Lamb, Lindsey READ 7140 1
Interdisciplinary Writing Unit
Lindsey Lamb
Valdosta State University
READ 7140
Dr. Root
June 3, 2011
Lamb, Lindsey READ 7140 2
Interdisciplinary Writing Unit Components for READ 7140
Introductory Material/Information on Writing Unit
I.
Student Characteristics and Individual Differences: Complete the “Interdisciplinary
Writing Unit: Student Characteristics and Individual Differences” (contextual factors).
Interdisciplinary Writing Unit: Student Characteristics and Individual Differences
Genre: Informational
Form: Letter
Content area: Social Studies
Grade: 1st
Content topic/concept: Students have learned about Benjamin Franklin and his many
achievements throughout his life. Students have also learned about Thomas Jefferson and his
significance in the Declaration of Independence.
A. Number of students (specific to lesson)
 Number of boys 7
 Number of girls 13
B. Ethnicity (number of students) (specific to lesson)
 18 African-American
 _0__ Asian-American
 _0__ Native American
 _2__ Hispanic
 _0__ Caucasian
 _0__ Multi-racial
C. Reading Achievement: (number of students)
Identify sources of data (e.g., benchmarks, classroom assessment, portfolios, RTI, GKIDS,
standardized tests): CRCT
 __6___ Exceeds standards
 __11__ Meets standards
 __3___ Does not meet standards
 __0___ Students for whom no data are available
D. Writing Achievement (number of students)
Identify sources of data (e.g., benchmarks, classroom assessment, portfolios, RTI, GKIDS,
standardized tests): CRCT
 _5 _ Exceeds standards
 _8__ Meets standard
 _7__ Does not meet standards
 _0__ Students for whom no data are available
E. Language Proficiency (number of students)
 _19_ English language
 _1__ English Language Learner (ELL)
 _0__ Sign language
Lamb, Lindsey READ 7140 3
F. List languages other than English Spanish
G. Students Identified and Receiving Services (number of students)
 __0_ Title I
 __1_ Gifted
 __0_ Early Intervention Program (EIP)
 __0_ Safety Net
 __1_ ESOL
 __0_ Reading Recovery
 __0_ Other
H. Students with Individualized Education Programs (IEP) (number of students)
 _0__ Visual impairment/Blindness
 _0__ Deaf / Hard of hearing
 _0__ Deaf/Blind
 _0__ Significant developmental delay
 _2__ Emotional and Behavioral Disorder (EBD)
 _0__ Specific learning disability (LD)
 _0__ Intellectual disability
 _1__ Other health impairment (OHI)
 _0__ Orthopedic Impairment (OI)
 _0__ Speech/language impairment
 _0__ Autism
 _0__ Traumatic brain injury (TBI)
 _0__ Other
I. Students with Other Education Plans (number of students)
 _8__ SST
 _0__ 504
 _0__ RTI
 _0__ Other
Lamb, Lindsey READ 7140 4
II.
Student Interest Survey: Develop a student interest survey (or a creative way to determine
student interests).
Interest Inventory
Name: _______________________
Age: _______
Date: ____________
Grade: ______
1. What is your favorite thing to do during the summer?
2. Where do you like to go on vacation?
3. Where do you want to go on vacation?
4. What is your favorite animal?
5. Do you have any pets?
6. Do you like to play any sports?
7. What is your favorite sport to play?
8. What is your favorite subject in school?
9. What is your least favorite subject in school?
10. Do you like to read?
11. What kind of books do you like to read?
12. What is your favorite book?
13. Do you like to write?
14. What kinds of things do you like to write about?
Lamb, L. (2011). Interest Inventory. Unpublished manuscript. Valdosta State University.
Valdosta Ga.
Lamb, Lindsey READ 7140 5
III. Georgia Writing Test: Compile information about the Georgia Writing Test for the grade for
which the unit is written or the next grade in which the test is given that supports the effectiveness
of your unit for positively impacting student achievement on the Georgia Writing Test.
In third grade, students are required to take a Georgia writing test. The purpose of this
test is for teachers to evaluate students’ ability to write in the four genres: narrative,
informational, persuasive, and response to literature. Schools must come up with a plan of
action to teach these four genres in kindergarten, first, and second grade, so that students
are prepared and are successful with the writing test in third grade.
For the narrative writing, students are tested on how they relate personal experiences
into writing by creating a plot and characters, and creating a story based on imagination or
fantasy. Informational writing consists of student writing assignments that can be based off
any topic in the third grade Georgia performance standards. This writing can be completed
during any specific content area instruction and not just during writing time. The writing
assignments are easily relatable to any writing if the purpose is to inform or explain a topic
to an audience. During informational writing, students learn to use resources to gather
information. Persuasive writing assignments should compel students to choose a side on a
specific issue. The writing assignment could be integrated into a specific content area.
Response to literature is the last genre of writing where students are assessed. It is similar
to persuasive writing in the aspect of supporting a certain position, except that response to
literature requires comprehension of a topic, so that students can fully understand and
develop their own opinion. Response to literature is typically used with biographies, poetry,
etc (Georgia Department of Education, 2010).
Teachers grade the writing test using analytic and holistic scoring methods. By scoring
analytically, teachers are evaluating more than one element of the writing. The four areas
assessed are: ideas, organization, style, and conventions. The rubric (which is attached)
shows how each element is broken down and graded holistically (Georgia Department of
Education, 2010).
The unit I have created is going to help students get a better understanding of the
writing process and the genre of informational writing. I will give thorough explanations
for each stage of the writing process, and will work with students individually to help them
reach mastery. By the end of the unit, students will know that informational writing is used
to inform a specific audience.
Georgia Department of Education. (2010). Grade 3 writing assessment. Retrieved from
http: //www.doe.k12.ga.us/ci_testing.aspx?PageReq=CITestingWA3
Lamb, Lindsey READ 7140 6
Lamb, Lindsey READ 7140 7
Lamb, Lindsey READ 7140 8
Beginning of Writing Unit
I.
Genre and Form of Writing: Informational-Letter
II.
Content Area Connection:
A. Content Area: Social Studies
B. Content Area GPS:
SS1H1 The student will read about and describe the life of historical figures
in American history.
a. Identify the contributions made by these figures: Benjamin Franklin
(inventor/author/ statesman),Thomas Jefferson (Declaration of Independence),
Meriwether Lewis and William Clark with Sacagawea (exploration), Harriet
Tubman (Underground Railroad), Theodore Roosevelt (National Parks and the
environment),George Washington Carver (science).
C. Topic and/or Concept: Historical figures in American history (Benjamin Franklin and
Thomas Jefferson)
D. Previous Content Area Lessons: Students have learned about Benjamin Franklin and
his many inventor/author/statesman achievements throughout his life. Students have
also learned about Thomas Jefferson and his significance in the Declaration of
Independence.
*****Brief overview*****
III. English Language Arts GPS:
ELA1W1 The student begins to understand the principles of writing. The student
a. Writes texts of a length appropriate to address a topic and tell a story.
b. Describes an experience in writing.
c. Rereads writing to self and others, revises to add details, and edits to make corrections.
d. Prints with appropriate spacing between words and sentences.
e. Writes in complete sentences with correct subject-verb agreement.
f. Uses nouns (singular and plural) correctly.
g. Begins to use personal pronouns (e.g., I, me, we, us) in place of nouns.
h. Uses singular possessive pronouns.
i. Begins to write different types of sentences (e.g., simple/compound and
declarative/interrogative).
j. Begins to use common rules of spelling.
k. Begins to use a variety of resources (picture dictionaries, the Internet, books) and
strategies to gather information to write about a topic.
l. Uses appropriate end punctuation (period and question mark) and correct capitalization
of initial words and common proper nouns (e.g., personal names, months).
m. Uses commas in a series of items.
ELA1W2 The student writes in a variety of genres, including narrative, informational,
persuasive and response to literature. The student produces informational writing that:
a. Begins to capture a reader’s interest.
b. Stays on one topic and begins to maintain a focus.
c. Adds details to expand a topic.
Lamb, Lindsey READ 7140 9
d. Begins to use organizational structures (steps , chronological order) and strategies (descript
tion).
e. Begins to use graphic features (charts, pictures, headings).
f. Begins to use a variety of resources (picture dictionaries, Internet, books) and strategies to
gather information to write about a topic.
g. Begins to develop a sense of closure.
h. May include oral or written prewriting (graphic organizers).
i. May include a draft that is revised and edited.
j. May be published.
IV. Explanation of Terms: (pg. 11)
V. Pre-assessment: (pg. 12)
V.
Grouping Arrangements
A. Explanation of Instructional Grouping:
For all writing process stages, instruction will be taught to students as a
whole class. This will be most beneficial for the teacher and students. As a whole
group, the amount of time on task is greatly improved. All students will hear the same
explanations at the same time. If students have any questions, the teacher’s answer
will clarify the answer to the question and possibly answer another student’s question.
By hearing other students ask questions, the students are learning from one another.
For revisions and editing, students will work with a peer to look at each
other’s letter. Again, students are learning from one another.
B. Explanation of Grouping Relating to Students’ Needs
1. Explanation of Grouping Relating to Students’ Developmental Needs
For prewriting and drafting, students will work individually. These two stages
are very important, because this is when the student forms their ideas and puts the
information together. Students with emotional/behavioral disorders could be seated in
the front of the class, so that they are closer to the teacher and are less likely to be
distracted. When students are working individually, without distractions, they will be
able to concentrate on their own work. In addition, students with emotional/
behavioral disorders need constant positive reinforcement for staying on task when
he/she is working independently (Georgia Department of Education, 2005).
For revisions and editing, students will be paired with a peer to give feedback
on each other’s letters and learn from each other. This is called pair talking (Rojas,
2007, p.385).
2. Explanation of Grouping Relating to Students’ Cultural or Linguistic Needs
For all stages of the writing process, the English language learner will work
individually in the beginning to see what skills she can make improvement with on
her own. By forcing her to do individual work, there is less chance of forming a
learned helplessness attitude. The teacher will be there to prevent frustration from
occurring. Then she can choose to use the pair talking strategy (Rojas, 2007, p.385).
This partner work will benefit the student in a couple of ways. The student will be
able to practice her English with a student who is fluent in both Spanish and English,
Lamb, Lindsey READ 7140 10
and she will learn more about the writing process from her peer every step of the way.
Lesson Plans for each Stage of the Writing Process:
1.
2.
3.
4.
5.
Prewriting Stage
Drafting Stage
Revising Stage
Editing Stage
Publishing Stage
Lamb, Lindsey READ 7140 11
Terms
1. audience- person/people to whom you are directing your writing
2. body- contains all of the information that you want to tell someone
3. closing- part of the letter where you say, “Kind regards,”, “Sincerely,”, or “Your friend,”
4. description- writer describes the topic of the writing by listing characteristics, features,
and examples
5. drafting stage- stage of writing where you use your completed graphic organizer to help
you put all your information together in an organized way
6. editing stage- stage of writing where you correct all spelling, capitalization, and
punctuation errors
7. informational writing- to share information/ to inform others about a topic
8. heading- where you put the date that you are writing the letter; placed on the top right
hand corner of the paper
9. graphic organizer- make notes of important things about someone or something without
worrying about complete sentences, punctuation, and capitalization.
10. prewriting stage- stage of writing where you write down information/facts on a graphic
organizer which is your guide when you are write your draft; no need for
complete sentences, correct spelling, grammar, and punctuation
11. publishing stage- stage of writing where you write a final copy with no errors
12. rearrange- where you change the order of your information
13. revising stage- stage of writing where you add, delete, substitute, and rearrange material
in the writing
14. salutation- (greeting) you state the person’s name to whom you are writing your letter by
saying, “Dear ________,”
15. sequence- items/events are listed in some sort of order
16. signature- you sign your name at the end of the letter
17. variation- ask a question and then answer that question
Lamb, Lindsey READ 7140 12
Pre-assessment
Prompt: What do you want to be when you grow up and why?
Student materials: wide ruled notebook paper
: 2 sharpened pencils with erasers
Step-by-step directions:
 Today, we are going to begin working on informational writing. Before we do anything, I
want to see how well you can write. This is not going to be counted as a test grade,
however, it will count toward your daily grade. This means that I want you to do your
absolute best and have fun writing. This writing will help me to learn more about you!
 I am going to give you 10 minutes to think about and write down a few ideas. You also
need to give me several reasons for what you want to be when you grow up.
 After the 10 minutes are up, you will then begin to write.
 The very first thing you need to do is to write your name and the date on your paper.
 I will give you 30 minutes to write on this topic.
 When you think that you are finished, it would be a good idea to reread your paper to
make sure that you fully answered the topic.
 Once I tell you to begin, I will not be able to answer any questions. Remember, this is for
me to see how well you can write. P
 lease work quietly so that everyone is able to work with no distractions. Does anyone
have any questions before you get started? Okay, you may begin!
 Teacher will take up papers at the end of the 30 minute.
Lamb, Lindsey READ 7140 13
Lesson Plan Guidelines for the Interdisciplinary Writing Unit, READ 7140
Name: Lindsey Lamb
Grade Level: 1st
Stage of Writing: Prewriting
Genre and Form of Writing: Informational- Letter
Content area: Social Studies
Topic and/or Concept: Students have learned about Benjamin Franklin and his many
achievements throughout his life. Students have also learned about Thomas Jefferson and his
significance in the Declaration of Independence.
Content Area GPS:
SS1H1 The student will read about and describe the life of historical figures in American
history.
a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/
statesman),Thomas Jefferson (Declaration of Independence), Meriwether Lewis and William Clark
with Sacagawea (exploration), Harriet Tubman (Underground Railroad), Theodore Roosevelt
(National Parks and the environment), George Washington Carver (science).
English Language Arts GPS:
ELA1W1 The student begins to understand the principles of writing. The student
b. Describes an experience in writing.
ELA1W2 The student writes in a variety of genres, including narrative, informational,
persuasive and response to literature. The student produces informational writing that:
b. Stays on one topic and begins to maintain a focus.
c. Adds details to expand a topic.
d. Begins to use organizational structures (steps , chronological order) and strategies (description).
e. Begins to use graphic features (charts, pictures, headings).
f. Begins to use a variety of resources (picture dictionaries, Internet, books) and strategies to gather
information to write about a topic.
g. Begins to develop a sense of closure.
h. May include oral or written prewriting (graphic organizers).
Student Materials
Adler, D, Wallner, J, & Wallner, A. (1991). A picture book of Benjamin Franklin. Holiday
House.
BrainPOP. Benjamin Franklin. [Web]. Retrieved from
http://www.brainpop.com/science/energy/benjaminfranklin/
Lamb, Lindsey READ 7140 14
Lamb, L. (2011). My Prewriting Checklist. Unpublished manuscript. Valdosta State University.
Valdosta Ga. (1 per student)
Lamb, L. (2011). My writing graphic organizer. Unpublished manuscript.Valdosta State
University. Valdosta GA. (1 per student)
pencils
Unknown. (2010). Computer lab: language arts- type a friendly letter. Retrieved from
http://www.abcya.com/friendly_letter_maker.htm
Teacher Materials
Adler, D, Wallner, J, & Wallner, A. (1991). A picture book of Benjamin Franklin. Holiday
House.
ELMO projector
Georgia Department of Education. (2005). Supporting participation in typical classroom
activities for students with disabilities through the use of accommodations, modifications,
and assistive technology solutions. Retrieved from http://www.gpat.org
Lamb, L. (2011). My writing graphic organizer. Unpublished manuscript.Valdosta State
University. Valdosta GA.
(1 for model and 1 for practice)
Lamb, L. (2011). Informational Prewriting Rubric. Unpublished manuscript. Valdosta State
University. Valdosta GA. (teacher only)
pencils
Tompkins, Gail E. (2008). Teaching writing: Balancing process and product (5th ed.). Upper
Saddle River, NJ: Prentice Hall
Unknown. (2010). Computer lab: language arts- type a friendly letter. Retrieved from
http://www.abcya.com/friendly_letter_maker.htm
Instructional Procedures
Genre and Form of Writing
Today, we are going to begin informational writing. Informational writing is used to
share information. When doing informational writing, you have to choose a topic and depending
on the form, an audience. Our topic is going to be Benjamin Franklin and Thomas Jefferson. The
audience is the person/people to whom you are directing your writing. For your letter, I am
going to be your audience. Writers tend to use different patterns in their writing. In each pattern,
information is organized in a particular way. The different patterns we will use in our writing are
description and sequence. The description is the when writer describes the topic of the writing
by listing characteristics, features, and examples. Sequence is when items/events are listed in
some sort of order. The writer can also ask a question and then answer that question. This is
called a variation (Tompkins, 2008).
The form of writing we are going to focus on is a letter. Your task is to write me a letter
to teach me about specific historical figures. In one letter, you are going to act as if you are
Benjamin Franklin’s friend. You are going to tell me all about your friend, and what important
things he did in his life. Then you are going to write another letter to me about your friend
Thomas Jefferson and the important things he did in his life.
Lamb, Lindsey READ 7140 15
Stage of Writing (grades k-5)
The five stages of the writing process are prewriting, drafting, revising, editing, and
publishing. Today, we are going to focus on the first stage, which is prewriting. For the
prewriting stage, you first have to decide on the topic. Our practice topic is going to be on
Benjamin Franklin, and the graded topic is going to be on Thomas Jefferson. We have recently
learned about both of these historical figures. I have gone to the library and checked out many
books about Benjamin Franklin and Thomas Jefferson so that you can learn more about them,
besides what you have already learned. For the prewriting stage, we are going to fill out a
graphic organizer. A graphic organizer allows you to make notes of important things about
someone or something. When you fill out a graphic organizer, you do not have to write in
complete sentences or worry about spelling, capitalization, and punctuation. This is simply a
piece of paper where you take what you are thinking and write it down on paper. I am going to
model this for you so that you know exactly what you have to do.
Modeling
I have done my own research on a historical figure. The person I chose was Harriet
Tubman. I am going to show you how I gathered my information and am going to transfer that
information onto a graphic organizer. This graphic organizer is going to help me when I begin to
write my letter. Put blank graphic organizer on ELMO projector. Fill in each oval as I go over
the information. If you look in the very middle of the graphic organizer, you can see that there is
a star. Inside the star, you are going to write the topic; therefore, I am going to write Harriet
Tubman. There are five clouds connected to the star. Inside each of these clouds, there is a
question. Answer each of these questions inside that cloud on the lines provided. (fill in each
cloud as you read the questions)
You can see now that I have filled in the entire graphic organizer. This is what your
graphic organizer is going to look like once you have filled in all your information!
Practice Activity
After seeing the model of the teacher’s graphic organizer, both teacher and students will
engage in the process of interactive writing. The practice topic is Benjamin Franklin, and
students have previously learned about this historical figure. Along with previous knowledge, I
will read A Picture Book of Benjamin Franklin by D. Adler, J. & A.Wallner, and students will
view a BrainPOP video about Benjamin Franklin. Students will suggest details that can go on the
graphic organizer. The teacher will write down what is said on the ELMO projector, and the
students will write on their own graphic organizer. The purpose of the teacher writing along with
the students is to allow them to verify that they are successfully filling out the graphic organizer.
http://www.brainpop.com/science/energy/benjaminfranklin/
Assessment Activity
Now that you have seen a model of a graphic organizer and have filled out your own for
practice, you are going to do one on Thomas Jefferson. This graphic organizer will be for a
grade. I am going to give you a checklist, so you can be sure that you have answered all the
questions on your graphic organizer. (Go over the checklist with the class to make sure there are
no questions.)
Lamb, Lindsey READ 7140 16
Modifications and/or Accommodations of Instructional Methods
1. Accommodations and/or Modifications for Needs of Students with Differing
Developmental Levels: Children with emotional/behavioral disorders could be seated in
the front of the class so that they are closer to the teacher and are able to concentrate
better. By being placed in the front of the classroom, there is less chance for distraction.
In addition, students with emotional/behavioral disorder need constant positive
reinforcement for staying on task when he/she is working independently (Georgia
Department of Education, 2005).
2. Accommodations and/or Modifications for Needs of Students from Differing Cultural
and Linguistic Backgrounds: One student is an English Language Learner. She is able to
understand English, but is not able to read or write in English. She will have a personal
Spanish/English dictionary at all times throughout the writing process. In order to keep
the flow and get her information together, she can write in Spanish. After she has gotten
the information written down, it will be easier to translate into English. Reading materials
could be read a few nights before the assignment so that the student can become
familiarized with those resources. When reading different resource materials at school,
she will be paired with a peer that is fluent in Spanish to confer (Rojas, 2007, p. 363).
Lamb, L. (2011). My writing graphic organizer. Unpublished
manuscript.Valdosta State University. Valdosta GA.
My Prewriting Graphic Organizer
by ________________
Lamb, Lindsey READ 7140 17
Where and when was he/she
born?
Where and when did
he/she die?
Write 3 facts of his/her early
life?
Topic
What is your favorite fact you
learned about this person?
Name at least 3 things he/she did that
are important in history?
Lamb, Lindsey READ 7140 18
My Prewriting Checklist
Name __________________
Directions: Make sure that everything listed below is included in your graphic
organizer. If so, job well done, and you are now ready to move on to the
next step of the writing process!!!
1. ___ Did I state my topic?
2. ___ Did I say where he/she was born?
3. ___ Did I say when he/she was born?
4. ___ Did I say where he/she died?
5. ___ Did I say when he/she died?
6. ___ Did I state fact 1 about his/her early life?
7. ___ Did I state fact 2 about his/her early life?
8. ___ Did I state fact 3 about his/her early life?
9. ___ Did I state historical fact 1?
10. ___ Did I state historical fact 2?
11. ___ Did I state historical fact 3?
12. ___ Did I state my favorite fact about the person?
Lamb, L. (2011). My Prewriting Checklist. Unpublished manuscript. Valdosta
State University. Valdosta Ga.
Lamb, Lindsey READ 7140 19
Informational Prewriting Rubric
Student Name __________________
Meets
Standards
2
Topic stated
Born
Where and
when
Died
Where and
When
Facts about
early life
Important
historical
facts
Favorite
fact
Yes
Both
Only 1
Did Not
Meet
Standards
0
No
Neither
Both
Only 1
Neither
3 or more
1 or 2
None
3 or more
1 or 2
None
Yes
Partially
Meets
Standards
1
No
TOTAL POINTS _____/12
Lamb, L. (2011). Informational Prewriting Rubric. Unpublished manuscript. Valdosta State
University. Valdosta GA.
Lamb, Lindsey READ 7140 20
Lamb, Lindsey READ 7140 21
Lesson Plan Guidelines for the Interdisciplinary Writing Unit, READ 7140
Name: Lindsey Lamb
Grade Level: 1st
Stage of Writing: Drafting
Genre and Form of Writing: Informational- Letter
Content area: Social Studies
Topic and/or Concept: Students have learned about Benjamin Franklin and his many
achievements throughout his life. Students have also learned about Thomas Jefferson and his
significance in the Declaration of Independence.
Content Area GPS:
SS1H1 The student will read about and describe the life of historical figures in American
history.
a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/
statesman),Thomas Jefferson (Declaration of Independence), Meriwether Lewis and William Clark
with Sacagawea (exploration), Harriet Tubman (Underground Railroad), Theodore Roosevelt
(National Parks and the environment), George Washington Carver (science).
English Language Arts GPS:
ELA1W1 The student begins to understand the principles of writing. The student
b. Describes an experience in writing.
k. Begins to use a variety of resources (picture dictionaries, the Internet, books) and strategies to
gather information to write about a topic.
ELA1W2 The student writes in a variety of genres, including narrative, informational,
persuasive and response to literature. The student produces informational writing that:
a. Begins to capture a reader’s interest.
b. Stays on one topic and begins to maintain a focus.
c. Adds details to expand a topic.
d. Begins to use organizational structures (steps , chronological order) and strategies (description).
g. Begins to develop a sense of closure.
Student Materials
Lamb, L. (2011). My drafting checklist. Unpublished manuscript. Valdosta State University.
Valdosta Ga. (1 per student)
Lamb, L. (2011). My writing graphic organizer. Unpublished manuscript.Valdosta State
University. Valdosta GA.
(1 per student)
Lamb, Lindsey READ 7140 22
pencils
Unknown. (2010). Computer lab: Language arts- type a friendly letter. Retrieved from
http://www.abcya.com/friendly_letter_maker.htm
Teacher Materials
ELMO projector
Lamb, L. (2011). My writing graphic organizer. Unpublished manuscript.Valdosta State
University. Valdosta GA.
(1 for model and 1 for practice)
Lamb, L. (2011). Informational drafting rubric. Unpublished manuscript. Valdosta State
University. Valdosta GA. (teacher only)
overhead projector
pencils
Rojas, V.P. (2007). Strategies for success with English language learners. Alexandria, VA:
Association for Supervision and Curriculum Development.
Unknown. (2010). Computer lab: Language arts- type a friendly letter. Retrieved from
http://www.abcya.com/friendly_letter_maker.htm
Instructional Procedures
Stage of Writing (grades k-5)
The five stages of the writing process are prewriting, drafting, revising, editing, and
publishing. We have already done prewriting. Today, we are going to focus on the second stage,
which is drafting. Drafting is when you use your completed graphic organizer to help you put all
your information together in an organized way. Remember, on the graphic organizer, that we did
not use complete sentences and did not worry about spelling, punctuation, or grammar errors.
However, for the draft, we need to try our best to use complete sentences. The draft is when you
begin to form your letter. Once you have finished writing your letter, do not worry if you see
many errors. We will go back and correct those errors in the later stages of the writing process. A
tip for when you are writing your letter is to skip lines on the notebook paper. This means that
every other line should be blank on your paper. By leaving every other line blank, it will give
you room to correct your errors on your paper. I want to stress that this is just your draft, and it
does not have to be perfect. You will have plenty of time and practice to create a perfect letter. I
want you to have fun writing a letter to me about your friend! Also, as you are taking
information from your graphic organizer and writing it in your letter, place a check mark beside
the star and clouds. This is an easy way for you to monitor what information you have put in
your letter.
In order for you to begin to write your letter, we must first learn how to write a letter. (go
to abcya website to show students the format of a friendly letter) There are 5 parts of a friendly
letter. The heading is where you put the date that you are writing the letter. Sometimes, the
heading includes a person’s address, but we are going only going to put the date. The heading
goes on the top right hand corner of the paper. The second part of a friendly letter is the
salutation, which is also known as the greeting. The salutation is where you state the person’s
name to whom you are writing your letter. For example, you might write, “Dear Miss Lamb,”.
An important thing to remember is to put a comma after the person’s name in the salutation. The
Lamb, Lindsey READ 7140 23
third part of a friendly letter is the body. The body contains all of the information that you want
to tell me about your friend. For now, I just want you to get all of your information in the letter,
so do not worry about the order of your information. We will work on that in the later stages of
the writing process. The fourth part of a friendly letter is the closing. The closing is the end of
your letter. You might end your letter with, for example, “Your friend,”, “Kind regards,”, or
“Sincerely,”. ( write these examples on the white board) Whatever you choose to write in your
closing, the first word must be capitalized and there should be a comma at the end (point out the
capitalized word and comma for students to see). The fifth and final part of a friendly letter is the
signature. The signature is where you sign your name at the end of the letter. Your signature
allows the person reading the letter to know who wrote it.
http://www.abcya.com/friendly_letter_maker.htm
Modeling
I am going to show you a model of a friendly letter. Before I begin my letter, I want to
remind you that capitalization, punctuation, spelling, and complete sentences do not have to be
perfect for the draft. So, if you notice a mistake that I have made, do not worry about correcting
it right now. The point of the draft is for you to get an idea of what you want to say in your letter.
In order to begin my letter, I have to look at my graphic organizer. So, here is my graphic
organizer (display on overhead projector), and I have my blank notebook paper (on ELMO
projector). The first thing I am going to write is my heading. Remember that the heading is the
date on which I am writing my letter. I will write today’s date in the top right hand corner of my
paper on the first line. Next, I am going to write my salutation/greeting. Remember, that it is
important to skip every other line when writing a draft. I will skip the first line and write “dear
Miss Lamb” on the next line. Now, it is time to write the body of the letter. I will skip the next
line and begin to write the body. (Write down information from graphic organizer and check the
information off as it is used.) Now that I have completed the body, it is time to end my letter. For
my closing, I am going to write, “Your friend”. The last thing I have to do is the signature. I am
going to make up a name, but you will use your real name since you are writing a letter to me.
Practice Activity
Now, it is your turn to practice writing a letter. The topic of your letter is going to be
about your friend, Benjamin Franklin. Your audience is going to be me. I want you to use your
graphic organizer that you have filled out to help you write your letter. Here are a few reminders.
Skip every other line on your paper. If you write an X on every other line, then you will know to
skip that line. Do not worry about capitalization, spelling, and punctuation right now. These
errors are okay. We will correct them in a later writing stage. Also, once you have used
information from your graphic organizer, put a check mark beside the cloud or star. This will be
a reminder of what information has been used when you are going back and forth between
writing your letter and reading your graphic organizer. You may now begin writing your letter.
Please let me know if you have any questions.
Assessment Activity
You have all done a wonderful job writing a draft of your letter! Now that you have
gotten the hang of it, you are going to write another letter to me about your friend Thomas
Jefferson. I am going to give you a checklist, so that you can be sure that you have done the five
Lamb, Lindsey READ 7140 24
parts of a friendly letter correctly. (Go over the checklist with the class to make sure there are no
questions.)
Modifications and/or Accommodations of Instructional Methods
1. Accommodations and/or Modifications for Needs of Students with Differing
Developmental Levels: Children with emotional/behavioral disorders could be seated in
the front of the class so that they are closer to the teacher and are able to concentrate
better. By being placed in the front of the classroom, there is less chance for distraction.
2. Accommodations and/or Modifications for Needs of Students from Differing Cultural
and Linguistic Backgrounds: One student is an English Language Learner. She is able to
understand English, but is not able to read or write in English. She will have a personal
Spanish/English dictionary at all times throughout the writing process. In order to keep
the flow and get her information together, she can write in Spanish. After she has gotten
the information written down, it will be easier to translate into English.
The English language learner could benefit from pair talking. The students will
work together to complete each of their letters. The English language learner will work
with a student who speaks Spanish fluently. This will allow the student to work within
her zone of proximal development. They will discuss ideas for their letters in Spanish and
work together to translate those ideas (Rojas, 2007, p. 380).
Lamb, Lindsey READ 7140 25
My Drafting Checklist
Name ________________
Directions: Make sure that everything listed below is included in your draft. If
so, job well done, and you are now ready to move on to the next step of the
writing process!!!
1. ___ I included a heading in my letter.
2. ___ I included a salutation/greeting in my letter.
3. ___ I included a body in my letter.
4. ___ I wrote my topic.
5. ___ I wrote where and when he was born.
6. ___ I wrote 3 facts of his early life.
7. ___ I wrote 3 important historical facts.
8. ___ I wrote my favorite fact about him.
9. ___ I wrote where and when he died.
10. ___ I included a closing in my letter.
11. ___ I included my signature in my letter.
12. ___ I skipped lines on my paper.
Lamb, L. (2011). My drafting checklist. Unpublished manuscript. Valdosta State University.
Valdosta Ga.
Lamb, Lindsey READ 7140 26
Informational Drafting Rubric
Student Name _____________________
Heading
Salutation/Greeting
Body
Topic stated
Body
Born where and
when
Body
3 facts of early life
Body
3 historical facts
Body
Favorite fact
Body
Died where and
when
Closing
Signature
Skipped lines
Meets
Standards
2
Yes
Yes
Yes
Partially Meets
Standards
1
Did Not Meet
Standards
0
No
No
No
Stated both
Stated 1
Stated none
Stated at least 3
Stated 1-2
Stated none
Stated at least 3
Stated 1-2
Stated none
Yes
Stated both
Yes
Yes
Yes
No
Stated 1
Stated none
No
No
No
Lamb, L. (2011). Informational Drafting Rubric. Unpublished manuscript. Valdosta State
University. Valdosta GA.
Lamb, Lindsey READ 7140 27
Lamb, Lindsey READ 7140 28
Lamb, Lindsey READ 7140 29
Lesson Plan Guidelines for the Interdisciplinary Writing Unit, READ 7140
Name: Lindsey Lamb
Grade Level: 1st
Stage of Writing: Revising
Genre and Form of Writing: Informational- Letter
Content area: Social Studies
Topic and/or Concept: Students have learned about Benjamin Franklin and his many
achievements throughout his life. Students have also learned about Thomas Jefferson and his
significance in the Declaration of Independence.
Content Area GPS:
SS1H1 The student will read about and describe the life of historical figures in American
history.
a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/
statesman),Thomas Jefferson (Declaration of Independence), Meriwether Lewis and William Clark
with Sacagawea (exploration), Harriet Tubman (Underground Railroad), Theodore Roosevelt
(National Parks and the environment), George Washington Carver (science).
English Language Arts GPS:
ELA1W1 The student begins to understand the principles of writing. The student
b. Describes an experience in writing.
c. Rereads writing to self and others, revises to add details, and edits to make corrections.
d. Prints with appropriate spacing between words and sentences.
e. Writes in complete sentences with correct subject-verb agreement.
f. Uses nouns (singular and plural) correctly.
g. Begins to use personal pronouns (e.g., I, me, we, us) in place of nouns.
h. Uses singular possessive pronouns.
i. Begins to write different types of sentences (e.g., simple/compound and declarative/interrogative).
ELA1W2 The student writes in a variety of genres, including narrative, informational,
persuasive and response to literature. The student produces informational writing that:
a. Begins to capture a reader’s interest.
b. Stays on one topic and begins to maintain a focus.
c. Adds details to expand a topic.
d. Begins to use organizational structures (steps , chronological order) and strategies (description).
g. Begins to develop a sense of closure.
i. May include a draft that is revised and edited.
Lamb, Lindsey READ 7140 30
Student Materials
Lamb, L. (2011). My informational revising checklist. Unpublished manuscript. Valdosta State
University. Valdosta GA. (1 for each student)
Lamb, L. (2011). Revising and editing: Proofreader’s marks. Retrieved from
http://www.valdosta.edu/~troot/eced4300/revising_&_editing.htm (1 for each student)
notebook paper (each student should have their own notebook paper)
pencils
Post It notes
purple & pink ink pens/colored pencils
Unknown. (2010). Computer lab: Language arts- type a friendly letter. Retrieved from
http://www.abcya.com/friendly_letter_maker.htm (use if needed)
Teacher Materials
ELMO projector
Lamb, L. (2011). Informational prewriting scoring guide. Retrieved & modified from
http://coefaculty.valdosta.edu/troot/read7140/Writing_Assessments.htm
Lamb, L. (2011). My informational revising checklist. Unpublished manuscript. Valdosta State
University. Valdosta GA.
Lamb, L. (2011). Revising and editing: Proofreader’s marks. Retrieved from
http://www.valdosta.edu/~troot/eced4300/revising_&_editing.htm
notebook paper (for modeling purposes)
pencils
Post It notes
purple & pink ink pens/colored pencils
Rojas, V.P. (2007). Strategies for success with English language learners. Alexandria, VA:
Association for Supervision and Curriculum Development.
Tompkins, Gail E. (2008). Teaching writing: Balancing process and product (5th ed.). Upper
Saddle River, NJ: Prentice Hall
Unknown. (2010). Computer lab: Language arts- type a friendly letter. Retrieved from
http://www.abcya.com/friendly_letter_maker.htm
(use if needed)
Instructional Procedures
Stage of Writing (grades k-5)
The five stages of the writing process are prewriting, drafting, revising, editing, and
publishing. We have already done prewriting and drafting. Today, we are going to focus on the
third stage, which is revising. This is the stage where we will be rereading and developing
further the ideas from our draft. This stage involves “adding, deleting, substituting, and
rearranging material” (Tompkins, 2008, p. 13). Rearranging material means that you move text
from one place to another (Tompkins, 2008, p. 14). During this stage, you are allowed to add
more information, reword sentences, delete information, and move words around (Tompkins,
2008, p. 13). We are still not going to worry about spelling, capitalization, and punctuation. In
my model, I will explain and demonstrate the revision marks that you need to make when
revising your letter. When you are making your revisions, you are going to make your marks
using a purple pen. This will help you to identify the revision marks that you have made. When
we get to editing, you will make your editing marks in a different color.
Lamb, Lindsey READ 7140 31
Modeling
I am going to put my draft on the ELMO projector so that we can look over it together. I
am going to read my letter and look for things that I want to add, delete, substitute, and
rearrange. If I want to add information, I have to draw what looks like an upside down ‘v’ and
write the added information above the line (demonstrate for students to see). To delete
information, I will draw a line with a loop in it through the word (demonstrate for students to
see). To change information, cross out the word(s) by drawing a line with a loop in it and write
the new information above the line (demonstrate for students to see). To rearrange information,
draw a circle around the word(s) that you want to rearrange and draw an arrow to show the
direction it will be moved (demonstrate for students to see).
Practice Activity
I will leave the revision model on the ELMO projector for students to look at if they are
confused about the revision marks. Each student will be provided with the revision marks section
of the attached sheet (sheets will be precut for students). Remind students not to worry about
grammar, spelling, and punctuation. The main point of revising is to focus on the information in
the letter and not the mechanics of the letter. Students need to try and organize their information
as it is listed on the graphic organizer. If you have any questions, I would be glad to help you.
Assessment Activity
You have done really well on your revisions for your letter about Benjamin Franklin!
Now it is time to work on your letter about Thomas Jefferson. Try to organize the information in
your letter. Hopefully, you took your information from the graphic organizer and kept the facts
and information together. For example, you would not want to tell me that your friend died
before you told me when he was born and what he was like. Always remember to try your very
best!
Modifications and/or Accommodations of Instructional Methods
1. Accommodations and/or Modifications for Needs of Students with Differing
Developmental Levels: Children with emotional/behavioral disorders could be seated in
the front of the class so that they are closer to the teacher and are able to concentrate
better. By being placed in the front of the classroom, there is less chance for distraction.
2. Accommodations and/or Modifications for Needs of Students from Differing Cultural
and Linguistic Backgrounds: One student is an English Language Learner. She is able to
understand English, but is not able to read or write in English. She will have a personal
Spanish/English dictionary at all times throughout the writing process. In order to keep
the flow and get her information organized, she can write in Spanish. After she has gotten
the information in order, it will be easier to translate into English.
The English language learner could benefit from a strategy called Pen in Hand.
Pen in hand is where the student is paired up with another peer. They will read each
other’s paper together one at a time. While one student is reading his/her letter, the other
student is writing down helpful notes and questions on the Post It notes. After the letter
has been read, the students will discuss the notes and have a question and answer time to
clear up any confusion (Rojas, 2007, p. 287).
Lamb, Lindsey READ 7140 32
My Informational Revision Checklist
Name ___________________
Directions: Make sure you have completed all of the following revisions. If so,
job well done, and you are now ready to move on to the next step of the writing
process!!!
1. ___ I made at least 2 additions.
2.___ I deleted sentences and words that did not belong in the letter.
3. ___ I made some rearrangements to make my letter flow better.
4. ___ I did NOT correct any spelling, grammar, or punctuation errors.
5.___ I used a purple pen to make my revisions.
Lamb, L. (2011). My informational revising checklist. Unpublished manuscript. Valdosta State
University. Valdosta GA.
Lamb, Lindsey READ 7140 33
Informational Revising Scoring Guide
Name_______________
Meets
Standard
2
Somewhat
Meets
Standard
1
Does not Meet
Standard
0
Adding
2 or more
additions were
made
1 addition was
made
No additions
were made
Deleting
Most
unnecessary
information or
words were
deleted
Some
unnecessary
information or
words were
deleted
There is
information (or
words) that
needs to be
deleted, yet no
deletions were
made
Rearranging
Most
rearrangements
made to clarify
writing
Some
rearrangements
were made to
clarify writing
There were no
rearrangements
that were
needed were
not made
Color of
revision
marks
(purple)
All revisions
are made using
a purple pen
Most revisions
are made using
a purple pen
Revisions are
not made with a
purple pen
Proofreading
Marks
5 or more
proofreading
marks are used
correctly
3-4
proofreading
marks are used
correctly
Less than 3
proofreading
marks have
been used or all
have been used
incorrectly
Score
Total ____/15
Lamb, L. (2007). Informational prewriting scoring guide. Retrieved & modified from
http://coefaculty.valdosta.edu/troot/read7140/Writing_Assessments.htm.
Lamb, Lindsey READ 7140 34
Lesson
Guidelines
forand
theediting:
Interdisciplinary
Writing
Unit,
READfrom
7140
Lamb, Plan
L. (2011).
Revising
Proofreader’s
marks.
Retrieved
http://www.valdosta.edu/~troot/eced4300/revising_&_editing.htm
Lamb, Lindsey READ 7140 35
Lamb, Lindsey READ 7140 36
Lamb, Lindsey READ 7140 37
Name: Lindsey Lamb
Grade Level: 1st
Stage of Writing: Editing
Genre and Form of Writing: Informational- Letter
Content area: Social Studies
Topic and/or Concept: Students have learned about Benjamin Franklin and his many
achievements throughout his life. Students have also learned about Thomas Jefferson and his
significance in the Declaration of Independence.
Content Area GPS:
SS1H1 The student will read about and describe the life of historical figures in American
history.
a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/
statesman),Thomas Jefferson (Declaration of Independence), Meriwether Lewis and William Clark
with Sacagawea (exploration), Harriet Tubman (Underground Railroad), Theodore Roosevelt
(National Parks and the environment), George Washington Carver (science).
English Language Arts GPS:
ELA1W1 The student begins to understand the principles of writing. The student
a. Writes texts of a length appropriate to address a topic and tell a story.
b. Describes an experience in writing.
c. Rereads writing to self and others, revises to add details, and edits to make corrections.
e. Writes in complete sentences with correct subject-verb agreement.
f. Uses nouns (singular and plural) correctly.
g. Begins to use personal pronouns (e.g., I, me, we, us) in place of nouns.
h. Uses singular possessive pronouns.
j. Begins to use common rules of spelling.
l. Uses appropriate end punctuation (period and question mark) and correct capitalization of initial
words and common proper nouns (e.g., personal names, months).
m. Uses commas in a series of items.
ELA1W2 The student writes in a variety of genres, including narrative, informational,
persuasive and response to literature. The student produces informational writing that:
i. May include a draft that is revised and edited.
Student Materials
Daniels. (n.d.). Editing marks. Retrieved from
http://www.msdanielsden.com/html/editing_marks.html
Lamb, Lindsey READ 7140 38
Keyes, J, & Springer, S. (1998). The oxford university picture dictionary for kids. USA: Oxford
University Press.
Lamb, L. (2011). My informational editing checklist. Unpublished manuscript. Valdosta State
University. Valdosta GA.
(1 per student)
notebook paper (each student should have their own notebook paper)
pencils
purple & pink ink pens/colored pencils
Unknown. (2010). Computer lab: language arts- type a friendly letter. Retrieved from
http://www.abcya.com/friendly_letter_maker.htm (use if needed)
Teacher Materials
ELMO projector
Georgia Department of Education. (2005). Supporting participation in typical classroom
activities for students with disabilities through the use of accommodations, modifications,
and assistive technology solutions. Retrieved from http://www.gpat.org
Lamb, L. (2011). Informational editing rubric. Unpublished manuscript. Valdosta State University.
Valdosta GA. (teacher only)
Lamb, L. (2011). My informational editing checklist. Unpublished manuscript. Valdosta State
University. Valdosta GA.
notebook paper (for modeling purposes)
pencils
purple & pink ink pens/colored pencils
Rojas, V.P. (2007). Strategies for success with English language learners. Alexandria, VA:
Association for Supervision and Curriculum Development.
Tompkins, Gail E. (2008). Teaching writing: Balancing process and product (5th ed.). Upper
Saddle River, NJ: Prentice Hall
Unknown. (2010). Computer lab: language arts- type a friendly letter. Retrieved from
http://www.abcya.com/friendly_letter_maker.htm (use if needed)
Instructional Procedures
Stage of Writing (grades k-5)
The five stages of the writing process are prewriting, drafting, revising, editing, and
publishing. Today, we are going to focus on the editing stage of writing. Up to this point, you
have completed a graphic organizer, written a draft of your letter, and revised your letter. Now
you are going to edit your letter. Editing means to read your letter and correct punctuation,
capitalization, and spelling errors. It is perfectly fine to have many errors in your letter, but this is
the time to correct those errors. Up to this point, you have been focusing on writing a letter to tell
me all about your famous friend who has done many important things.
There are a few important rules to remember. You should capitalize names of people,
because those people are important. Also, capitalize the first word in a sentence. At the end of
every sentence, you must put an ending mark, such as a period or question mark. Watch out for
words that might be spelled incorrectly. You are welcome to look at the word wall and look up a
word in the dictionary if you are unsure of the correct spelling. As you are practicing and writing
your letter, if you have any questions, please ask me. The editing marks that we make are going
Lamb, Lindsey READ 7140 39
to be made with a pink pen. I am going to give everyone a copy of an editing marks sheet. This
will be your guide when you are reading your letter to find errors in spelling, punctuation, and
capitalization. (hand out sheet and go over each of the editing marks thoroughly by providing
example) I will also let you know that you may come across a revision error. This is very likely
to happen, and it is okay if you missed a revision. All you have to do is take out your purple pen
that we used to make our revisions and make the correct mark on your letter. It would be a good
idea to have both your revision marks sheet and your editing marks sheet out on your desk to
refer to as needed. I am also going to give you a checklist so that you can make sure that there
are no errors in spelling, punctuation, and capitalization. We will go over the checklist together
to make sure I can answer all of your questions. (go over checklist with students)
Modeling
I am going to start by pulling out my revised letter (place on ELMO projector for
students to see). It is extremely important to use a different color pen when you are editing your
letter, so, we are all going to use a pink pen. By using a different color pen, it will be easy to see
the corrections that you made when you are writing your final letter. Watch closely as I read my
letter. I am going to be on the lookout for capitalization errors, punctuation errors, and spelling
errors (explain proofreading marks as they are made in the letter).
Practice Activity
After the teacher has modeled the editing of the letter, it will be left on the ELMO
projector for students to refer back to as needed. Students will begin to work on their letter about
Benjamin Franklin. They will be have a copy of the editing marks sheet. The teacher will be sure
that students have a pink pen to make their editing marks. Students will work independently to
edit their letter. The teacher will answer questions as needed.
Assessment Activity
Now that you have seen me edit my model letter and have edited your own for practice,
you are going to edit the letter about Thomas Jefferson. Remember that this letter will be for a
grade. You are all great writers, and I want you to try your very best!!
Modifications and/or Accommodations of Instructional Methods
1. Accommodations and/or Modifications for Needs of Students with Differing
Developmental Levels: Children with emotional/behavioral disorders could be seated in
the front of the class so that they are closer to the teacher and are able to concentrate
better. By being placed in the front of the classroom, there is less chance for distraction.
In addition, students with emotional/behavioral disorder need constant positive
reinforcement for staying on task when he/she is working independently (Georgia
Department of Education, 2005).
2. Accommodations and/or Modifications for Needs of Students from Differing Cultural
and Linguistic Backgrounds: One student is an English Language Learner. She is able to
understand English, but is not able to read or write in English. She will have a personal
Spanish/English dictionary at all times throughout the editing process. This student will
also be paired with another student to complete a peer review. The students will sit side
Lamb, Lindsey READ 7140 40
by side and read through each of their letters together. The students cannot write on the
peer’s letter, but may offer suggestions by making notes on Post it notes (Rojas, 2007, p.
287).
Lamb, Lindsey READ 7140 41
Daniels. (n.d.). Editing marks. Retrieved from
http://www.msdanielsden.com/html/editing_marks.html
Lamb, Lindsey READ 7140 42
My Informational Editing Checklist
Name ___________________
Directions: Check off each item listed once you have corrected all those types of
errors in your letter. Once everything is checked off, you should have an error
free letter. Job well done!!!
1. ___ I spelled word wall words correctly.
2. ___ All proper nouns are capitalized
3. ___ All sentences are complete sentences.
4. ___ All singular and plural nouns are used correctly.
5. ___ Personal pronouns ( I, me, you, we, he, she, they) are used in place of nouns.
6. ___ I used different types of sentences (interrogative and declarative).
7. ___ I used the correct punctuation at the end of each sentence.
8. ___ I used commas in a series correctly.
Lamb, L. (2011). My editing checklist. Unpublished manuscript. Valdosta State University.
Valdosta GA.
Lamb, Lindsey READ 7140 43
Informational Editing Rubric
Student Name ______________________
Spelling
Capitalization
Punctuation
(commas)
Punctuation
(period or
question mark)
Diverse type of
sentences
Personal
pronouns used in
place of nouns
Singular/Plural
nouns used
correctly
Exceeds
Expectations
3
No errors
No errors
No errors
Meets
Expectations
2
1-5 errors
1-5 errors
1-5 errors
Partially Meets
Expectations
1
6+ errors
6+ errors
6+ errors
Did Not Meet
Expectations
0
No attempt made
No attempt made
No attempt made
No errors
1-5 errors
6+ errors
No attempt made
Yes
No
Yes
No
Yes
No
Total Points ____/21
Lamb, L. (2011). Informational editing rubric. Unpublished manuscript. Valdosta State University.
Valdosta GA.
Lamb, Lindsey READ 7140 44
Lamb, Lindsey READ 7140 45
Lamb, Lindsey READ 7140 46
Lesson Plan Guidelines for the Interdisciplinary Writing Unit, READ 7140
Name: Lindsey Lamb
Grade Level: 1st
Stage of Writing: Publishing
Genre and Form of Writing: Informational- Letter
Content area: Social Studies
Topic and/or Concept: Students have learned about Benjamin Franklin and his many
achievements throughout his life. Students have also learned about Thomas Jefferson and his
significance in the Declaration of Independence.
Content Area GPS:
SS1H1 The student will read about and describe the life of historical figures in American
history.
a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/
statesman),Thomas Jefferson (Declaration of Independence), Meriwether Lewis and William Clark
with Sacagawea (exploration), Harriet Tubman (Underground Railroad), Theodore Roosevelt
(National Parks and the environment), George Washington Carver (science).
English Language Arts GPS:
ELA1W1 The student begins to understand the principles of writing. The student
a. Writes texts of a length appropriate to address a topic and tell a story.
b. Describes an experience in writing.
c. Rereads writing to self and others, revises to add details, and edits to make corrections.
d. Prints with appropriate spacing between words and sentences.
e. Writes in complete sentences with correct subject-verb agreement.
f. Uses nouns (singular and plural) correctly.
g. Begins to use personal pronouns (e.g., I, me, we, us) in place of nouns.
h. Uses singular possessive pronouns.
i. Begins to write different types of sentences (e.g., simple/compound and declarative/interrogative).
j. Begins to use common rules of spelling.
l. Uses appropriate end punctuation (period and question mark) and correct capitalization of initial
words and common proper nouns (e.g., personal names, months).
m. Uses commas in a series of items.
ELA1W2 The student writes in a variety of genres, including narrative, informational,
persuasive and response to literature. The student produces informational writing that:
j. May be published.
Lamb, Lindsey READ 7140 47
Student Materials
Lamb, L .(2011). My informational publishing checklist. Unpublished manuscript. Valdosta
State University. Valdosta GA. (1 per student)
pencils
notebook paper (each student should have their own paper)
Unknown. (2010). Computer lab: language arts- type a friendly letter. Retrieved from
http://www.abcya.com/friendly_letter_maker.htm (use if needed)
Teacher Materials
ELMO projector
Georgia Department of Education. (2005). Supporting participation in typical classroom
activities for students with disabilities through the use of accommodations, modifications,
and assistive technology solutions. Retrieved from http://www.gpat.org
Lamb, L .(2011). My informational publishing checklist. Unpublished manuscript. Valdosta State
University. Valdosta GA.
notebook paper (for writing final letter)
overhead projector
pencils
Rojas, V.P. (2007). Strategies for success with English language learners. Alexandria, VA:
Association for Supervision and Curriculum Development.
Unknown. (2010). Computer lab: language arts- type a friendly letter. Retrieved from
http://www.abcya.com/friendly_letter_maker.htm (use if needed)
Instructional Procedures
Stage of Writing (grades k-5)
The five stages of the writing process are prewriting, drafting, revising, editing, and
publishing. Up to this point, you have completed a graphic organizer, written a draft of your
letter, revised your letter, and edited your letter. Now, the final stage we will work on is
publishing! You have put so much hard work into perfecting your letter that will teach me about
your famous friend Thomas Jefferson. Now that you have revised and edited the letter, you are
going to write a final copy of your letter. This final copy should contain all the information that I
asked you on the graphic organizer in an organized way with no errors. Also, try your best to
write very neatly. You will turn this letter in to me to read. I am so excited to read about your
friend Thomas Jefferson!
Modeling
I have my edited letter displayed on the overhead projector for everyone to see. I am
going to rewrite my letter (on ELMO projector for students to see) and make sure that I write
down my corrections in the letter. I have now completed my final letter. I made sure to include
all five parts of a friendly letter, which are heading, salutation, body, closing, and signature.
Practice Activity
Lamb, Lindsey READ 7140 48
You have seen me complete my model of the published letter. Now, it is your turn to
practice publishing. You will need your revised Benjamin Franklin letter, along with clean paper
to write your final letter on.
Assessment Activity
Now that you have written your final practice letter, it is time to write the very important
letter about Thomas Jefferson. I have my model displayed if you want to look at it. Also, you
have your practice letter to look at if you need help. Remember to try your best. I know you can
do it!!
Modifications and/or Accommodations of Instructional Methods
1. Accommodations and/or Modifications for Needs of Students with Differing
Developmental Levels: Students with fine motor disabilities, that are unable to use
standard writing utensils could use a computer program that allows them to type their
information on a special keyboard Georgia Department of Education, 2005).
2. Accommodations and/or Modifications for Needs of Students from Differing Cultural
and Linguistic Backgrounds: All students will be paired with peers to share their letter
with each other. The English language learner will be paired with a student who speaks
Spanish fluently to share her letter. The pair will be matched up so that, if needed, they
can communicate in Spanish (Rojas, 2007, p. 385).
Lamb, Lindsey READ 7140 49
My Informational Publishing Checklist
Name _________________________
Directions: Make sure that all of the following items are included in your
published letter. Once everything on the list has been checked off, you are
finished with your letters, and you may turn it in to me! Job well done 
1. ___ I completed my graphic organizer.
2. ___ I used my graphic organizer to create a draft of my letter.
3. ___ I revised (added, changed, deleted, substituted, and rearranged)
information in my letter.
4. ___ I edited (corrected spelling, capitalization, and punctuation) errors in
my letter.
5. ___ I completed my final letter by writing neatly!!!
Lamb, L .(2011). My informational publishing checklist. Unpublished manuscript. Valdosta State
University. Valdosta GA.
Lamb, Lindsey READ 7140 50
Lamb, Lindsey READ 7140 51
Lamb, Lindsey READ 7140 52
Lamb, Lindsey READ 7140 53