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Kenneth Floyd

Kenneth Floyd. 4 th grade expository-report Social studies George Washington. Topic.

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Kenneth Floyd

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  1. Kenneth Floyd 4th grade expository-report Social studies George Washington

  2. Topic • Students have been studying about the American Revolution. Students will gather information about Thomas Jefferson and George Washington, and write a report about the one of the most influential people of the American Revolution, George Washington.

  3. SS GPS • SS4H4 The student will explain the causes, events, and results of the American Revolution. • d. Describe key individuals in the American Revolution with emphasis on King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John Adams

  4. ELA GPS • ELA4W2 The student demonstrates competence in a variety of genres. • The student produces informational writing (e.g., report, procedures, correspondence) that: • a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. • c. Creates an organizing structure appropriate to a specific purpose, audience, and context. • d. Includes appropriate facts and details. • e. Excludes extraneous details and inappropriate information. • f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote. • g. Draws from more than one source of information such as speakers, books, newspapers, and online materials.

  5. ELA GPS • ELA4W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The student • a. Plans and drafts independently and resourcefully. • b. Revises selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text. • c. Edits to correct errors in spelling, punctuation, etc

  6. Pre-Assessment • Today, we will begin writing in the informational genre in the form of a report. To see just how much you already know about informational writing, I want you to write a report about your favorite family member. Be sure to give details to support your reason for selecting them as your favorite family member. You will have 45 minutes to complete this assignment. I suggest that you use your first 5 minutes to plan and the rest of the time to write the report. I expect you to have 5 paragraphs (introduction, 3 body paragraphs, and a conclusion). I will let you know when you have 5 minutes remaining for your pre-assessment writing. This is not a grade, but do your best to show just how much you know about informational writing in the form of a report.

  7. Directions for Pre-Assessment • If you are at the front of the row, please pass 2 pieces of paper to your neighbor behind you quietly. • If you do not have a sharpened pencil, line up quietly at the pencil sharpener, then return to your seat quietly. • Use 1 piece of paper for planning, and the other sheet for your report. It’s ok if you don’t have time to revise and edit.

  8. Directions for Pre-Assessment • If you do finish early, go back and start revising and editing your work. Only do this if you fully complete your work. Remember, our main focus is seeing what you know about informational writing in the form of a report. • Keep your hands and feet to yourself while writing.

  9. Directions for Pre-Assessment • If you have a question while you are writing, raise your hand appropriately and I will come and assist you. • Your goal is to write 5 paragraphs(introduction, 3 body paragraphs, and a conclusion). • Make sure to include at least 3-5 sentences in your paragraphs.

  10. Directions for Pre-Assessment • Pick up your pencil and place your name and date in the top right corner of your paper. Then place “My Favorite Family Member” at the top of the page. • If there are no further questions (pause 3-5 seconds), you make begin writing your informational reports quietly. • “Golden Rule” – Do unto others as you would have them do unto you. (Respect others while they are working, because you want them to do the same for you.)

  11. Instructional Grouping • Instructional grouping will occur in small group settings • There are several ways both teachers and students can benefit from this: • Differentiation of instruction • More constructive feedback • Students have more opportunities for questions • More opportunities for one on one interaction between the students and the teacher

  12. Grouping based on developmental levels • For students who have differing developmental levels, small group setting can feel more like a safe setting for some children. They don’t feel as intimidated if asked a question in a small group rather than a whole group setting. This allows the teacher to differentiate their instruction to meet the instructional needs of these students so that they too have the same opportunity to succeed as the other students. This would prove very effective for students with differing developmental levels in teaching the writing process because it’s broken down more for them.

  13. Grouping based on cultural/linguistic backgrounds • Students with differing cultural/linguistic backgrounds would benefit greatly through the implementation of the small group setting in the classroom. If they are ELL students, chances are they’re struggling to adapt to and learn the English language. Through a small group setting, the teacher (reg. ed., sped, or ESOL) could implement a constant time delay scenario about the writing process with that student, and then generalize it back into the writing lesson that the small group is participating in. This would benefit them through both oral and written language.

  14. Prewriting Genre • Expository • informational writing • research Form • Report - gather information about a subject

  15. Prewriting Pt. 2

  16. Prewriting Pt. 3 • Accommodations and/or Modifications for Needs of Students withDiffering Developmental Levels • oral dictation • acts as graphic organizer if recorded • Accommodations and/or Modifications for Needs of Students fromDiffering Cultural and Linguistic Backgrounds • Peer/adult reading assistance • translator

  17. Mini-Lesson (Prewriting) • For our class mini-lesson, we will divide up into 5 groups. Each group will be assigned to fill out a section of the graphic organizer on why George Washington was the most influential figure in the American Revolution. We’ll then write those ideas on the SMART Board ™.

  18. Drafting • write down ideas on paper • skip every other line • Consists of: • introduction • body (generally 3) • conclusion

  19. Revising • proofread to find errors • change words • rearrange information to make more sense • considered most important stage

  20. Editing • proofread to find errors • correct punctuation, capitalization, and spelling errors • puts paper in final form

  21. Proofreading Marks

  22. Publishing • put writing in appropriate form • culmination of the writing process • share with audience

  23. References • Computer • Floyd, K. (2011). Benjamin Franklin Graphic Organizer. Unpublished manuscript. Valdosta State University, Valdosta, GA. • Floyd, K. (2011). George Washington Graphic Organizer. Unpublished manuscript. Valdosta State University, Valdosta, GA. • Floyd, K. (2011). George Washington Publishing Rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA.

  24. References • Floyd, K. (2011). George Washington Editing Rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA. • Floyd, K. (2011). George Washington Revising Rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA. • Floyd, K. (2011). Drafting Rubric for Expository Writing. Unpublished manuscript. Valdosta, GA. Valdosta State University.

  25. References • Floyd, K. (2011). Benjamin Franklin Rough Draft. Unpublished manuscript. Valdosta State University, Valdosta, GA. • Floyd, K. (2011). Prewriting Rubric for Expository Writing. Unpublished manuscript. Valdosta, GA. Valdosta State University. • Helibroner, J (2001). Meet George Washington. Landmark Books.

  26. References • Georgia Department of Education, (2008, March 12) Assistive Technology Resource Guide. • Retrieved from:http://www.gpat.org/resources.aspx?PageReq=GPATconsider • Georgia Department of Edcuation, (2010) Grade 5 Writing Assessment. • Retrieved from: http://www.doe.k12.ga.us/ci_testing.aspx?PageReq=CITestingWA5

  27. References • Georgia Department of Edcuation, (2010) Grade 5 Writing Assessment: Scoring Rubric Retrieved from : http://www.doe.k12.ga.us/DMGetDocument.aspx/Grade%205%20Writing%20Rubrics.pdf?p=6CC6799F8C1371F6C9122DABBA413FA4034D737757AC3E9D45E2CB3CA80DA4F8&Type=D • Pencils • SMART Board™

  28. References • Rojas, V. P. (2007). Strategies for success with English language learners. Alexandria, VA: Association for Supervision and Curriculum Development • Root, T. (2011). Revising and editing: Proofreader’s Marks. Retrieved from http://www.valdosta.edu/~troot/eced4300/revising_&_editing.htm

  29. References • Social Studies for Kids/George Washington. (n.d). Social Studies for Kids/George Washington. Retrieved from http://www.socialstudiesforkids.com/subjects/georgewashington.htm • The Electric Ben Franklin. (1999-2010). The Electric Ben Franklin. Retrieved from http://www.ushistory.org/franklin/info/index.htm

  30. References • The Writing Process. (n.d). The Writing Process. Retrieved from http://writing-for-kids.com/writing_process.html

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