Micah Edwards

Reading in Content Area

Week 6 - Weekly Writing Schedule Assignment

After reading and viewing assignments this week select a standard within your content area. Plan a weekly writing schedule to integrate writing
into the content area learning. Use the topic or content for your SEA to plan your possible writing activities for the week. Consider the many
forms and purposes for which students may write. Be sure to include address the following in your weekly plan:

 Objectives for the writing task

 What students should know and be able to do in writing
 Strategies for differentiating the writing task for the varied learning needs in the classroom.

The Outsiders Weekly Writing Schedule

This writing schedule integrates writing into the content area and is consistent with Standard CCSS.ELA-LITERACY.WHST.6-8.4:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Students
will have the entire week to work on the formative writing assignments. After submission and grading, students will pick the top three
assignments to revise, edit, and submit as a summative assignment the following week.

DAY WRITING PROMPT/ACTIVITY OBJECTIVE(S) STUDENT WRITING DIFFERENTIATION

COMPETENCIES STRATEGIES
1 IDENTITY EXIT TICKET

Use the following questions and points to
guide your journal entry.
Each entry should be one page in length.
Be sure to make text-to-text and text-to-
self connections.
Write about your personal identity? What
is your group of friend’s identity? Do you
act differently when you are around
certain friends? Why? Is having a strong
personal identity hard for some people?
What makes it difficult for some people
to embrace their own identity?
Describe and give
examples to explain their
personal criteria for
assessing and responding
to what they view, read, or
hear - compose or create
works of communication
for specific audiences and
purposes, including to
entertain, persuade, or
inform.
Students should be able to
demonstrate their ability to write a
one-page response with a beginning,
middle, conclusion and appropriate
transitions (the organized
hamburger paragraph)1
The exit ticket will be included in the
Outsider Journal.
Students may use graphic organizers,
Venn diagrams, or note cards to aid in
the completion of the exit ticket. The
teacher will work with students in
groups of four to ensure that all
students are effectively using the
writing strategies learned as the work
on the assignment.

1
Harrison, B. (2015). Writing across the curriculum: Exit tickets Retrieved from: http://writingfix.com/WAC/Exit_Tickets.htm
Micah Edwards
Reading in Content Area
Week 6 - Weekly Writing Schedule Assignment
(Keep in mind that SE Hinton that hid her
own identity when she published this
novel).
DAY WRITING PROMPT/ACTIVITY
2 Identity Comparison Essay
Choose a famous person (musician,
actor, athlete, writer, etc.) who you feel
shares a similar identity and has the same
values as you.
Write down those values and write two
paragraphs explaining why you feel the
two of you have a similar identity and
values.
You can also choose a person who has
the complete opposite identity and values
from you and explain.
OBJECTIVE(S) STUDENT WRITING
COMPETENCIES
Demonstrate critical This assignment will provide
thinking, comparison and students with an opportunity to
contrast skills and an show their research skills and their
understanding of personal ability to write a comparison or
values. contrast essay. Student should be
able to write a strong thesis
statement that guides the essay,
provide support for the comparison
or contrast points and provide a
strong summary that reinforced the
thesis statement
There will be individual check-in’s
with the teacher to ensure that students
who need additional assistance stay on
course to complete the assignment.
DIFFERENTIATION
STRATEGIES
The teacher will work with students in
groups of four to ensure that all
students understand how to construct
the thesis and how to gather factual
support for either the comparison on
the contrast.
Students will be encourage to take
notes as they research the famous
person.
There will be individual check-in’s
with the teacher to ensure that students
who need additional assistance stay on
course to complete the assignment.
Micah Edwards
Reading in Content Area
Week 6 - Weekly Writing Schedule Assignment
DAY WRITING PROMPT/ACTIVITY
3 Video Reflection
Students will watch the movie clips at the
4 learning stations and provide a
summary and write their own challenge
question that related to the movie clip.
2
Mulvahill, E. (2017). 8 Ways to help students watch video critically (instead of zoning out). Retrieved from: https://www.weareteachers.com/8-ways-help-
students-watch-video-critically-instead-zoning/
OBJECTIVE(S) STUDENT WRITING
COMPETENCIES
Students will demonstrate Ability to use the WSQ technique2:
analysis skills W – Watch
S – Summarize
Students will apply their Q – Question
own personal insights
Ability to critically analyze a video
and put that analysis in writing
Notetaking competencies
Ability to write a challenge question
that encourages deeper thinking
DIFFERENTIATION
STRATEGIES
The learning stations and whole group
discussion will be used to ensure that
all students process the content after
they have been to the learning
stations.
The teacher will work with students in
groups of four to ensure that all
students are effectively using the
writing strategies learned as the work
on the assignment.
There will be individual check-in’s
with the teacher to ensure that students
who need additional assistance stay on
course to complete the assignment.
Micah Edwards
Reading in Content Area
Week 6 - Weekly Writing Schedule Assignment

DAY WRITING PROMPT/ACTIVITY OBJECTIVE(S) STUDENT WRITING DIFFERENTIATION

COMPETENCIES STRATEGIES
4 Outsider “Wanted” Poster

Students will make a “Wanted” poster for Allow students to look at Students should be able to show The teacher will work with students in
a character in The Outsiders for which the sometimes fine their ability to use examples and use groups of four to ensure that all
they have evidence that he/she has shown distinction between both text for support. students are effectively using the
acts of either loyalty or rivalry. and how perception plays a writing strategies learned as the work
role in how we view Students will create an artifact that on the assignment.
The poster will include: people. contains various styles of writing
 Character name (including paragraphs and bullet There will be individual check-in’s
 Hand drawn visual of character, To encourage a better points). with the teacher to ensure that students
detailed and in color (NOTE: understanding of key who need additional assistance stay on
students will not be graded on artistic terms: loyalty and rivalry Use of creativity to get a message course to complete the assignment.
merit) as they relate to the text across
 Accusation: Loyalty or Rivalry and in a real-life context.
 Physical description
 Personality traits
 Specific acts committed (minimum
three) and any consequences—a
paragraph that contains quotes from
the novel that support one trait or the
other
 Known hangouts and nicknames (if
any)
 What to do if found
 Reward (optional)
Micah Edwards
Reading in Content Area
Week 6 - Weekly Writing Schedule Assignment

DAY WRITING PROMPT/ACTIVITY OBJECTIVE(S) STUDENT WRITING DIFFERENTIATION

COMPETENCIES STRATEGIES
5 Literature Brochure

Create a persuasive 6-panel brochure
about the book using Microsoft Word or
Microsoft Publisher. Students will
provide an overview of their brochure to
their small group.
 Must have six flaps or panels – and
you should include headings for each
section on the inside panels
o Front Panel Title,
Author, Year of Publication,
Student’s Name, Relevant
Image or Illustration
o Back Panel Genre,
Recommendation Paragraph
with at least 3 reasons for
why someone should read
the book
o Front Flap Panel 
Summary Paragraph
o Inside Left Panel  Setting,
Descriptions of Characters
o Center Inside Panel Plot
(rising action, climax,
falling action, resolution)
o Extra pictures/drawings
Students will gain research
skills by using the text to
research the information
needed for each panel
Students will gain
experience in presenting
and talking in front of
crowds by presenting their
brochures in front of their
small group
Students will foster their
persuasive skills by
attempting to persuade
listeners to read the book
Students will show their ability to
write in a variety of forms including
paragraphs, short sentences and
bullet points
Students will be able to write in a
persuasive voice
Students will use writing to create a
unique visual product
The teacher will work with students in
groups of four to ensure that all
students are effectively using the
writing strategies learned as the work
on the assignment.
There will be individual check-in’s
with the teacher to ensure that students
who need additional assistance stay on
course to complete the assignment.
Students will have extra computer
time to work on activity in school.