CC.1.W.5 Production and Distribution of Writing:  With Guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add detail to strengthen writing as needed

CC. 2. W.5  Production and Distribution of Writing:  With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add detail to strengthen writing as needed by revising and editing

CC.2.R.I.5 Craft and Structure:  Know and use various test features (eg. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text effectively.

Big Ideas 1. Writing is a means of documenting thinking. 2. Writing is a recursive process that conveys ideas, thoughts, and feelings. Concepts 1. Focus content, organization, style and conventions work together to impact writing quality. 2. Writing improves through the recursive process of revising and editing. Competencies 1. Write with a sharp distinct focus (e.g. sharp controlling point), identifying topic, purpose and audience (focus) 2. Develop topic-specific content that is explained and supported with details and examples appropriate to audience and mode using precise vocabulary (content) 3. Write a series of paragraphs with topic sentences and supporting details that are relevant to the focus 4. Organize and sustain writing in a logical way including and introduction, body and conclusion with appropriate transitions within and between paragraphs. 5. Use introduction to establish purpose. 6. Use grade appropriate conventions of written language and editing (i.e. correct spelling, capitalization, punctuation, grammar,sentence formation) (conventions) 7. Apply writing process to develop a piece of work (i.e. pre-write, draft, revise, edit, and publish)

demonstrate                       bold type

predators                            misconception 

summarize                          main idea

habitat                                detail

informational                      sources

graphics                               

analyze              

characteristics

organize

explain

quality

content

organization

focus

 

Goal:  The students will produce a non-fiction book about an animal of their choosing.  Success will be measured by parent feedback and proficiency level as measured by a rubric evaluated  by student and teacher (W) (E) (H)

Objectives:

1.  The students will draw on prior knowledge to complete a graphic organizer focusing on characteristics, habitat, other interesting facts (W) (H) (T) (O)

 2. The students will research informational text and electronic media about the animal and record the information on the graphic organizer.(O) (H)(E)

3.  The students will sort and evaluate prior knowledge with new information to draft pages of the book.(T) (E)

4. The students will revise and edit the draft (O)

5. The students will illustrate the book (H) (T)

6.  The students will write a poem using their chosen animal as a spring board (T)

7. The students will produce a final flip book for "publication" (H)

8.The students will evaluate themselves using the rubric (E)

9. The students will present their informational writing to the class and to parents at an Authors Tea.  (R) (T) (H)

 

The the entire project will be complete at the end of the second quarter of the school year - approximately ten weeks

The prior knowledge and research parts are to be completed in Science Class - 70 minute blocks one time per week for two consecutive weeks.  Small groups of students will have extra time based on responces on their formative assessment after each session (exit slip)

The drafting, revising and editing are to be completed in Language Arts Class - 70 minute blocks one time per week for three consecutive weeks Extra small group classes as necessary.

The poetry section to be complete in Language Arts - two 70 minutes classes

The illustrations are to be completed in Art Classes toward the end of the project- two to three  weekly 35 minute classes

The last week will be the Author's Celebration for all participants and their families

elmo

graphic organizers of different types

pencils

sticky notes

books about animals

books about habitat

internet/computers

magazines

paper

markers

pens

rubric

 

 

W:	Students will see a model of a completed Animal Book.  They will learn that their book will be read and celebrated at an Author's Celebration.  They will also read and discuss the use of a rubric that will be used by both student and teacher to evaluate their work. They also will be shown how to use the exit slips.
H:	Students interest and enthusiasm will be sustained because they will produce a real book that will be read and celebrated with peers, staff and parents.  Language Arts, Science, and Art will be incorporated in this project therefore several teachers will be involved and will help encourage the students.  The students will pick an animal of their choosing.
E:	The experience of recording prior knowledge then researching and sorting the new facts to make the book  will make the understandings real.  All learners will be successful as each book will be the best work of each student.  Each book will be different and each child will be that animal's "expert".  The student will keep track of heir progress using a check sheet that lists the process
R:	Students will reflect, revisit, revise and rethink the information they listed using  prior knowledge and melding that with new information they learn through research.  They will revise and rethink their understanding of the animal based on what they learn through research.
E:	The students will express their understandings through what they write in the published book, the illustrations they draw, and the poem they write.  The self evaluation tool will be the completion of the rubric by both teacher and student.  After the completion of each part, the students will fill out a brief exit slip (formative assessment) to be evaluated by the teachers
T:	The instruction will be tailored to each child by helping the child to use appropriate research tools to learn about their specific animal.  Each child will write his own piece and each will be different from the other in quality and sophistication.  Some children will explore the illustrations more fully than others and  some will explore the poetry more fully than others.
O:	The learning xsperiences will be organized through the use of a process check sheets that include researching, drafting, revising, editing and publishing.  The students will grow in their conceptual knowledge of the animal they choose.  They will gain in depth knowledge and be Animal Experts.

finding-spark-more-tips-building-student-motivation.htm
introducing-academic-strategies-students-direct-instruction-.htm
jackpot-ideas-classroom-rewards.htm

Learning Activites

Sudents will select and living animal for which they would like to write an informational flip book with the following sub titles:  habitat, characteristics, interesting facts. recording sources and content specific vocabulary.  (W) (H)

Using prior knowledge, the students will record information about what they think they know on a graphic organizer. (H) (E)

After instruction about text features, and how to look up and record information.  The students will find that they are either correct, or had misinformation.  They will move sticky notes to the appropriate part of the organizer.   They will also record new facts that fit the criteria.(O)

Using a main idea/ details grapic organizer, the students will develop the pages of the book. (R)

The students will then write the first draft, revise, and edit each page. (R) (T)

The students will also write a poem using their animal as a starting point (E)

Thes students will illustrate their book. (E)

Finally they will publish their work, illustrate it and present it to peers and parents at an Author's Tea (H)

 

Extensions to modify the needs of ELL students, students with IEPs and students who are Gifted.(T)

ELL students and students with IEPs will have more adult support with the project, they will be guided more directly by teachers. Each child will use their Zone of Proximal Development to read and then write their piece.  Illustrations will be primary and writing secondard if needed. (T)

For students who are gifted, they will be expected to do most of the project without a lot of teacher support.  They will be asked to inculde more detail and illustrations plus a sofisticatd poem. (T)

 

 

 

 

 

 

 

 

Formative Assess Animal Nonfiction.doc
Rubric for Informational Writing Grade 5.docx
Writing an Informational Piece.doc
Writing to InformFormative Assessment 1 - 3 Info Writing.doc
Notetaker
Rubric for Animal Book Info Writing Grade 4.docx

Essay Map
Non fiction - Tony Stead KWL chart.doc
Notetaker
Organizer: Writing A Summary

informational writing, research, 4th grade, animal stories, rubric, draft, revise, edit, publish, flip book

Kim Riley School Wide Support Jefferson School School District of the City of Erie

October 27, 2011