Plant Processes Writing Unit
TN STANDARDS:
· Engage in prewriting using a variety of strategies.
· Write for a variety of audiences and purposes.
· Show evidence of drafting and revision with written work.
OBJECTIVES:
· TSWBAT organize prewriting thoughts by using a web graphic.
· TSW create a working draft using the five step guide and brainstorming web.
· TSWBAT locate online sources for research purposes.
· TSWBAT analyze the creditability of online resources.
MATERIALS:
· Brainstorming web essay.brainstorm web.doc (23 kB)
· Three Step Guide Worksheet RAFT.doc (22,5 kB)
· Research Jot Chart RESEARCH JOT.CHART.doc (34 kB)
· Revision Worksheet (See editing worksheet)
· Editing Worksheet editing.worksheet.doc (38 kB)
· Rope
· Clothes pins
· Rope Labels
SET/FOCUS:
· RRL/IAL: Raise your hand if you like to look at magazines.
· IAL/ABK: Do you think it would be hard to write articles in magazines. Give me a thumbs up if you think it would be easy. A thumbs down if you think it would be hard.
· LL: For the next few days we are going to become journalists. We are going to write an essay for a Magazine. I want to know how you feel about this. I am giving everyone a clothes pin. Your pin has your name on it. Have rope going across room in place where students can easily reach. Rope will have three headings above it – “Feel good” “I’m Ok” “I’m Not Sure”. I want you to be honest. It is ok if you’re not sure. Go hang your clothes pin on the rope. You can be Ok, Not Sure or somewhere between the two. Hook the clothes pin on the rope so your name faces the wall. Ready …..GO!
INSTRUCTION:
Day 1: Prewriting
o Hand out assignment sheet, three step guide, and web. Explain the assignment and answer any questions that the students may have from the RAFT. Explain the three step guide. The three step guide is a model for how to write every paragraph. Answer any questions. Then, give each student a web beginning. Do example of web on board-connect web to five step guide.
o Students will spend 10 minutes brainstorming locations for their paper.
o HWK: Students will be given jot chart to begin research process
DAY 2-3: Prewriting
o Students will spend time in library and in class computers finding information on the plants and locations they have chosen (appx 45-60 min).
DAY 4: Drafting
o Rubric Given and explained
o Students will spend twenty minutes writing their papers. They are to use the web, online info, and textbook to aid them in their writing process.
o After 20 minutes, the students will be given a mind break. Stretch & 2 min talk time.
o Students will resume writing for 15 more minutes.
o Hwk: Students are to finish their drafts.
DAY 5: Revision
o Students will be given a Revision/Editing Worksheet
o Students will work in groups of 3. Students will read and provide feedback on their group members’ papers.
o Students will look at introduction hooks, transitions, and three step guide
DAY 6: Editing
o Students will again be placed with groups from Day 5.
o Students will read and provide editing feedback on group members’ papers.
o Students will look for sentence fragments and punctuation.
DAY 7: Publishing
o Students work on final draft of paper.
o I will answer any questions about formatting or technology.
DAY 8: Open house to parents
o Have work hanging on wall in National Geographic Cover format
o Fruits served to celebrate safe travels
CLOSURE:
· Have students revisit writing spectrum. Have students move their pin to how they would feel if they were asked to do write another paper. (Hopefully all students would move towards “Feel Good”).
· Have students get into groups of 4. Have students discuss and share what was the hardest and easiest part about writing an article. Share with class.
· Ask students “Why is it important to be able to write papers?”