Unit
Writing Workshop--Comparison-Contrast Essay
Local Objective
At the end of this unit, students will be able to...
a. Use appropriate prewriting and drafting skills to write a comparison-contrast essay.
b. Revise the essay by rearranging sentences, adding transitional expressions, and providing additional supporting details and examples.
c. Reflect on and assess one's writing process and essay.
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 pre-writing and drafting skills, revising the essay by rearranging sentences and adding transitional expressions, and by reflecting on and assessing one's writing process.
Level of Expectation
80%
List of concepts and Evaluation Types
| Concept | Evaluation Type |
| Final Writing | PE |
Learning Activity
The students will:
1. Quickwrite about a time when you were trying to decide which of two movies to see. How did you make a decision on which one to watch? Did you consider the times they started? Which theater you could go to? Which movie sounded more interesting?
2. Using the writing process, choose two literary texts that have basic similarities as well as differences. Write a comparison-contrast essay about those two texts. a) Choose a topic b) Find similarities and differences using a Venn diagram. c) Organize your information d) Develope your draft e) Guide your reader.
3. Once paper has been written, check your paper with the content and organization guidelines. Make necessary revisions and write a final draft.
4. Include your final draft in your writing portfolio.
Instructional Method
The teacher will:
1. Guide students as they quickwrite about a time when they were trying to decide which of two movies to see. Guide them as they figure out their decision. Did they concern themselves with the times of the movies, location, price, etc? Did they choose their movie because it sounded interesting?
2. Assist students with writing using the writing process. The process is: a) Choose a topic b) Find similarities and differences using a Venn diagram. c) Organize your information d) Develope your draft e) Guide your reader.
3. Assist students with comparing their rough drafts to the content and organization guidelines. Discuss any necessary revisions and guide students as they write their final drafts.
4. Collect writing to be added into student writing portfolios.
Content Standards
CA 1, CA 2, CA 4
Process Standards
1.8, 2.2, 4.1, 2.1, 2.6, 4.8, 1.6
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/2/1/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 |
| 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
|
Objective Notes/Essential Questions
| Date | Note/Question |
| 6/21/2007 2:08:59 PM | Type essay at computer lab. |