Lesson Sequence Guide for RAFTS

Example

1. Select a write to learn goal for a

specific content area
2. Select a text to use as an incentive
for ideas surrounding the given
content are.

Students will demonstrate their knowledge of the

cities and empires
Getting to know the
Early Civilizations.

3. Define RAFT: role, audience, format,

topic

Role: Reporter
Audience: Viewers
Format: Report
Topic: Ancient people of Inca, Maya, and Aztec

4. Explain how students can research

content

5. Give students tools to be successful

with writing format (prewriting)

6. Model how to infuse the content

and the writing format

7. Allow students time to write (rough

draft)

Goal: Good morning viewers. Today we are going to

learn about the Incas, Mayans, and Aztecs. You will
be separated into three groups and go into the
research area to find information on the civilization
that you are assigned to. Then you will share your
findings to our viewers.
Students will be in groups. Each group will be
assigned an early civilization. Students will come up
with questions about cities and empires of their
assigned civilization. See appendix A
Teacher will explain both types of rubrics to students
for students to have an idea what teacher expects of
them. See appendix E.
Teacher will provide examples of a report of what she
expects the students to write.
See appendix B
Using the expository pillar, students will give the main
idea, and the details to the main idea to form the
outline of their report.
See appendix C
Teacher will show an example of the tree map of how
he/she started the thought process of the talk. The
teacher will then show an example of how he/she
took that information and put it into an introduction
and main ideas with supporting details. Then the
teacher will show how he/she put those into a report.
See Appendix D
Students use Thinking Maps to construct their rough
drafts. Students will then take those thinking maps
and put it into the pillar to create their paragraphs.

8. Create rubric with students allow

for self-evaluations and changes
(revisions)
9. Buddy edit (editing)
10. Share revisions (publishing)
11. Grading each other

Then students will put their report together by using

the pillars as their guide.
As a whole group, teacher will show students how to
use the rubric to monitor self and their peer.
See Appendix E
Students use the class created rubric to edit the
groups report. Hand out Rubric 1 only to the peers
and self for editing the report.
Students use the feedback on the self and peer
evaluations to make revisions and compose a final
draft.
Teacher will explain the rubric again to the class.
Students will grade each other on the work they think
their group in providing and helping out with the
report.

Appendix A
Maya

Religious views

Where they lived

Economics

What happened to
the Mayans

Inca

Religious views

Where they lived

Economics

What happened to
the Incas?

Economics

What happened to
the Aztecs?

Aztec

Religious views

Where they lived

Appendix B

Appendix C

Appendix D:
Constitution

What is the
constitution

Why is the
Constitution
important?

Is the constitution
still functional
today?

What can we best

prove that we enjoy
the freedoms that we
have?

The Expository Pillar

INTRODUCTION
What is the constitution and who are the founding fathers. Why is the
Constitution important? Is the Constitution still functional today?
How can we best prove that we enjoy the freedoms we have?
Main Idea #1 The Constitution was written
in 1787 and ratified by the 13 states in
March of 1789 by Thomas Jefferson.
1. The
Constitution
served as the
fundamental
law of the
United States
and
established
the
foundation
for a
republican
form of
government
with three
separate
branches: the
judicial,
executive
and
legislative.
3. The first
ten
amendments
to the
constitution
are known as
the Bill of
Rights, and
they became
part of the
Constitution
on December
15, 1791.

2. The
Constitution
was influenced
by the United
States'
experience
under the
Articles of
Confederation
which was the
country's first
written
constitution.

4. The Bill of
Rights
guarantees
Americans the
rights to
freedom of
speech,
assembly and
religion,
among others.

What is the constitution and who are the founding fathers. Why is the Constitution
important? Is the Constitution still functional today? How can we best prove that we enjoy the
freedoms we have?
The Constitution was written in 1787 and ratified by the 13 states in March of 1789 by Thomas
Jefferson. The Constitution served as the fundamental law of the United States and established the
foundation for a republican form of government with three separate branches: the judicial, executive and
legislative. The Constitution was influenced by the United States' experience under the Articles of
Confederation which was the country's first written constitution. The first ten amendments to the
constitution are known as the Bill of Rights, and they became part of the Constitution on December 15,
1791. The Bill of Rights guarantees Americans the rights to freedom of speech, assembly and religion,
among others.
This is an example of how to organize our thoughts, main ideas, and the structure of the paragraphs. Then
we take those things we put into paragraph as shown. First complete the pillar and then put it together
like this. Your report will come alive.

Appendix E
Rubric 1
Did the report
include facts about
their topic of cities
and empires?

5
The report told
about the cities
and empires.

Did the students

paragraphs stay on
topic.

The paragraphs
contained
information to
the main idea.

Punctuation,
Grammar, Spelling.

There werent
any misspelled
words. There
werent any
punctuation
errors, or any
grammar errors.

Use of the tree map

and the pillar to
form their report.

The tree map

and the pillar
was used and
filled them
completely out.

3
The report
talked little of
cities and
empires, but got
off track a bit.
The paragraphs
contained
mostly of the
information of
the main idea.
There were only
little
punctuation,
grammar, and/or
spelling errors,
but it didnt
distract from
what was being
said.
The tree map
and the pillar
was mostly
used, but not
completely filled
out.

1
The report
talked little to
not at all about
cities and
empires
The paragraphs
contained a little
bit of the main
idea, but it
drifted to other
topics.
There were quite
a few errors in
punctuation,
grammar, and/or
spelling errors.
It made it hard
to read and
understand the
report.
The tree map
and the pillar
were used, but
hardly used.

0
Didnt do the
work.

Didnt do the
work.

Didnt do the
work

Didnt do the
work.

Rubric 2
How well did you
work in your
group?

Worked great
with each other.
Listened to each
others ideas.
Got along well
with each other

Grading of
Student
classmates and their participated and
work.
gave ideas to the
report. Didnt
sit back and let
others do the
work. Or
student listened
and allowed
others input into
the report.

Individual Grading Rubric

Worked good
Didnt really
with each other. work well with
Most of the time each other.
listened to one
Hardly listened
another. Had a
to another
few arguments,
student.
but nothing
Constantly
much to talk
bickering with
about.
teammates.
Student most of Student hardly
the time
gave input and
participated and hardly
gave ideas to the participated. Or
report. Or
the student
student for the
would hardly
most part
listen to their
listened to the
teammates and
other students
did the report
and allowed
him/herself.
input into the
report.

Didnt work
well with others.

Either didnt do
the work at all
or wouldnt
allow input from
other students.