Garrett Maternick

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.

i. This standard goes along with the writing lesson because my

students will have to understand and apply the vocabulary they
learned in the DRL to inform the reader of the letter effectively.
c) How would you scaffold this writing assignment? ( see page 96 To Guide or Not to
Guide)
How would you break the writing process down into manageable steps?
To scaffold this assignment, I would break the writing process down and have the class
complete different portions each day. For the start of the assignment, I would have everyone
take the follow-up activity that they wrote for the DRL and complete another brainstorming
session. During this activity the students will be able to think critically and expand their
ideas. For the next day I would have my students use the chapter to identify key vocabulary
words that would be useful in their letter. For the last portion of the lesson, I will take my
class to the computer lab or sign up for the mobile lab in order for them to conduct their own
independent research. This research will be used as evidence to support their energy creation
idea in their letter. If students are able to finish their research early, then they will be able to
start the writing assignment. My students will also have to correctly address the envelope to
the DEP as well as provide a return address.
d. Describe how you would assess the writing produced by students (i.e., rubric)?
I will assess the writing assignment with a rubric. (Refer to the rubric below)
How would you assess their demonstration of content knowledge?
I will assess everyones demonstration of content knowledge with the rubric. A few elements I
will be looking for are: the correct use of vocabulary words, well-structured paragraphs, smooth
transitions, creativity, and effort.
Final: This is due on the day of our final. The above questions must be answered and a rubric
must be attached. Make sure to follow the directions and include all the CCSC that are required.

Letter-Writing : DEP Letter

Teacher Name: Mr. Maternick

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 all

the requirements
for a friendly
letter.

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.

Writer makes 1-2

errors in
grammar and/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.