watch the Brain Pop Jr video and take an

online quiz for the how- to essay. http://www.brainpopjr.com/writing/essay/howtoessay/preview.weml

ClosingWhat success we have had brainstorming ideas for a how-to paragraph and even have chosen a

topic. We are going to take it a step further. I am going to give you an assignment card and some work time to complete the next activity. I will circulate each table to check progress. Each finished product is due tomorrow and I will ask a few of you to share your final piece tomorrow. You have at least thirty minutes. Use your time wisely. (Assign each child one of the differentiated activities based on readiness level and interest.) Tomorrow we will begin the pre-writing phase and these activities will help us organize our knowledge of the topic of choice. This piece will go into out writing portfolio. What type of samples do we want in our portfolio? (only our best work)


Differentiated Procedures:


7/ Show examples of directions or instructions that explain how to make or do something such as building a model, baking, or playing a game.

Group Discussion


Group Activity








Independent & share

Impact on Student Learning(Analysis of student achievement from this lesson)

Which students met performance criteria for the objective(s)? Which students did not meet the performance criteria for objective(s)? How do you know?

Lesson Refinement(How will you change the lesson to improve student learning?)

1. What did your impact analysis of student learning tell you about how your students learn?

2. What did your impact analysis of student learning tell you about the success of the strategies you used?


Murray State University - College of Education Lesson Plan

(Gifted and Talented Version)

Name: Noraa Ransey Date: June 11, 2008 Age/Grade Level:

Second

# of Students: 28 # of Students with IEP’s: 3 # of Students with PTP/GSSP: 2 # of Students with LEP: 2

Subject: Writing Major Content: Transactive Writing Lesson Length: 2 days

Unit Title: On the Write Track Lesson Title: Lesson Number: #5- Revise, Publish, and Share

Created by: Noraa Ransey

Context

o This is the final lesson of five two day lessons.

o In the previous lesson students were able to revise and proofread their how-to paragraph. Students focused

on writing step by step and adding transition words such as; first, next, then, and last.

o Students will be grouped according to their level of achievement and current stage in the writing process. Most students are ready to revise and then publish. A few need more time to write their draft and then revise. One group is ready to publish and add illustrations to their how-to piece.

Objectives (Learning Outcomes)

Objective(s): Students will revise and proofread how-to paragraph. Students will create a final draft and share it with the class.

Differentiated Objective(s): Students will complete assigned activities based on their readiness level from the chart below.

Connections

WR-E-4.11.00Editing(Conventions and Mechanics)

Checking for correctness - Language usage- Sentence structure- Spelling - Capitalization- Punctuation- Documentation of sources

Using resources to support editing (e.g., spellcheck, dictionaries, thesauri, handbooks)

WR-E-4.10.00Revising


(Content/Ideas) Reflecting to determine where to add, delete, rearrange, define/redefine, or elaborate content Conferencing with teacher or peer(s) to help determine where to add, delete, rearrange,

define/redefine, or elaborate content Checking for accuracy of content Considering voice, tone, style, intended audience, coherence, transitions Comparing with rubric criteria and benchmark papers/models Considering effectiveness of language usage and sentences to communicate ideas

Assessment Plan

Objective/Assessment Plan Organizer (expand the table if necessary)

Objective Number

Type of Assessment

(summative or formative)




Students will revise and proofread how-to paragraph.

Summative Peer Editing Checklist Level 1

Students will work at own readiness level in

a group of peers at same level.

Students will create a final draft and share it with the class.

Summative Writing Rubric & Polished Copy Level 2

Students will be given the opportunity to do additional revisions

before turning in polished copy.

Differentiated Objective/Assessment Plan Organizer (expand the table if necessary)

Objective Number

Type of Assessment

(summative or formative)




Students will complete assigned activities based on their readiness level from the chart below.

Summative

Group 1 will work on revising, group 2 illustrating, group 3

preparing a presentation.

Groups 1 & 2- Level 1

Group 3- Level 2

Students will work at own readiness level in

a group of peers at same level.

1 Examples: quiz, test, KWL, quick write, open response, essay, checklist, performance task, venn diagram, possible sentences, think/pair/share, photos

2 Level 1 – recall, Level 2 – application of skill/concept, Level 3 – strategic thinking to support ideas, develop a model, draw conclusions

Resources, Media and Technology

o Peer-Editing Checklisto Writing Rubric


Procedures Opening

Here we are in the final stage of writing and publishing our How-To piece. We have come up with many topics, we have organized the steps in our writing and yesterday we added many transition words to our writing. Would anyone like to share some of the transition words you added to improve your writing? (Allow 4-5 to share) Today I would like to begin by modeling an example of a published piece. This writing piece happens to be written by me. As I read the piece please listen for appropriate steps, transitions, my lead and closing. Read “How to Make Toast”. Who can tell me what my lead was? Did it grab your attention? Was my list of materials complete? Did I use any transition words? How was my conclusion? Does anyone feel like making some toast now that you have heard my story? In today’s activities it is important to realize we have today and tomorrow to finish and turn in our polished copy we will be placing in our portfolios. What are the only pieces we want to place in our portfolio? (Our best work) Our goals are to revise and proofread how-to paragraph. Then when we are finished with the first goal we will move on to create a final draft and tomorrow share it with the class in the author’s chair.

If there are any students who are not feeling ready to revise or unsure about a step in their writing a how-to piece pull form a small group and complete a transition word cloze activity. This should be a short how-to example with missing words and students will choose the missing word from a word list and then label each part of a how-to piece including: topic, lead, transition words, materials, and conclusion.

The rest of the class will be grouped according to readiness according to the following differentiated activities.

Middle &Differentiated Procedures:

Revise, Publish, Share



Editing checklist


Peer Assessment


Graphic Organizer


Presentation Rubric


Presentation Rubric


Scoring Rubric

Closure: When all students are ready for the "Author's Chair" will be available for whole class sharing. Other students will be able to ask questions of each author at this time. Assessment: The teacher will be looking for participation and effort.

End of Day 1 or Day 2- Author's Chair (Explanation)

(This portion of the lesson was adapted from the following website: http://www.teachervision.fen.com/teaching-methods/resource/5047.html )

What is it?Author's Chair is the final step in the writing process. A special time and place is allotted to writers who wish to share their final products with an audience. Because the writing has already gone through revising and editing based on constructive criticism, Author's Chair is an opportunity for the writer to receive positive feedback from their classmates.

What is the purpose?


http://www.teachervision.fen.com/teaching-methods/resource/5047.html

Providing an audience for hard work done well is a motivating force for children to write more in the future.

As an active-listening audience member, students develop listening and attention span skills. Analyzing written work requires reflection and critical thinking abilities. Giving and receiving

feedback is beneficial for both parties. Both the presenter and the audience member's own writing improves as a result of the critique.

What does it look like?A special chair such as a director's chair, an oversized office chair, or a spare teacher's chair is designated as the Author's Chair. Audience members face the presenter and listen carefully, critiquing the story silently. Critiquing involves thinking of parts of the writing that one likes and doesn't like. Only those things he or she likes should be shared with the author. Authors are encouraged to respond to the comments they receive.

Many students are eager to respond at the end of an author's story or report. So, I ask authors to choose no more than three people with one or two comments each to respond to their work. Students are asked to provide examples for the aspects of writing that they enjoyed.

In order to facilitate higher-level thinking skills, I model frequently the kind of feedback I was looking for from the audience.

Closing & Assessment- Students self-assess with rubric. Teacher assesses with rubric. Student and teacher compare rubrics and discuss differences and similarities. This should be a student led activity. Students is allowed time to edit if necessary. Polished copy is shared in Author’s Chair to peers. Peers are allowed to give two positive comments and one suggestion to improve piece. Student decides to revise or turn in a polished copy. Grade is given. Writing pieces will be exhibited.

Impact on Student Learning(Analysis of student achievement from this lesson)

Which students met performance criteria for the objective(s)? Which students did not meet the performance criteria for objective(s)? How do you know?

Lesson Refinement(How will you change the lesson to improve student learning?)

3. What did your impact analysis of student learning tell you about how your students learn?

4. What did your impact analysis of student learning tell you about the success of the strategies you used?

5. How useful were the assessments in terms of student learning?

6. How will you differentiate instruction the next time you teach the lesson so that all students will learn?


Printable Resources:

Writing Process Stage Strategies/Skills To Be Taught

1. Brainstorming 1. Teacher reads How To books for modeling

2. Gather seed ideas

3. Teacher models procedural writing

4. Choose seed idea

5. Use graphic organizers to develop sequential order of steps

2. Drafting 1. Develops sentence that clearly defines goal

2. Sequential order of steps/transition words

3. Time order words

4. Phonetic spelling to write directions

5. Title

3. Revising 1. Reread and reflect to clarify ideas

2. Make physical revisions (i.e., cut and tape to rearrange)

3. Word choice

4. Time order words

5. Stay on topic

6. Add details

4. Editing 1. Grammar

2. Spelling

3. Capitalization

4. Spaces

5. Punctuation

6. Sentence Structure

5. Publishing 1. Make little books

2. Word processing

3. Class book

4. Legible printing

5. Slide Show


Writing ChecklistWriting Checklist_________ Name___Periods______Capitals______Spaces______Spelling______Did you read the story?______Does it make sense?______Are all sentences about one thing?___

Writing Checklist_________ Name___Periods______Capitals______Spaces______Spelling______Did you read the story?______Does it make sense?______Are all sentences about one thing?___



Writing Checklist_________ Name___Periods______Capitals______Spaces______Spelling___ ___Did you read the story?______Does it make sense?______Are all sentences about one thing?___




Modified from- Teachers.Net Gazette http://teachers.net/gazette


Grading Rubric for How-To / Instructions

Student’s Name: ______________________ Date: _______________

Transactive “How-To” Paragraph

Makes or uses a Graphic Organizer (5 points)

Main Idea Sentence (10 points)

Uses clear, complete sequencing steps to guide the reader (25 points)

Writes complete sentences (10 points)

Uses punctuation correctly (15 points)

Uses capitals correctly (15 points)

Writes a conclusion sentence (5 points)

Indents (5 points)

Title (5 Points)

Writes neatly (5 points)

Total Points (100 possible)

Grade _______

Exemplary 94 – 100Competent 87 – 93Developing 76 – 86Emerging 70 – 75

Below 70 = Has little understanding of writing process.


The Leads I Use

Teaching the Use of Leads in Writing Nicole Peterson

When I start to write a story, a story, a story,When I start to write a story,I need an exciting beginning.

I can jump into the action, the action, the action,I can jump into the action

At the very beginning.

I can show you what I see, .....

I can start out with a question, .....

I can start out with a sound ,.....

The 5 senses can help me, .....

https://www.songsforteaching.com/readinglanguagearts/writingstrategies/leads.htm


https://www.songsforteaching.com/readinglanguagearts/writingstrategies/leads.htm

Name: __________________________ Date: _________________________

Lead: ________________________________________________________________________________________________________________________________________________________________________________________________________________________

Conclusion Sentence: ________________________________________________________________________________________________________________________________


Transactive Writing Checklist Name: ________________

* Required Revising *

_____ Highlight your TOPIC SENTENCE that introduces your subject. If you haven’t included a topic sentence, add one.

_____ Draw a box around the MATEIALS needed and number the STEPS in your piece. All necessary materials and steps should be listed, and be in sequential order.

_____ Circle each TRANSITION WORD you have used. Add a minimum of 2 additional transition words to your piece.

_____ Draw a line under any of the places in your piece that sound choppy. COMBINE SENTENCES in a minimum of 2 places in your piece using a conjunction.

_____ Highlight your CONCLUSION to check for closure to the piece.

* Required Editing *

_____ Circle a minimum of 3 words with questionable spellings. Look up the correct spelling in the dictionary and write it above the word.

_____ Put a dot under the first word in each sentence to be sure you have used a capital letter. Add capital letters where they are needed.

_____ Draw a box around the punctuation at the end of each sentence. Make sure you have used the appropriate punctuation.


Questions to guide listening for Transactive How-To Pieces

Title: __________________________________________

Author: ________________ Listener: ______________

1. What is the topic of the piece?

______________________________________________________

2. Has the author included all of the necessary steps to complete the task described in the piece?

______________________________________________________

3. Is the information presented in sequential order?

______________________________________________________

4. Has the author included transition words?

______________________________________________________

5. Are you left with any questions at the end of the piece? If so, what are they?

______________________________________________________ ______________________________________________________ ______________________________________________________


Graphic Organizer for Transactive: How-To Piece

Step1 _______________ Step 2 _______________transition word: ______ transition word:_______

Step 3_______________ Step 4 _______________transition word: ______ transition word:_______

Step 5 _______________ Step 6 _______________transition word: _______ transition word:_______


Materials: Materials:



Transactive Writing Reflection Sheet Name:_______________

Activity Feelings Comments

Developing a

Lead

Listing

Materials

Developing

Steps

Conclusion


Teamwork Rubric

Name__________________________ Date_________________

The scores below are for your teamwork or participation in the group.

0=No participation.

1=I kind of worked with my group.

2=Yes, I worked together with my group.

3=Yes, I worked a lot with my group.

4=Yes, I worked with my group all of the time.

Circle your score.

1. I worked well with my group.0 1 2 3 4

2. I shared ideas with my group.0 1 2 3 4

3. I listened to my partners in the group.0 1 2 3 4

4. I helped to create the play.0 1 2 3 4

5. I did my best in my group.0 1 2 3 4

Please score your group's teamwork. How well did your group work together?

0=Most people did not participate.

1=Only a few people worked on the play.

2=Some people created the play.

3=Most of my group worked on the play together.

4=My group worked well together all of the time.

Circle your score.

1. My group worked well together.0 1 2 3 4


2. My group shared ideas with each other.0 1 2 3 4

3. My group listened to each other in the group.0 1 2 3 4

4. We all helped to create the play.0 1 2 3 4

5. We all did our best in the group.0 1 2 3 4

Adapted from: http://projects.edtech.sandi.net/kimbrough/pilgrimlife/teamworkrubric.html


http://projects.edtech.sandi.net/kimbrough/pilgrimlife/teamworkrubric.html

Group Participation Evaluation:

Your work will be checked in these ways:

1. A "Teamwork" score sheet 2. A "Teacher Check" of your table, tallies and graph

Here is your Teamwork Score Sheet

NAME __________________ Circle (O) Yes or No.

I helped my partner. YES NOI listened to my partner's ideas. YES NOIt was easy to use my mouse. YES NOI did my best. YES NO

---------------------------------------------------------------------------------

Here is the Teacher Check Sheet.

Student Name ________________________ Circle 0,1,2.

Table 0 1 2Tallies 0 1 2Graph 0 1 2

0=not completed 1=partially correct 2=totally correct Total Score____________

Adapted from the following webquest evaluation: http://www.yorkville.k12.il.us/webquests/webqwagner/webqswagner.html#Evaluation


http://www.yorkville.k12.il.us/webquests/webqwagner/webqswagner.html#Evaluation

Transactive: How-To Pre-Assessment

Circle which of the following is a topic for a how-to writing piece.

a story with a witcha memory from the pastthe steps to make a peanut butter and jellya letter to your teacher

What can make a how-to more interesting and exciting?________________________________________________________________________________________________________________________________________________________________________ Circle all the parts that belong in a how-to.

monsters settingdirections leadtopic greetingsteps materialsconclusion charactersfiction signature

List three topics which you would like to use to write a how-to.

1. ________________________________________2. ________________________________________3. ________________________________________

How does writing make you feel? Circle one.
