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Materials: Putting it All Together: The Directed Reading Lesson in the Secondary Content
Classroom
Review Chapter 11 Writing Within the Directed Reading Lesson.
How would you EXTEND your lesson with the goal of teaching your students a specific type of
explanatory or argumentative writing? Think about the CCCS writing in the disciplines
standard. What type of discipline-specific explanatory/argumentative writing would you include?
Answer the following:
a) What type of assignment would you create?
a. If I were to extend my DRL with the goal of teaching my students explanatory
writing, I would have them complete a separate writing assignment where they
would have to write a letter to the Department of Environmental Protection to
explain how their energy creation idea is efficient and safe for the planet. This
lesson will be experimental in that I will be sending their letters directly to the
Department of Environmental Protection. This will give my students a motivation
and goal to have the best idea. In addition, I will give them an incentive to write
their best because if they receive a response from the agency I would throw a
pizza party during the following weeks lunch block. This lesson will be
educational because it will teach my students to think creatively and write for a
purpose.
b) Specifically, what aspects of the CCSC explanatory or argumentative writing standards
would you highlight?
a. CCSS.ELA-LITERACY.W.8.2.A
Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information into broader categories; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to
aiding comprehension.
i. This standard pertains to my writing assignment because it will be
very important for my students to structure their letter correctly. In
order to get their message across, the class will have to introduce
their energy creation idea with passion and they will have to include
a graphic to create a visual for the reader.
b. CCSS.ELA-LITERACY.W.8.2.D
Use precise language and domain-specific vocabulary to inform about or
explain the topic.
Student Name:
________________________________________
CATEGORY
Sentences &
Paragraphs
4
Sentences and
paragraphs are
complete, wellconstructed and
of varied
structure.
2
Most sentences
are complete
and wellconstructed.
Paragraphing
needs some
work.
1
Many sentence
fragments or
run-on sentences
OR paragraphing
needs lots of
work.
The letter
contains at least
5 accurate facts
about the topic.
3
All sentences are
complete and
well-constructed
(no fragments,
no run-ons).
Paragraphing is
generally done
well.
The letter
contains 3-4
accurate facts
about the topic.
Content
Accuracy
The letter
contains 1-2
accurate facts
about the topic.
The letter
contains no
accurate facts
about the topic.
Format
Complies with
almost all the
requirements for
a friendly letter.
Complies with
several of the
requirements for
a friendly letter.
Complies with
less than 75% of
the requirements
for a friendly
letter.
Ideas
Ideas were
expressed in a
clear and
organized
fashion. It was
easy to figure
out what the
letter was about.
Ideas were
expressed in a
pretty clear
manner, but the
organization
could have been
better.
Grammar &
spelling
(conventions)
Writer makes no
errors in
grammar or
spelling.
Ideas were
somewhat
organized, but
were not very
clear. It took
more than one
reading to figure
out what the
letter was about.
Writer makes 3-4
errors in
grammar and/or
spelling
The letter
seemed to be a
collection of
unrelated
sentences. It was
very difficult to
figure out what
the letter was
about.
Writer makes
more than 4
errors in
grammar and/or
spelling.
Envelope
Complete,
accurate return
address and
recipient
address.
Addresses in
correct positions.
Complete,
accurate return
address and
recipient
address. Position
may be slightly
off.
1-2 errors in
return address.
Recipient
address is
correct.
Addresses are
incomplete
and/or
inaccurate.