Objective Content

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?