Unit
Writing Workshop--Informative Report
Local Objective
At the end of this unit, students will be able to...
a. Use appropriate prewriting and drafting skills to create an informative report centered on a thesis.
b. Revise the informative report to include documented and organized information and a conclusion that summarizes ideas.
c. Reflect on and assess one's writing process and informative report.
Objective used to evaluate students
Yes
Assessment Activity
1. The students will be assessed by participating in class discussions and completing each step of the writing process. Students will be assessed on their ability to use appropriate prewriting and drafting skills to create an informative report centered on a thesis, on revising the informative report to include documented and organized information and a conclusion that summarizes the ideas, and on reflecting on and assessing one's writing process and informative report.
Level of Expectation
80%
List of concepts and Evaluation Types
Concept | Evaluation Type |
Final Writing | PE |
Learning Activity
The students will:
1. Think about a question that puzzles you. For example, why is the sky blue or why is music so important to teenagers? Brainstorm for a few minutes about the sources you might consult to find your answers.
2. Choose a subject. Choose a subject that you will enjoy researching. Think about what interests you.
3. Find sources. You can use primary sources or secondary sources. Be sure to evaluate each kind of source before using it.
4. Take notes. Write down important information you want to use. Be sure to paraphrase, not plagiarize.
5. Write a thesis statement. A thesis statement tells your point of view.
6. Organize your paper. Can organize based on order of importance or by chronological order.
7. Write your rough draft. Compare your paper to the content and organization guidelines. Make necessary revisions and write a final draft.
8. Include your final draft in your writing portfolio.
Instructional Method
The teacher will:
1. Guide students as they think about questions that puzzle them. Discuss what sources they might use to find their answers.
2. Help students to choose subjects they will enjoy researching. Help them to think about sports or hobbies to write about.
3. Talk to students about using the two different types of sources: primary and secondary. Help them to check the validity of their sources.
4. Encourage students to keep their notes and their sources together in a folder. Having a central location for their materials is efficient.
5. Guide students in writing their thesis statements. Let students know it is okay to re-write or modify original thesis statements.
6. Help students to create a time line of events about their subject. Show how using a time line is a wonderful way to organize information.
7. Assist students will comparing their rough drafts to the content and organization guidelines. Help students as they write their final drafts.
8. Collect student writings to be added into their students portfolios.
Content Standards
CA 1, CA 2, CA 3, CA 4
Process Standards
1.8, 2.2, 4.1, 2.1, 2.6, 4.8, 1.6, 1.3
Equity/Workplace Readiness
MSIP Code | MSIP Indicator |
R/I | Research/Information Skills |
Resources
Holt Elements of Literature
Markerboard
Correction Exercise
Tutoring
Peer Coaching
Spell Check
Special Needs
Tutoring
Peer Coaching
Modified Assignments
GLEs v1.0
GLE Code | Discipline | Strand | Big Idea | Concept | Grade Level/Course | GLE |
CA/2/2/F/07/a | Communication Arts | Writing | Compose well-developed text using standard English conventions | Sentence Construction | Grade 7 | In composing text, use
- complex sentences in writing
- precise and vivid language
- editing to eliminate run-on sentences
- cohesive devices
|
CA/2/3/E/07/a | Communication Arts | Writing | Write effectively in various forms and types of writing | Audience and Purpose | Grade 7 | Compose texts
- that contain a created chart, graph and/or other graphic organizer based on printed information
- and write a formal business letter and address an envelope
- that address two different audiences and purposes using appropriate forms (e.g., explain the differences between seventh grade and second grade to a parent and to a second grader)
|
CA/2/3/C/07/a | Communication Arts | Writing | Write effectively in various forms and types of writing | Expository and Persuasive Writing | Grade 7 | Write expository and persuasive
- paragraphs (including compare/contrast and cause/effect) with
< a strong controlling idea
< supporting and concluding sentences
< appropriate logical sequence
< effective writing techniques (e.g., imagery, humor, point of view and voice)
- multi-paragraph essays drawing from a variety of sources
- responses to literature that show an understanding of theme and characters, using details/examples from the text as support
|
CA/2/3/B/07/a | Communication Arts | Writing | Write effectively in various forms and types of writing | Note-Taking | Grade 7 |
Use a variety of note-taking methods to organize information
|
CA/2/1/A/07/a | Communication Arts | Writing | Apply a writing process in composing text | Writing Process | Grade 7 | Follow a writing process to
- create appropriate graphic organizers to provide a structure for information
- apply writing process to write effectively in various forms and types of writing |
CA/2/2/B/07/a | Communication Arts | Writing | Compose well-developed text using standard English conventions | Capitalization | Grade 7 | Use conventions of capitalization in written text
- titles (magazines, newspapers, songs, works of art
- proper nouns (brand names of products, nationalities)
|
CA/2/2/C/07/a | Communication Arts | Writing | Compose well-developed text using standard English conventions | Punctuation | Grade 7 | In composing text, use
- comma rules for punctuating various sentence structures
- correct format in writing titles
- quotation marks in dialogue
- lons in business letter salutations
|
CA/2/2/D/07/a | Communication Arts | Writing | Compose well-developed text using standard English conventions | Parts of Speech | Grade 7 | Use parts of speech correctly in written text
- pronouns and antecedents
- consistent verb tense
|
CA/2/2/E/07/a | Communication Arts | Writing | Compose well-developed text using standard English conventions | Spelling | Grade 7 | In writing, use dictionary, spell-check and other resources to spell correctly |
Objective Notes/Essential Questions
Date | Note/Question |
6/25/2007 10:04:33 AM | 3) Who is the author? What is the author's background? How trustworthy is the information? What are the author's sources? Is the information up-to-date? When was the web site developed? |
6/25/2007 10:11:52 AM | 7) Does your introduction identify both the topic and the main point of your report? Does each paragraph in the body of your report develop one subtopic? Does each paragraph contain supporting evidence such as facts, examples, and direct quotes? Does your conclusion sum up your overall findings? Have you included at least three sources in the Works Cited list? |