American Civil WarNarrative Journal

5th GradeClay CumbeeREAD 7140

Social Studies GPS• SS5H1 The student will explain the causes,

major events, and consequences of the Civil War

• c. Identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, and Appomattox Court House.

• d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas “Stonewall” Jackson

ELA Standard

• ELA5W3 -The student uses research and technology to support writing. The student

• c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic Information, almanac, atlas, magazines, newspapers) as aids to writing.

• d. Uses the features of texts (e.g., index, table of contents, guide words, alphabetical/ numerical order) to obtain and organize information and thoughts

Topic / Concept

• Topic and/or Concept: Students will write a simulated travel journal about the American Civil War, focusing on the major battles or campaigns, the prominent leaders of either side, or issues between the North and South that lead up to the Civil War such as bleeding Kansas and John Brown’s raid on Harper’s Ferry

Narrative Writing

• recounts a story grounded in personal experience or the writer’s imagination

• uses a setting, characters, circumstances or events

• uses , a plot, point of view, and a sense of resolution

Stage 1 : Prewriting

Prewriting

• First stage of the writing process

• Uses graphic organizers.

• Should spend the most time on pre-writing.

• Focus on choosing topic, gather and organize thoughts and ideas.

Pre writing graphic organizer

Prewriting checklist

• ____ List and describe at least 2 important people in the civil war

• ____ List the conflict or problem.

• ____ Setting: Include at least 2 place that the Civil War occurred,

• ____ Events: Have at least 4 events and give details for each event.

• ____ Give the ending or conclusion of the Civil War.

Accommodations• Cultural Differences

Proximity

Body language

Verbal & written language

Rephrasing

Seating

Translation dictionary

Developmental differences

Seating

Rephrasing

Repetition in verbal

cues

Prompting

Extra

assistance/practice

Stage 2 :Drafting

Drafting

• Focus on Content

• Form ideas from Graphic Organizer

• Put ideas from graphic organizer into sentence and paragraph form.

Drafting Checklist• Drafting Checklist

• I used the ideas from my prewriting graphic organizer.

•  

• I skipped lines while writing to leave space for corrections later

•  

• I made sure that I used sentences to connect my beginning thoughts from the prewriting graphic organizer.

•  

• I included information about the person during the Civil War and significant details.

•  

• I completed four entries that include three separate facts with details for each entries

•  

• My draft ended with a conclusion.

•  

• My draft is organized chronologically.•  

Accommodations• Cultural Differences

Proximity

Body language

Verbal & written language

Rephrasing

Seating

Translation dictionary

Developmental differences

Seating

Rephrasing

Repetition in verbal

cues

Prompting

Extra

assistance/practice

Stage 3 revising

Revising

• Meet reader’s needs

• Re-evaluate content

• Reread

• Adding, deleting, changing, re-arranging

• Strategies:• Selective expansion• Author’s chair• Writing groups

Symbol Meaning ExampleInsert a word or

punctuation littleMy brother fell , but he was hurt. not

Delete…apples, cherries, carrots, and grapes.

Re-arrangeWe bought some shoes. We went to the store.R

evis

ion

s M

ark

sExceeded Standards

Meets Standard Partially Meet Standard

Standard Not Met

Sentences Used complete sentences and

complex sentence

Used complete sentences.

Used some sentencesMostly had phrases.

Little to no sentences used.

Paragraphs There is 1 beginning, 3 middle

and 1 conclusion paragraph

There is 1 beginning, 2 middle

and 1 conclusion paragraph

There is no clear beginning, middle, or

conclusion paragraphs

Revision Marks Used revision marks correctly to

revise paper

Used some revision marks correctly

Attempted to use revision marks

correctly

No attempt to use revision marks

Content Made correct changes to content to make reading flow, clear

Changed content to improve clarity

Changed content still lacks clarity

Did not make any changes

Revis

ions

Ru

bri

c

Cumbee, C, (20011) Revision’s Rubric. Unpublished piece. Valdosta State University. Valdosta, GA

Accommodations• Cultural Differences

Proximity

Body language

Verbal & written language

Rephrasing

Seating

Translation dictionary

Developmental differences

Seating

Rephrasing

Repetition in verbal

cues

Prompting

Extra

assistance/practice

Stage 4: Editing

Editing

• Set aside for a couple days

• Proofreading. Again and again.

• Focus on mechanics:

• Spelling, capitalization, and punctuation.

• Use proofreader’s marks

• Peer editing/ teacher conferences

Editing Checklist• Grammar and Parts of Speech: YES NO

• 1. Each word is correctly spelled.

• 2. Capital letters were used appropriately.

• 3. Punctuation was used appropriately.

• 4. Each paragraph is indented.

• 5. Each sentence presents a complete though.

• Reasons for Writing:

• 1. I can “see” what the writer is telling.

• 2. The story is interesting.

• 3. The conclusion is logical.

• 4. The writer follows the directions carefully.

• 5. This story will engage the audience

Category 4-Exceeds PLO 3-Meets PLO 2-Partially Meets PLO

1-Does Not Meet PLO

0-Does Not Meet PLO

Spelling 0 errors in spelling

1-2 errors in spelling

3-4 errors in spelling

5 or more errors in spelling

No attempt to correct spelling

PunctuationCommas,

apostrophes, ending punctuation

0-2 errors in punctuation

3-4 errors in punctuation

5-7 errors in punctuation

8 or more errors in punctuation

No attempt to punctuate

CapitalizationBeginning of

sentences, names, and proper nouns

0 errors in capitalization

1-2 errors in capitalization

3-4 errors in capitalization

5 or more errors in capitalization

No attempt to capitalize

Proofreader’s Marks

0 errors in use of proofreader’s marks.

1-4 errors in use of proofreader’s marks.

5 or more errors in proofreader’s marks.

Did not properly use any proofreader’s marks.

No attempt to use proofreader’s marks

Editing Rubric

Sutz, T. (2009) Editing Rubric. Adapted from Dr. Root’s Web site http://coefaculty.valdosta.edu/troot/read7140/Writing_Assessments.htm.

Accommodations• Cultural Differences

Proximity

Body language

Verbal & written language

Rephrasing

Seating

Translation dictionary

Developmental differences

Seating

Rephrasing

Repetition in verbal

cues

Prompting

Extra

assistance/practice

Stage 5- Publishing

Publishing

• Sharing complete piece w/ others

• Illustrations, displays, presentation

• Finest handwriting, or typed

Exceeds Standard Meets Standard Partially Meets Standard

Does Not Meet Standard

Ideas and Content -Includes a clearlypresented central idea withrelevant facts, supportingdetails, or explanations

- Establishes a well developed idea/plot, andsetting

-Includes a central idea withmostly relevant facts,supporting details, or explanations

- Establishes an idea/plot and setting

-Includes a central idea withlimited facts, supportingdetails, and/or explanations

• Establishes a weak idea/plot and setting

-Includes a central idea butlacks related facts,supporting details, and/or explanations

• Establishes no realidea/plot or setting

Organization -Organizing structure thatincludes paragraphs

- Engages reader creatively,relates significant events,and moves to a clear conclusion

- Organizing structure thatincludes paragraphs

- Engages the reader,relates significant events,and moves to a conclusion

-Organizing structure withvery few paragraphs

- Minimally developedsequence of events andfails to fully engage thereader or conclude story

-Organization lacksparagraphing structure

- Sequence of events is notpresent or confusing andfails to engage the readeror conclude story

Martin, L.L. (2007). Publishing Scoring Guide. Unpublished manuscript. Valdosta State University. (READ 7140). GA.

Narrative Publishing Scoring Guide

Voice -Appropriate to topic,purpose, and audience

- Engaging

-Shows an awareness of Audience

- Writing is somewhatengaging

- inconsistent orWeak

- Shows limited awarenessof audience

Little or no voice is evident

- Awareness of audience or personal involvement is notevident

Sentence Fluency Sentences flow- Sentence length,structure, and complexityis varied

Sentences flow- Sentence structures arevaried

Sentences are fragmented,run-on or confusing- Sentence structures arelimited in variety

Sentences are incompleteand/or unclear

Word Choice Uses dramatic descriptivelanguage

- Enables the reader tovisualize the events orexperiences

Uses descriptive language

- Enables the reader tovisualize the events orexperiences

Uses limited, repetitiveword choice

- Gives a visual picture

Uses limited, repetitiveword choice

- Does not give a visual picture

Mechanics Contains few, if any, errors in mechanics that makes the writing easy to readand understand

Contains some mechanicalerrors that do not interferewith the meaning

Contains frequentmechanical errors that are noticeable and confuse thereader

Contains manymechanical errors and the writing is difficult to follow

Martin, L.L. (2007). Publishing Scoring Guide. Unpublished manuscript. Valdosta State University. (READ 7140). GA.

Accommodations• Cultural Differences

Proximity

Body language

Verbal & written language

Rephrasing

Seating

Translation dictionary

Developmental differences

Seating

Rephrasing

Repetition in verbal

cues

Prompting

Extra

assistance/practice