Writing+Process

Writing Process (1st 9 weeks)
marcie.donaldson@cobbk12.org toc
 * Grade/Subject:** 6th Grade ELA
 * School:** Simpson
 * Strategies:** cube, metaphorical thinking, tiered jigsaw, exit ticket (constructed reponse or cloze activity), models, organizers, rubrics
 * Summary:** Students will respond to a scripted metaphorical lesson about the writing process to create a model. They will be able to identify and examine each process.

**Standards**

 * ELA6LSV2.h Responds appropriately to comments and questions
 * ELA6LSV1.k Clarifies, illustrates, or exands on a response when asked to do so
 * ELA6W1.b Writes texts of length appropriate to address the topic or tell the story
 * ELA6W1.c Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question)
 * ELA6W4.a Plans and drafts independently and resourcefully
 * ELA6W4.b Revises manuscripts to imporove the organization and consistency of ideas within and between paragraphs
 * ELA6W4.c Edits to correct errors in spelling, punctuation, etc.


 * Assessments**
 * Pre-assessment (constructed response- formative assessment)
 * Observation of performance task (informal assessment during scripting activity- formative assessment)
 * Exit ticket (contructed response- formative assessment)
 * Organizer (contructed response/informal- formative assessment)
 * Cubing Activity and rubric(performance assessment- summative assessment)

**Essential questions**
media type="custom" key="3959281"
 * Why use the writing process?
 * How is a writer like a sculptor?
 * How does a writer improve his or her piece?

**Resources**

 * Play-Doh (if homemade: 3 cups flour, 1 ½ cups salt, 3 tablespoons oil, 1 cup water, 1 tablespoon food coloring- mix all ingredients and store in a sealed plastic air-tight bag)
 * Script [|Script for metaphorical expression]
 * Exit Ticket- How is a writer like a sculpter?
 * Graphic organizers- [|writing process life preserver graphic organizer] [|2-column notes], [|Frayer Model]
 * [|Who Am I Cards.]
 * [|Name Project Sample.]
 * [|Metaphor Analysis],
 * [|Cube Activity]
 * Rubric

**Flexible Grouping/Independent**
//Cubing activity:// Students will work independently for the rolled performance task.
 * //Jigsaw activity:// Students will be grouped homogeneously for the "expert" activity, and they will be regrouped in heterogenously groups for the sharing process

**Differentiation Plan for Gifted Learners**

 * Content: Tiered Jigsaw activity
 * //Process:// Organizers for Tiered Jigsaw, Choice Board activity
 * //Product:// Choice Board activity//Methods//
 * Interest: Choice Board Activity, Choice of organizers for the tiered jigsaw
 * //Readiness:// Tiered activity (based on reading level)
 * //Learning Style:// Cubing activity

**Higher Order Thinking Skills**

 * Application: Produce a pencil holder with Play-Doh.
 * //Comprehend:// Describe the steps in the process of writing
 * //:// Design a metaphorical diagram to explain the steps of the writing process
 * //Synthesize:// Summarize information; write a paper showing the steps of the writing process
 * //Evaluate:// Justify evidence of the process of writing

**Lesson Plan**

 * 15 min. || Pre-test ||
 * 10 min. || Launch the lesson with a short discussion about steps it takes to make cookies or get ready for a camping trip: lead discussion to connect to the steps of the writing process ||
 * 50 min. || Read the script and have the students follow along (formative- informal observation) ||
 * 15 min. || Exit ticket- How is a writer like a sculpter? (formative- check for understanding of the process) or a cloze passage for less proficient students ||
 * 20 min. || Divide students into groups. Each group becomes an expert on one stage of the writing process. The groups are as follows: prewriting, drafting, revision, proofreading, publishing (Groups should be tiered. Prewriting, revision and proofreading have more information than drafting and publishing.) Students should take notes to be used to share information with the other groups. Possible materials to be utilized: McDougal Littell //Literature// p. R28-R29 (Writing Handbook), teacher gathered material, bookmarked websites (Reading level for prewriting, revision, and proofreading should be higher.) Students can use Frayer model organizer, two column notes or lifesaver organizer * ||
 * 15 min. || Regroup- each group should have one expert from prewriting, drafting, revision, proofreading, and publishing. Each member/expert shares his or her information. All students take notes the their organizer ||
 * 10 min. || "Who Am I?" cards into stages of the process of writing. Students must justify the reason for the placement of the card ||
 * 90 min. || Performance Task- Cubing activity ||