Portfolio Writing Project for Noella Deaton

 

 

Name: Noella Deaton          Date:        4/08/2007  Age/Grade Level: 7th Grade                                                                               

 

# of Students: _____    # of IEP Students:  0    # of GSSP Students 0        # of LEP Students: 0             

 

Subject:  Language Arts                Major Content:                                          Lesson Length:                

 

Unit Title: Portfolio Writing Project              .  Lesson Number and Title: Creating a brochure/letter 

Context

 

  • At the conclusion of the lesson students will complete a writing task/assignment for their portfolio.
  • Prior Knowledge: Students have read and written persuasive letters, and have created brochures in prior classes.   Students have worked with writing techniques in prior classes.

 

 

Objectives

Specific Lesson Objective: Students will create a brochure or persuasive letter to the editor addressing the correct audience, using the correct text structure, with information to support the purpose.

 

 

Connections

 

Core Content

WR-07-1.1.3

·         Students will communicate a purpose through informing, persuading or analyzing.

·         Students will develop an effective angle to achieve purpose.

·         Students will communicate as an informed writer to clarify what the reader should know, do or believe as a result of reading the piece.

·         Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech).

·         Students will sustain a suitable tone.

·         Students will allow voice to emerge when appropriate.

WR-07-1.2.3

·         Students will communicate relevant information to clarify and justify a specific purpose.

·         Students will develop a deliberate angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals).

·         Students will develop explanations to support the writer’s purpose.

·         Students will apply research to support ideas with facts and opinions.

·         Students will incorporate persuasive techniques (e.g., expert opinion, emotional/logical/ethical appeal, repetition, rhetorical question) or propaganda techniques (e.g., testimonial, bandwagon) when appropriate.

WR-07-2.3.3

·         Students will establish a context for reading.

·         Students will apply the accepted format of the genre.

·         Students will develop an appropriate text structure (e.g., cause/effect, problem/solution, question/answer, comparison/contrast, description, sequence) to achieve purpose.

·         Students will arrange ideas and details in a logical, meaningful order by using a variety of transitions or transitional elements between ideas and details.

·         Students will apply paragraphing effectively.

·         Students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate.

·         Students will create conclusions effectively

WR-07-2.4.3

·         Students will develop complete, concise sentences or apply unconventional structures when appropriate.

Academic Expectations

·         07-1.11  Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes

 

Resources, media and technology

·         Newspaper Articles of Lake Cumberland Renovation

·         Internet Access for updated articles

·         Pencil

·         Paper

·         Pictures if desired

·         Access to computers for typing and brochure lay out.

Procedures

Describe the strategies and activities you will use to involve students and accomplish your objectives including how you will trigger prior knowledge and how you will adapt strategies to meet individual student needs and the diversity in your classroom.  List these in a numbered format. 

 

Topic Addressed: The qualities of Cumberland Lake during the fixing of the Wolf Creek Dam

Goal:  To write a letter to the Editor of the Commonwealth Journal or make a brochure addressing the benefits of the lake during the renovation.

1.        Teacher will hand out the assignment sheet.

2.        Inform the students that we will be working on a writing project for the next few weeks.  Time will be given in class to work on the project as well as time in the writing lab.

3.        A due date for a rough draft and then the final work will be determined at a later date.

4.        Talk to the students about the impact the renovation of the Wolf Creek Dam and the lower water in Cumberland Lake.

5.        Give students open discussion time to consider the project.

6.        Answer any questions about the subject.

7.        Have available several copies of newspaper articles.

8.        End session with each student turning in a decision for his/her project.

 

 

 

 

 

 

 

 

 

 

Brochure/Letter Project

Lake Cumberland Wolf Creek Dam is currently being renovated.  This renovation will effect each of us in some way.  Your job is to remind the community that there are still many things that can be done during the renovations.  Choose a letter to the Editor or a Brochure that can be given to the public at the tourism center.

 

Your brochure or letter should include:

▪ The benefits the lake has provided to the community.

▪  A list of benefits the lake can still provide.

▪ The benefits a new renovation will provide once it is done.

▪ The safety issues addressed with the renovation.

▪  A statement answering why you and your family will support the lake during the renovation.

 

Your finished project should be typed and have a clean appearance.

 

Your brochure/letter is worth 40 points, and will be scored as follows:

CATEGORY

10 Points

8 Points

6 Points

3 Point

Content

Writer is informative; information is well written, detailed, and easy to understand.

Writer is informative; information is fairly well written, detailed, and fairly easy to understand.

Writer's information is somewhat confusing, not very detailed, and difficult to understand.

Writer's information is confusing, without detail, and very difficult to understand.

Ease of Reading

Ideas were expressed in a clear and organized fashion. It was easy to figure out what the writer was trying to say.

Ideas were expressed in a pretty clear manner, but the organization could have been better.

Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the writer was trying to say.

The writing seemed to be a collection of unrelated sentences. It was very difficult to figure out what the writer was trying to say.

Grammar & spelling (conventions). Capitalization, Punctuation

Writer makes no errors in grammar or spelling. Writer makes no errors in capitalization and punctuation.

Writer makes a few errors in grammar and/or spelling, and a few errors in capitalization and punctuation.

Writer makes several errors in grammar and/or spelling and several errors in capitalization and punctuation.

Writer makes many errors in grammar and/or spelling and many errors in capitalization and punctuation.

Sentences & Paragraphs

Sentences and paragraphs are complete, well constructed and have varied structure.

All sentences are complete and well constructed (no fragments, no run-ons). Paragraphing is generally done well.

Most sentences are complete and well constructed. Paragraphing needs some work.

Many sentence fragments or run-on sentences OR paragraphing needs lots of work.