LeeAnna University of New England December 5, 2013
Introduction One of the most dangerous temptations when teaching writing is to assume that the students will just naturally get better with time and practice; practice makes perfect, right? This has been proven wrong again and again (Graham, S., MacArthur, C. A., & Fitzgerald, J., 2007). This research appears to have not reached the Korean education system, where rote memorization and thoughtless reputation is the main stay of education (Blazer, C., 2012). As a result, it is often assumed that students can just naturally improve their skills by doing the skills without any instruction. Within my school the largest and clearest example of this is within our Kindergarten writing curriculum; during class our units all focus on sentences creation and order but at home the students are expected to write par graphical journals. As expected, most of these are just random sentences that tie together with no topic sentences, ending sentences or proper formatting. None of my students indent their paragraphs, a few still start each new sentence on a new line, and each week's topic sentences and ending sentences are always the same. Thus, my new unit is designed to help teach students the basic properties of a paragraph. It has been placed later in the year, about a month before the journal writing homework starts. This is done so that our students can have guided, in class instruction with instant feedback before they go home and try to do this independently.
Professional Development and Support
Due to the high turnover rate of English educators in Korea, our school has a weeklong training before the school year begins to help all the new teachers get accustomed to our curriculum. This training is broken up into group days and whole school days. On the group days we go over the details of our grade level's curriculum. While meeting as a whole school we go over the school culture and school-wide events. This is the time when we go over our curriculum map and would be a great time for the second or third year teachers to help the new teachers. Often the training is lead by the supervisors, who are at a distances from the classroom. If the teachers are given a chance to have some input, I feel the school can improve greatly. Students are not the only people who need feedback and advice; we teachers need it too. This is an area that our school already has a great system set up for. Every morning we have a short meeting with all the teachers and supervisors to discuss current and future plans in the school. Since each grade level has their own supervisor, the other teachers have asked for us to have a weekly meeting within our grade levels. These meetings have become a teacher-lead time to discuss problems and solutions within our classroom, and need to continue throughout our new curriculum changes.
Curriculum Map Theme Writing Skill Standard Myself, Friends and School Handwriting CCSS.ELA- Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Shapes and Colors Word Order CCSS.ELA- Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Family Reading Comprehension CCSS.ELA- Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Plants & Animals Sentences Creation CCSS.ELA- Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Food and Health Reading Comprehension CCSS.ELA- Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Body, 5 senses, and Textures Sentences Creation CCSS.ELA- Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Sports Order of Events CCSS.ELA- Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Nature Pronoun Comprehension CCSS.ELA- Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Jobs & Communities Paragraph Writing CCSS.ELA- Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Christmas Holidays Journal Writing CCSS.ELA- Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. All Around the world Letter Writing CCSS.ELA- Literacy.W.1.7 Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and use them to write a sequence of instructions). Space & Environment Book Reports CCSS.ELA- Literacy.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
Newly Designed Unit Theme Jobs & Communities Length 4 weeks Standard CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
Week 1 Learning targets: Identifying paragraphs via proper formatting. Identifying and creating topic sentences. Day Objective Review Activity 1 Activity 2 Assessment 1 Identifying paragraphs formatting styles What is at the beginning of a sentence? What is at the end of a sentence? As a class: Circle all the periods in 1 paragraph. Independently: Circle all the periods in 4 more paragraphs. Discuss: Where do the sentences end? Where do they start?
*Differentiation: visual As a class: Draw a square around 1 paragraph, and draw attention to the indent on the first line. (color/ circle/draw a shape there). Independently: Repeat with 4 more paragraphs.
*Differentiation: Visual Can they do both activities alone? How much help do they need? Give feedback as they work and observe for the next day 2 Locate the Topic Sentence What is at the beginning of a paragraph? Where do all the sentences start in a paragraph? As a class: Read a paragraph and discuss the main idea. Then talk about which sentence matches the main idea In groups of 3- 4: Repeat and underline the sentences that matches in 3 more paragraphs.
*Differentiation: Interpersonal , Come together and talk about where these 'main idea' sentences are located. Alone: underline where the topic sentence is located in a paragraph.
3 Selecting the correct topic sentence Review formatting and topic sentence location via coloring the indent, beginning and ending of each sentences and the topic sentence.
*Differentiation: Visual , logical As a class: Read a paragraph that is missing its topic sentence. Of the 4 written on the board, which one best fits the paragraph? Why? Repeat 2 more times as a class
*Differentiation: Visual , Interpersonal In pairs: Match the topic sentence with a paragraph using the cards they are printed on
*Differentiation: Kinetics Asking individuals in pairs why that topic sentence matches that paragraph. (Orally) 4 Identifying a topic sentence without a paragraph Give a list of 3 paragraphs. Circle the correctly formatted one.
*Differentiation: Visual As a class: have a pair of sentences on the board. Which one is a topic sentence? Why? Repeat 2 more times.
*Differentiation: Interpersonal, verbal In groups of 3- 4, separate sentence cards into topic and non topic sentences piles.
*Differentiation: Visual, logical, kinetic Orally - explain why 1 topic sentence is a topic and a non topic isn't a topic. 5 Writing a topic sentence Color the topic sentences and not the detail sentences
*Differentiation: visual As a class: Read a paragraph on the board that is missing its topic sentence. Fill in the blank together. Repeat 3 more times. *Differentiation: interpersonal, visual, verbal In pairs: Read 3 paragraphs and identify the main idea of each paragraph. Alone: Write a topic sentences for those 3 paragraphs.
*Differentiation: Interpersonal, intrapersonal, verbal Collect the sentences, give written feedback (return on the following Monday)
Week 2 Learning targets: Identify and create conclusion sentences. Day Objective Review Activity 1 Activity 2 Assessment 1 Identifying a properly concluded paragraph 1. Review how well your topic sentences were. Make any changes you think are needed.
2. Label the beginning of a paragraph (indent) and the topic sentence on a worksheet.
*Differentiation: Visual, verbal, intrapersonal As a class: Read a paragraph on the board. Is it finished? Why or why not? Read another paragraph and repeat. Compare the differences. Talk about the importance of an ending sentences.
*Differentiation: interpersonal, logical, verbal In Groups: On the review worksheet, read and circle the paragraphs that are properly 'finished". Explain why to each other.
*Differentiation: Verbal, visual, intrapersonal Listen to reasons in act. 2. Give feedback and help 2 Locating the conclusion sentences. In Pairs: Read a paragraph out loud to your partner. Partner: Is it finished? Switch roles.
*Differentiation: Interpersonal, verbal, listening As a class: Read a paragraph, talk about what makes it feel finished. Underline that sentences. In groups of 3- 4: Repeat with 4 more paragraphs.
*Differentiation: Interpersonal, verbal, visual Come together and talk about where these finishing sentences are located. Alone: underline where the conclusion sentence is located in a paragraph.
*Differentiation: Interpersonal, verbal, intrapersonal, Activity 2 3 Selecting the correct Review location of the topic As a class: Read a paragraph that In pairs: Match the conclusion Asking individuals ending sentence sentences and ending sentences
*Differentiation: verbal, visual is missing its conclusion sentence. Of the 4 written on the board, which one best fits the paragraph? Why? Repeat 2 more times as a class *Differentiation: interpersonal, verbal sentence with a paragraph using the cards they are printed on
*Differentiation: interpersonal, verbal, kinetics in pairs why that conclusion sentence matches that paragraph. (Orally) 4 Identifying a conclusion sentence without a paragraph Give a list of 3 paragraphs. Circle the topic and ending sentences as well as the indent.
*Differentiation: Intrapersonal, visual As a class: have a pair of sentences on the board. Which one is a conclusion sentence? Why? Repeat 2 more times.
*Differentiation: Interpersonal, verbal In groups of 3- 4, separate sentence cards into conclusion and non conclusion sentences piles.
*Differentiation: interpersonal, kinetics, Orally - explain why 1 conclusion sentence is a conclusion and a non conclusion isn't a conclusion. 5 Writing a conclusion sentence Color the topic sentences and the ending sentences.
*Differentiation: visual As a class: Read a paragraph on the board that is missing its conclusion sentence. Fill in the blank together. Discuss how the topic and conclusion are very similar Repeat 3 more times. *Differentiation: Interpersonal, verbal In pairs: Read 3 paragraphs and identify the conclusion sentence of each paragraph.
Alone: Write a conclusion sentences for those 3 paragraphs.
*Differentiation: interpersonal, verbal, intrapersonal, Collect the sentences, give written feedback (return on the following Monday)
Week 3 Learning Target: Identifying the details in a paragraph. Putting the detail sentences in the correct order. Day Objective Review Activity 1 Activity 2 Assessment 1 Identifying the non- topic and concluding sentences in a paragraph. 1. Give back the worksheet. Check how your ending sentences were. make any changes you want.
2. Color the topic and ending sentences
*Differentiation: Intrapersonal, visual As a class: Look at the review worksheet, what is between the topic and conclusion sentences? How many are there (1/2 or many?)? What do they do?
*Differentiation: interpersonal, verbal In pairs: Color the topic sentences 1 color, the conclusion sentences another and the detail sentences another color.
*Differentiation: interpersonal, verbal, visual Watch their coloring. 2 Locating the detail sentences. In Pairs: Read a paragraph out loud to your partner. Partner: Is it missing anything? Switch roles.
*Differentiation: interpersonal, verbal, listening As a class: Read a paragraph, talk about what the details are. What is their job? How are they helpful? What is similar about them? How are they different from the topic and conclusion sentences. Underline that sentences.
*Differentiation: interpersonal, verbal, visual, In groups of 3- 4: Repeat activity 1 with 4 more paragraphs. Discuss with each other how the details help the paragraphs.
*Differentiation: interpersonal, verbal, logticaly Listen to their discussions. logical
3 Identifying un-needed details. Color all the parts of the paragraph (four colors: topic sentence, indent, conclusion and details)
*Differentiation: intrapersonal, visual As a class: Read a paragraph that has an extra, unrelated sentence. Talk about which one doesn't fit and why.
*Differentiation: interpersonal, verbal, logical
In pairs: cross out the un- needed sentences in the paragraphs and explain why.
*Differentiation: interpersonal, verbal, logical Activity 2 4 Identifying a detail sentence without a paragraph Give a list of 3 paragraphs. Circle the topic sentence, conclusion sentences. Cross out the extra detail sentences.
*Differentiation: intrapersonal, verbal, logical As a class: have a pair of sentences on the board. Which one is a detail sentence? Why? Repeat 2 more times.
*Differentiation: Interpersonal, logical, verbal In groups of 3- 4, separate sentence cards into topic, conclusion, and detail sentences piles.
*Differentiation: interpersonal, logical, kinetics, Orally - explain why 1 sentence is in each group. 5 Writing a detail sentence Playing 4 corners. Is the sentence the teacher just read out a detail, topic, conclusion or un-needed sentence for the paragraph on the board? Go to the correct corner.
*Differentiation: interpersonal, intrapersonal, kinetics As a class: Read a paragraph on the board that is missing a detail sentence. Fill in the blank together. Discuss how the detail helps the paragraph and how there are many different sentences that can be used. Repeat 2 more times.
*Differentiation: Interpersonal, Alone: Write a detail sentences for 3 paragraphs.
*Differentiation: intrapersonal, verbal Collect the sentences, give written feedback (return on the following Monday) logical, verbal
Week 4 Learning Objectives: Create a brain map independently. Write a paragraph about a job that interests them. Day Objective Review Activity 1 Activity 2 Assessment 1 Fill in a brain map In pairs: Use the sentences cards and create a paragraph.
*Differentiation: Interpersonal, verbal, logical, kinetics, As a class: Pick a job (teacher) and create a brain map about everything related to teacher.
*Differentiation: Interpersonal, verbal In pairs: Have students help each other fill out a brain map about what they want to be when they grow up.
*Differentiation: Interpersonal, verbal Orally, watching Activity 2 2 Construct a Brain map Be able to identify un- needed details before writing them. Color the parts of a completed brain map that match the sentences in a paragraph (topic sentences and middle bubble both the same color)
*Differentiation: Intrapersonal, verbal, logical, visual In groups: Have them draw and complete a brain map on a randomly chosen card (can go to classroom library for info in needed).
*Differentiation: interpersonal, verbal Come together, talk about brain maps. Is there enough information to write a paragraph? Too much? Groups: Trade brain maps with other groups and remove what you think are un-needed details from the brain map. Then get together and talk about the changes made
Activity 2's group to group discussion *Differentiation: Interpersonal, logical, verbal 3 Construct a paragraph using a brain map. Using the Velcro details, work as a class to complete the wall brain map
*Differentiation: Logical, verbal, kinetics, interpersonal Using the review Brain chart, write a paragraph together as a class. Discuss the un-needed details first.
*Differentiation: interpersonal, verbal, logical Give students a randomly chosen brain map and have them write a paragraph based on it.
*Differentiation: Intrapersonal, verbal, logical Give Oral feedback and help them write. Collect paragraphs. 4 Be able to combine 2 sentences into one longer one 1. In pairs, fill out a brain chart from a paragraph.
2. Separate cards into subject and predicate piles
*Differentiation: Interpersonal, verbal, visual, kinetics, As a class go over a basic, repetitive paragraph. Ask if it is interesting. Why or why not? How can we change it? Combine using Sentences Combining (Graham, S., etc., 2007).
*Differentiation: Interpersonal, logical, verbal Individually: Have students make 4 long sentences from 8 shorter ones (outside of a paragraph).
*Differentiation: Intrapersonal, verbal, logical Activity 2 5 Be able to make changes to a paragraph Give the students 2 paragraphs, circle and list reasons why one is better than the other.
*Differentiation: Intrapersonal, verbal, logical
Return the paragraphs and brain maps from Day 3. Give them a small check list to use while editing**.
*Differentiation: intrapersonal, verbal, logical After editing, read your paragraph out loud to a partner. Partner: Are all the parts of a paragraph there? Is the paragraph interesting? Why or why not? How can them make it Collected final drafts. Give back the following week. better?
Alone: Make any changes your partner mentioned for your paragraph.
**Week 4 Day 5 editing checklist: o Do I have a topic sentence? o Is there an indent (space) on my first line? o Did I use "and", or "but" once in the paragraph? o Do I have any un-needed details? o Do I have a conclusion sentence?
References
Blazer, C. (2012). Is South Korea a Case of High-Stakes Testing Gone Too Far? . Information Capsule, 1107, 1-7. English Language Arts Standards Grade 1 6. (n.d.). Common Core State Standards Initiative. Retrieved November 18, 2013, from http://www.corestandards.org/ELA-Literacy/RI/1/6 Wiles, J., & Bondi, J. (2011). Curriculum development: a guide to practice (8th ed.). Upper Saddle River, N.J.: Merrill/Prentice Hall.