The teacher will explain to students that they will be writing letters to Santa.

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1 One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. End of Unit Performance Task Grade: First Title: Santa Letter/ Letter to Parent Task Annotation: After first graders have been given many opportunities to read persuasive text as well as to the format of how to write letters, they are ready to apply what they have learned by writing an original "persuasive" piece. Students will write a letter to Santa or to a parent asking for a specific item. They will carry this paper through the entire writing process. Focus Standards/Elements: ELA1W2: The student writes in a variety of genres, including narrative, informational, persuasive and response to literature. The student produces a persuasive piece that: a. Captures a reader s interest by stating a position/opinion. b. Begins to maintain a focus. c. Adds details to support an opinion. d. Begins to use formats appropriate to the genre (letter, list of reasons, poster). e. May have a sense of closure. f. May include oral or written prewriting (graphic organizer). g. May include a draft that is revised and edited. h. May be published. ELA1R1 The student demonstrates knowledge of concepts of print. The student a. Understands that there are correct spellings for words. c. Demonstrates an understanding that punctuation and capitalization are used in all written sentences. ELA1LSV1 The student uses oral and visual strategies to communicate. The student b. Recalls information presented orally. c. Responds appropriately to orally presented questions. e. Communicates effectively when relating experiences and retelling stories read, heard, or viewed. f. Uses complete sentences when speaking Description of Task Teacher Directions The teacher will explain to students that they will be writing letters to Santa. March 2009 Page 1 of 7

2 Note to teacher: The timing for when to best use this task depends on the readiness of the class. A letter to Santa may not be appropriate at the time your students are ready for the task. The teacher may alter the assignment by having the students write a letter to a parent, a grandparent, etc. Stage One: Prewriting 1. The teacher will model writing a position/opinion statement and supporting it. The teacher might say, I want a new coat for Christmas. 2. Each student will think of one item that he or she would like to have. The student will share with another student what their item would be in the form of a position/opinion statement. The teacher will record several examples on a chart. Sample Chart: I want a new coat for Christmas. I need a new bike for Christmas. I really, really want a Wii for Christmas. 3. Next, the teacher will model using the graphic organizer. Example: I want a new coat for Christmas. It will keep me warm on cold mornings. My old coat is too small. I would take really good care of my new coat. I could take my children outside to play more. March 2009 Page 2 of 7

3 4. Students will complete their prewriting independently. 5. The teacher will monitor the class and provide support to students during formal and informal conferences. The teacher will choose three students who will share their prewriting during the closing of the lesson. Stage Two: Drafting 1. The teacher will refer back to the chart made on the previous day. 2. The teacher will explain to the class that they will use their prewriting to draft their letter to Santa. He/she will remind students that during the drafting process, it is important to get words on paper. The students should not be overly concerned with spelling. If the students come to a word they do not know, they can try one of the following strategies: stretch out the word, use the word wall, or circle the word. Spelling will be addressed in depth during the editing stage. 3. The teacher will model his/her draft. Sample letter Dear Santa, December 10, 2008 I really want a new black coat for Christmas. I promise I have been really good this year. I really need a new coat. Santa, my old coat is just too big and old. If I had a new coat, I would feel so confident when I went to work. It would keep me warm on those cold Friday mornings when I have bus duty. Santa, I promise I will take good care of it. I will always hang it up and be sure not to spill anything on it. Santa, please have a black coat underneath my Christmas tree on Christmas morning. Love, Ms. Teacher 4. Students will begin drafting. 5. The teacher will have conferences with the students. This is an appropriate opportunity for remediation. The teacher may want to form a small group and conduct a guided writing activity. During this time, the teacher will look for good examples to share during the closing of the lesson. Stage two may last more than one session. March 2009 Page 3 of 7

4 Stage Three: Revision 1. The teacher will explain that the students will be revising their drafts by using the persuasive writing checklist. 2. The teacher will show how to use the checklist by modeling this process using his/her writing from the previous day. As the students use the checklist, they will note evidence of the required elements. The teacher may want to add another detail to his/her own letter in order to model one example of revision. 3. The teacher will explain that the students will be revising their drafts by using the persuasive writing checklist. My position/opinion is clearly stated. Facts/Details support my position. A persuasive strategy is used in my writing. My closing summarizes my position. 4. The teacher will show how to use the checklist by modeling this process using his/her writing from the previous day. As the students use the checklist, they will note evidence of the required elements. The teacher may want to add another detail to his/her own letter in order to model one example of revision. Persuasive Writing Checklist YES NO Sample Letter Dear Santa, December 1, 2008 I really want a new black coat for Christmas. I promise I have been really good this year. I really need a new coat. Santa, my old coat is just too big and old. If I had a new coat, I would feel so confident when I went to work. It would keep me warm on those cold Friday mornings when I have bus duty. Santa, I promise I will take good care of it. I will always hang it up and be sure not to spill anything on it. Santa, please have a black coat underneath my Christmas tree on Christmas morning. Love, Ms. Teacher 1. Provide students with a copy of the persuasive writing checklist. 2. Students may work with a partner. March 2009 Page 4 of 7

5 3. Once students have completed the checklist, they may go back and revise their work. 4. The teacher will have conferences with students during this time. He or she may want to use the Student name a. States position/ opinion c. Facts/details support the position/opinion b. Focus is maintained e. Closure summarizes the position/ opinion NEXT STEPS Chris Share examples of types of closure during a conference. persuasive class profile to identify the individual needs of the students. The teacher will place a check in the box if the student has included that element of the standard or leave the box blank if the element is not present. Under the next steps column, the teacher will write what he or she will do to help the child add that element to the work. Sample Class Profile Sample Editing Checklist YES NO I have checked my spelling with the word wall. I have capitalized the beginning of each sentence. I have capitalized all proper nouns, such as names, months, and places. I have capitalized the greeting and the closing. I have punctuation at the end of each sentence. I have a comma between the day and the year in my date. I have a comma at the end of the greeting and at the end of the closing. March 2009 Page 5 of 7

6 Stage Four: Editing 1. The teacher will review what is expected of a first grader in reference to editing. 2. The teacher may wish to model editing a piece of writing. Then the teacher could use the piece of work from the previous lesson as long as there is some editing of mistakes (e.g., inserting a period where it belongs, correcting a misspelled word, etc.). 3. Students may edit alone or with a partner. 4. A sample editing checklist is provided, but the one used should reflect what the teacher has taught. 5. The teacher will have conferences with students as they work. He or she may want to continue using the Class Profile for documentation of mastery. The teacher will also choose three students who will share their writing during the closing. Stage Five: Publishing 1. Once the students have revised and edited, they will want to publish their writing. 2. The teacher will provide a variety of paper for the students to use to publish their writing. The teacher will begin preparing students for the process of presenting their papers. 3. The teacher will address the speaking and listening standards. 4. The teacher will analyze the work based on the Persuasive Writing Rubric. A student sample and commentary are attached. Materials and Equipment 1. Persuasive Writing Rubric 2. Persuasive Writing Checklist 3. Chart paper and markers 4. Examples of persuasive text in children s books 5. Writing paper 6. Optional: computers with student publishing programs Sample Book List of Persuasive Text I Wanna Iguana by Karen Kaufman Orloff All Pigs are Beautiful by Dick King-Smith Earrings! By Judith Viorst The True Story of the Three Little Pigs by Jon Scieszka My Teacher for President by Kay Winters Thank you Sarah by Laurie Halse Anderson March 2009 Page 6 of 7

7 Sample Persuasive Writing Rubric Week Introduced Element 2 a. Captures a reader s interest by stating an 2 c. Adds facts/details to support 3 b. Begins to maintain a focus 4 e. May have a sense of closure Progressing toward the standard The is not clearly stated. The support for the position is weak or no points have been made. The details do not maintain a focus. There is no concluding sentence or reference to the position/opinion. Meeting the standard The 1st sentence clearly states the author s. supports his/her position/opinion with facts/details and may use a persuasive strategy. The details somewhat support the, and the focus is beginning to be maintained. summarizes his/her position /opinion in the concluding sentences. Exceeding the standard The 1st sentence strongly and clearly states the author s. supports his/her position/opinion with facts/details and uses a persuasive strategy effectively. The details strongly support the and the focus is maintained. summarizes his/her position/ opinion in the concluding sentences. The level of language is lifted. March 2009 Page 7 of 7

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