Oakley, Lynsie, READ-OWA 7140 59
Georgia’s Native Americans:
2nd Grade Narrative Writing Unit
Interdisciplinary Writing Unit
Lynsie Oakley
READ 7140 OWA, Summer 2009
Dr. Tonja Root
June 2, 2009
Interdisciplinary Writing Unit - Narrative: Pre-Writing
Name:
Lynsie Oakley
Grade level:
2nd Grade
Content area:
Social Studies
Topic and/or concept:
The students will write a simulated journal entry describing a day in the life of a Creek Indian. As a class, the teacher and students will use shared writing to develop a simulated journal entry as a Cherokee Indian.
Previous content area lessons:
Prior to beginning this lesson, the students will have completed a unit on Georgia in which they learned about the geographic features of the state, located the 7 major rivers in the state on a map, recognized and distinguish between the states important buildings, and identified the state capitol, the state governor, and the mayor of their own town, as well as located their town and county on a map. After completing this unit, the students will begin a unit in which they learn about Georgia’s founding people, such as James Oglethorpe, Tomochichi, and Mary Musgrove. They will have a basic understanding of how Georgia was founded and what different cultures are found within Georgia.
Genre/mode of writing:
Narrative
Form of writing:
Simulated Journal
Stage of writing
Pre-Writing
English Language Arts GPS:
ELA2W2: The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a narrative that:
e. Develops characters and setting using sensory details (descriptive adjectives and strong verbs).
f. Uses organizational structures (beginning, middle, end, and sequence of events) and strategies (transitional words/phrases, time cue words).
i. May include pre-writing.
Content Area GPS:
SS2H2 The student will describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments.
a. Describe the regions in Georgia where the Creeks and Cherokees lived and how the people used their local resources.
Student Materials
Cherokee Indian Fact Sheet (2009). Native Languages of the Americas. Retrieved May
20, 2009, from: http://www.bigorrin.org/cherokee_kids.htm
Creek Indian Fact Sheet (2009) Native Languages of the Americas. Retrieved
May 20, 2009, from: http://www.bigorrin.org/creek_kids.htm
Georgia Tribe of Eastern Cherokee (2006). Retrieved May 20, 2009, from:
http://www.georgiatribeofeasterncherokee.com/default2.htm
Oakley, L. (2009). Narrative Pre-Writing Checklist. Unpublished Manuscript. Valdosta, GA:
Valdosta State University.
Oakley, L. (2009). Pre-writing Rubric. Unpublished Manuscript. Valdosta, GA: Valdosta State
University.
Oakley, L. (2009). Simulated Journal: Pre-writing. Unpublished Manuscript. Valdosta, GA:
Valdosta State University.
Wilson, H. et al. (Eds.). Discovery Kids First Spanish Picture Dictionary. New York: D.K.
Publishing.
Worth, L. (2006). An Introduction to the Creek Nation. Retrieved May 20, 2009, from:
http://ngeorgia.com/history/creek.html
Teacher Materials
· Transparencies
· Overhead Projector
· Markers
Fountas, I., & G. Pinnell.(1996). Guided Reading: Good First Teaching for All Children, 98-
99. Portsmouth, N.H.: Heinemann, 1996. Retrieved May 20, 2009, from: http://www.learner.org/workshops/readingk2/session6/ett2.html
Georgia Department of Education (2008, August 26). Social Studies, Grade 2, Unit 3 –
Georgia’s First People. Retrieved May 18, 2009, from:
https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/SS%20Gr%202%20Unit%203.pdf
Oakley, L. (2009). Narrative Pre-Writing Checklist. Unpublished Manuscript. Valdosta, GA:
Valdosta State University.
Oakley, L. (2009).Simulated Journal: Pre-writing (Teacher Model). Unpublished Manuscript.
Valdosta, GA: Valdosta State University.
Oakley, L.(2009). Pre-writing Rubric. Unpublished Manuscript. Valdosta, GA: Valdosta State
University.
Tompkins, G. E. (2008). Teaching Writing: Balancing Process and Product. (5th Ed.)
Upper Saddle River, N.J.: Pearson Prentice Hall.
Grouping Arrangements (required):
Explanation of Instructional Grouping Options:
According to research, whole group instruction works best in interactive reading and writing activities (Fountas, 1996). Because of this, the instructional activities and practice activities for this lesson will be done as whole group instruction.
Instructional Activities: The instructional activities for this lesson will be done as a whole group so that the teacher can make sure that all the students hear the same instructions at the same time, as well as offer feedback if necessary.
Practice Activity: The students will participate in shared writing as a whole group, in which they and the teacher will organize what they know about the Cherokee Indians in the form of a graphic organizer. During this shared writing activity, students will work with the teacher in order to complete their graphic organizer, with the students dictating to the teacher and the teacher writing it down for them (Tompkins, 2008, p. 23). Along with modeling correct writing techniques, working in a whole group will also allow the teacher to conduct formative assessments as the lesson progresses so that he/she can be aware of those students who understand what is being taught and those that do not and then adjust their teaching as needed.
Assessment Activity: The students will be put into groups of 4 for the assessment activity based on the students’ zone of proximal development.
Explanation of Grouping Options Relating to Students’ Needs
1. Explanation of Grouping Options Relating to Students’ Developmental Needs
During the instructional and practice activities the students will be taught as a whole group. The whole group setting will better help the teacher to be more aware of the student’s time on task; as well as, perform formative assessment as needed throughout the lesson. For the assessment activity, the students will be put into groups of 4 based on their zone of proximal development. There are three gifted students in the class, who will be in separate groups with those students who are on a lower reading and writing levels so that they can help scaffold their writing. There is also a student who has a learning disability in the area of reading, due to this; the teacher will make sure that this student is grouped with one gifted student and 2 average to mid-level writing students.
2. Explanation of Grouping Options Relating to Students’ Cultural or Linguistic Needs
There are two students in this class that speak both English and Spanish. The teacher will allow these students to be grouped/seated together during the assessment activities in order for them to communicate with each other and so that they might further understand the teacher’s directions.
There is also one hearing impaired student in the class, who will also be grouped with one of the gifted students and 2 of the average to mid-level writing students during the lesson so that her peers can help scaffold her writing.
Instructional Procedures
Genre/mode of writing instruction
· The teacher will introduce the question: What is a narrative?
· The teacher will allow students to discuss what they thought a narrative was as well as what makes a well-written narrative.
· The teacher will then explain to the students that a narrative is a story that contains characters, setting, and a plot with a beginning, middle, and end.
· The teacher will then explain to the students that they would be writing a narrative in the form of a simulated journal.
o Does anyone know what a simulated journal is?
o A simulated journal allows you, the student, to take on the role of a book character or historical figure and then write entries from that person’s point of view.
· Before we just hop into writing our journals, we must first look at the different stages of the writing process. These stages are:
o Prewriting
o Drafting
o Revising
o Editing
o Publishing
· Which stage do you think we will be starting today?
Stage of writing instruction (grades k-5)
· Today we will begin to use the prewriting stage of the writing process to begin thinking about how we want to write our journal entries.
· The first thing we must do when prewriting is to decide what our topic will be. Today, your topic will be the Creek Indians that we have been learning about in Social Studies.
o Teacher will write “topic” chart paper titled “pre-writing”.
· Next, we must gather and organize information about our topic.
o Teacher will write “gather and organize information” on the chart paper.
· After gathering and organizing our information, we must then consider our audience, who we are writing for, and the purpose for our writing.
o Teacher will write “audience” and “purpose” on the chart paper.
o For this particular assignment, the audience should be me, your teacher, your parents, and your classmates. The purpose for this writing is to inform others what life was like for the Creek and Cherokee Indians through telling a story, in the form of a journal entry.
o The teacher will post the “pre-writing” chart in the room to stay throughout their writing unit.
· Now that you know what we are writing and what stage we will be writing in, we will begin our practice activity in which we write will work together to create one journal entry, starting with our Simulated Journal graphic organizer.
· After we complete our practice Simulated Journal graphic organizer, you will then work individually to complete your own.
Modeling
· Because we are working on pre-writing, today we will be completing a graphic organizer, so that we can gather our thoughts and organize all of our information.
o The teacher will display a blank graphic organizer on the overhead projector and explain each part focusing on the characters, setting, and plot.
· The teacher will then display a Simulated Journal graphic organizer that has been completed by her so that the students can see what it looks like completed correctly.
Practice Activity
· After going over the graphic organizer, the teacher and the students will work together to fill out the Simulated Journal graphic organizer.
· The teacher and the students will work together to complete the Simulated Journal graphic organizer with the students giving her ideas and the teacher writing down the student’s thoughts on the graphic organizer.
· The group Simulated Journal graphic organizer will deal with the Cherokee Indians.
Assessment Activity
· The teacher will give students instructions:
o Pretend that you are a Creek Indian living in Georgia at the time of its founding. Write a journal entry describing one day of your life. You must describe your home, clothing, tools, and the way you make your living. Use the graphic organizer provided to help you organize your thoughts.
o Remember, you are the main character in this journal entry.
· The teacher will allow the students to begin to work on their Simulated Journal graphic organizers independently. They will be given a checklist to make sure that they complete each step of the pre-writing stage.
· The teacher will use a Pre-writing Rubric to score the students ability to complete the graphic organizer.
Modifications and/or Accommodations of Instructional Methods:
1. Accommodations and/or Modifications for Needs of Students from Differing Stages of Development
For those students who are on a lower reading and writing level, the teacher will allow these students to have a partner look over their work and provide suggestions to them in order to make it better. Also, for the student with a reading learning disability, the teacher will allow this student to sit in the front of the room next to her desk so that she can monitor his progress throughout the lesson.
There are also three gifted students in the class. These students will be required to develop an additional character, as well as provide three details about the beginning, middle, and end of the story.
There is one hearing impaired student, who will be allowed to sit at the front of the room close to the teacher. This child will also be allowed to wear a hearing amplification device.
2. Accommodations and/or Modifications for Needs of Students from Differing Cultural and Linguistic Backgrounds
For those students who do not speak English in the classroom (2 students), they will be provided with a Spanish/English dictionary to use in order to help them use the correct English words. The two students in the classroom who speak Spanish will be allowed to sit next to each other so that they can communicate with each other in order to clarify directions.
There is one hearing impaired student, who will be allowed to sit at the front of the room close to the teacher. This child will also be allowed to wear a hearing amplification device.
Simulated Journal: Pre-writing
Name Date ______
Use this story map to help you organize your thoughts so that you can create your journal entry. You do not have to write in complete sentences or have correct spellings.
Characters:Describe the characters in your story.
Main Character:
Character 2:
Character 3:
What are your characters trying to do? (Think about your problem or task.)
Setting:Describe when and where your story takes place?
When:
Where:
Draw a picture of your setting.
PLOT:
Beginning:What happened when you first woke up? What are your characters trying to do?
Detail 1:
Detail 2:
Detail 3:
Middle
What did your characters do in the middle of the day? How are your characters working towards their problem or task?
Detail 1:
Detail 2:
Detail 3:
End
How did your characters end their day? Did they solve their problem or complete a task?
Detail 1:
Detail 2:
Detail 3:
Oakley, L. (2009). Simulated Journal: Pre-writing. Valdosta, GA: Valdosta State University.
Narrative Pre-writing Checklist
Name______Title______
Yes / NoDid I list and describe two characters?
*** Remember the main character is YOU! ***
Did I describe a problem or task for my characters to complete?
Did I describe when and where the story takes place? Did I draw a picture of my setting?
Does my story have a beginning with at least 2 detail sentences?
Does my story have a middle with at least 2 detail sentences?
Does my story have an ending with at least 2 detail sentences?
Do my characters complete their task or solve their problem?
Oakley, L. (2009). Narrative Pre-Writing Checklist. Unpublished Manuscript. Valdosta, GA: Valdosta State University.
Pre-Writing Rubric
Author______Title______