Overview

1
Overview In this activity students become film
makers making an educational video to present to
classmates on the different writing traits that
make writing effective, to include ideas,
organization, style, and conventions. They will
be able to try their hand at some exercises for
each category and answer questions, and will then
create a mini treatment, then a script to use in
their educational video. Suzanne
McDaniel Language Arts Enrichment 6th and 7th
Grade
2
Introduction One of the best ways to learn
something is to teach it to someone else.
Students will be teaching each other the
importance of traits of writing (to include
ideas, organization, style, and conventions). In
an effort to produce a script for the educational
video you are creating you will need to become
proficient on the traits that make writing great
(ideas, organization, style, and conventions of
writing) that is the focus of the video you are
producing.
3
Task You will be exploring some elements that
are crucial to being a good writer. You will
need to know them so well that you can explain
them to others, with examples. Your group will
be making a script to illustrate your
understanding and teach others about one of the
following concepts ideas, organization, style,
and conventions in writing. To get enough
information to write the script you need to be
clear on the importance of your category (ideas,
organization, style, or conventions of writing).

4
Process 1. Each film crew will consist of
between 4-6 students. These groups are chosen
by your teacher. To see what your specific job
will be, as well as to see which trait of writing
you will focus on, go to the next slide.
5
6th Grade Connection A
6
6th Grade Connection B
7
7th Grade Connection A
8
7TH GRADE CONNECTION B
9

• You are trying to develop the answer to one big
  question
• What do I want other students to know, or be
  able to do with this information?

10
3. There are 3 tasks you must do prior to writing
your script with your group. A. Answer the
questions related to your topic. Be sure to
print your answers and give to your teacher.
Everything that is related to each topic will
have a common background color. You only need to
visit slides with your topic background
color. Ideas (GREEN) Organization (BLUE) Style
(YELLOW) Conventions (MAGENTA) B. On the slides
with your background color, go to the site link
and practice reading and scoring your category
(ideas, organization, style, conventions) on
papers. You will need to answer the question and
print the answer to give to your teacher. You
will find your question on a slide with the
background color for your topic. C. Write a
treatment of your ideas. You will find your
questions on a slide with the background color
for your topic. Go to the slide of your color to
answer questions that will help you write the
treatment. You will be able to see examples of
treatments.
11
4. The last task is to write your script. You
will find all of the material related to writing
your script near the end of this power point with
a purple background color.
12
A. IDEAS QUESTIONS You will need to read
through the questions first. The questions will
help guide you through important parts of each
area, which will help you decide what to put in
your script for your video. Use the web links to
help you answer the questions. You can use any
of the sites to help you as you develop ideas
for your script of important information to tell
your classmates. If you want to use examples of
idea in your script it should be related to
memoirs or descriptive personal narratives.
Answer these questions Please print one copy
of the questions for your group, and turn in your
answers to the teacher. Put each group members
name on your page.
13
IDEAS 1. When writing to express ideas, it is
most important to know which one of these
a. Who your audience is b. What your
supporting sentences are c. What your
closing is going to be d. How old you
are 2. When writing to express ideas, it is also
important to know which one of these? a. how to
write paragraphs b. how to write a complete
sentence c. what your purpose is d. what your
title is going to be 3. When writing to express
ideas, it is also important to know which one of
these? a. the writing format you need b. what you
want to say c. what you enjoy about
writing d. how long it will take you to
write 4. Which of these best describes a personal
narrative a. a true story that happened to the
author b. a story that reports the feelings of
the author c. a letter written to request,
inform, or complain, usually to someone the
writer doesnt know. d. A letter written to a
person the writer knows well
14

• 5. Which of these best describes a memoir?
• a. a true story that happened to the author
• b. a story that reports the feelings of the
  author
• c. a story built around the memory of the author
  not all parts may be true
• a letter written to a person the writer knows
  well.
• 6. All but one of these describes the
  characteristics of a memoir. Which does not?
• a. They are told in the first person, I.
• b. They are very descriptive accounts so the
  reader can experience what the writer
  experienced.
• c. They have well-developed, believable
  characters.
• d. They use rhythm and rhyme to tell the story.
• 7. Which one of these is true for writing to
  express an idea?
• a. It is usually done for general, unknown
  audiences.
• b. It is important for the ideas to be strong and
  the message to be clear.
• c. Ideas are what capture and hold the readers
  attention from start to finish
• d. All of these are important when writing to
  express an idea.

15
RESOURCES IDEAS (purpose and audience) http//www.
kimskorner4teachertalk.com/writing/sixtrait/sixtra
it/handbook.html http//www.psesd.org/technology/
writeprocess/sixtrait/ideas_new http//writing.col
ostate.edu/guides/documents/ce-com/pop5c.cfm http
//www.uhv.edu/ac/research/prewrite/definepurpose.
asp http//www.northern.edu/univ_college/language
20tone20audience20and20purpose.doc http//www
.angelfire.com/wi/writingprocess/prewriting.html
http//www.geocities.com/writingprocess/rafts.htm
http//fvwp.uwosh.edu/writings/2005writings/jenni
ferheidl-knoblochjodydrakepro.ppt http//www.fron
tiernet.net/mblow/6__1_traits.htmideas http//
www.gse.buffalo.edu/org/writingstrategies/pdffiles
/14_6Traits_FinalReview.pdf Tips and section
ideas http//www.hse.k12.in.us/staff/krowe/6_trait
s_of_writing.htm
16
Rubric http//www.kimskorner4teachertalk.com/writi
ng/sixtrait/ideascontent/rubric.html DESCRIPTIVE
PERSONAL NARRATIVE MEMOIRS (can be used as
examples) http//library.thinkquest.org/10888/ h
ttp//library.thinkquest.org/10888/types.html? ht
tp//www.seniornet.org/courses/memoirs1/mmod2.shtm
l
17
The Importance of Ideas ? The ideas are the heart
of the message, the content of the piece, the
main theme or central story line, together with
all the details that enrich and develop the
theme. ? The ideas are strong when the message
is clear, not garbled. ? Strong ideas help the
writer anticipate the readers questions and
answer them. ? Clear ideas incorporate details
that are interesting, important, and informative
often the kinds of details the reader would not
normally anticipate or predict. ? Strong ideas
help successful writers notice what others
overlook. Writers seek out the extraordinary,
then unusual, the bits and pieces of life that
others might not see.
18
B. Practice Go to the following link. With
your group practice scoring your category on
several anchor papers. You must look at a paper
that is scored as a 5 and then one scored as a 1.
You are welcome to explore in scores 2-4 as
well. You should scroll to the bottom and hit
the blue link for example. You will then need
to choose your writing trait, the score you wish
to explore, and your grade level. If you need
samples of writing in your script, this is a good
place to get examples. http//www.nwrel.org/assess
ment/scoringpractice.php?odelay3d1
19
This question is for your group to print and to
answer. Once youve written in your answer you
will need to print to hand in to your
teacher.. Question What things do you notice
in papers scored with a 5 that papers scored with
a 1 do not have for your category (ideas,
organization, style, conventions)?
20
Assessing your skill Now, try your hand at
noticing ideas in writing. Go to the right side
of the screen under the word assessment. Click
on the link for ideas and try scoring some
papers. http//www.nwrel.org/assessment/scoringp
ractice.php?odelay3d1
21

• C. Now, you need to think of ideas for your
  video. You will be writing a treatment first.
  To help you understand your writing trait more
  clearly you must answer the questions below.
  First print and answer these questions.
• Turn this in to your teacher.
• 1. Give a definition for your writing trait
  (ideas, organization, style, conventions).
• 2. How does your writing trait relate to
  writing? What makes it important?
• 3. Give examples and ideas that others can use
  in their writings related to your trait of
  writing.
• Make a comparison. Compare something within your
  writing trait to something else that can help
  other students really understand or remember the
  meaning of your category. For example when I say
  that the structure of persuasive writing is like
  the structure of a bridge. I am comparing two
  things that are not alike to help future writers
  achieve a clear picture. I can even compare the
  parts of the persuasive writing to the parts of a
  bridge. This is something I can easily film on
  video. Think of things that are filmable that
  make sense to your writing trait. Here is a link
  you can look at as an example of comparing the
  traits to something else.
• http//www.rockwood.k12.mo.us/rsouth/dickinson/Mic
  rosoft20PowerPoint20-20Successful20Writing20T
  echniques.pdf

22
Explore some of these samples of treatments
before writing your own in the next
step. http//www.cpt.fsu.edu/pdf/EEK-TV.pdf http
//www.rockymountainsherpas.com/newmovie/RMS_Avi_P
roj05.htm http//www.hamres.com/edtec561/evtreatm
ent.htm http//www.baumholder.com/thedvteacher/Tr
eatment.doc
23
Treatment Template Please print one copy of this
treatment for your group, and turn in your
answers to the teacher. Put each group members
name on your page. Explain your Visual Theme and
Setting What is the learning goal for video
(What do you want other students to know or be
able to do?) Describe the story line in your
video (include ways you plan to demonstrate with
filmable examples)
24
ORGANIZATION
25
ORGANIZATION - QUESTIONS You will need to read
through the questions first. The questions will
help guide you through important parts of each
area. Use the web links to help you answer the
questions. You can use any of the sites to help
you develop a script of important information to
tell your classmates. You will need to read over
the following questions and then go to the
articles to seek out answers and information. If
you want to use examples of organization in
your script it should be related to memoirs or
descriptive personal narratives. Please print
one copy of the questions for your group, and
turn in your answers to the teacher. Put each
group members name on your page.
26
1. When writing for organization, which one of
these is most important? a. A clear and
interesting topic b. Interesting
dialogue c. Giving my opinion d. Adding good
description 2. When a piece of writing is well
organized a. It has a strong beginning b. It has
a strong ending c. It reads well aloud d. All of
the above 3. When concentrating on the
organization of writing, it is important for the
writer to a. provide visual illustrations b. desc
ribe where the supplies are c. include all events
in the order of their happening d. leave
unanswered questions to pique the readers
curiosity.
27
4. Good organization means a. that the paper is
clear and interesting. b. The mechanical
correctness of the writing is good. c. That the
ideas are in a logical order and are tied to one
another. d. That the reader can hear the writers
voice. 5. When organizing your writing, it is
important to a. have good control over the
conventions of writing. b. Make connections and
build bridges c. Polish it for publication d. Argu
e on a topic about which the writer feels
strongly
28
ORGANIZATION The Importance of Organization
? Organization is the internal structure of a
piece of writing, the pattern or framework
holding together the thread of central
meaning. ? A piece with strong organization
begins meaningfully and creates in the reader a
sense of anticipation that is ultimately,
systematically fulfilled. ? Events proceed
logically ? Information is given to readers in
the right doses at the right times so that they
never lose interest or their sense of the big
picture. ? Connections are strong bridges are
built from one idea to another. ? The writing
piece closes with a sense of resolution, tying up
loose ends, bringing things to closure, and
answering important questions while still leaving
the reader with something to think about.
29
Organization
http//www.psesd.org/technology/writeprocess/sixtr
ait/organiz_new.html http//www.psesd.org/technol
ogy/writeprocess/sixtrait/words_new.html http//w
ww.psesd.org/technology/writeprocess/sixtrait/flue
ncy_new.html http//www.kimskorner4teachertalk.co
m/writing/sixtrait/sixtrait/handbook.htmlideas h
ttp//fvwp.uwosh.edu/writings/2005writings/jennife
rheidl-knoblochjodydrakepro.ppt http//www.fronti
ernet.net/mblow/6__1_traits.htmideas http//ww
w.asdk12.org/staff/lloyd_pam/pages/writing/ http
//www.gse.buffalo.edu/org/writingstrategies/pdffil
es/14_6Traits_FinalReview.pdf Tips and section
ideas http//www.hse.k12.in.us/staff/krowe/6_trait
s_of_writing.htm
30
B. Practice Go to the following link. With
your group practice scoring your category on
several anchor papers. You must look at a paper
that is scored as a 5 and then one scored as a 1.
You are welcome to explore in scores 2-4 as
well. You should scroll to the bottom and hit
the blue link for example. You will then need
to choose your writing trait, the score you wish
to explore, and your grade level. If you need
samples of writing in your script, this is a good
place to get examples. http//www.nwrel.org/assess
ment/scoringpractice.php?odelay3d1
31
This question is for your group to print and to
answer. Once youve written in your answer you
will need to print to hand in to your
teacher.. Question What things do you notice
in papers scored with a 5 that papers scored with
a 1 do not have for your category (ideas,
organization, style, conventions)?
32
Assessing your skill Now, try your hand at
noticing ideas in writing. Go to the right side
of the screen under the word assessment. Click
on the link for ORGANIZATION and try scoring some
papers. http//www.nwrel.org/assessment/scoringp
ractice.php?odelay3d1
33
C. Now, you need to think of ideas for your
video. You will be writing a treatment first.
To help you understand your writing trait more
clearly you must answer the questions below.
First print and answer these questions. Turn
this in to your teacher. 1. Give a definition
for your writing trait (ideas, organization,
style, conventions). 2. How does your writing
trait relate to writing? What makes it
important? 3. Give examples and ideas that
others can use in their writings related to your
trait of writing. 4. Make a comparison.
Compare something within your writing trait to
something else that can help other students
really understand or remember the meaning of
your category. For example when I say that the
structure of persuasive writing is like the
structure of a bridge. I am comparing two things
that are not alike to help future writers achieve
a clear picture. I can even compare the parts of
the persuasive writing to the parts of a bridge.
This is something I can easily film on video.
Think of things that are filmable that make sense
to your writing trait. Here is a link you can
look at as an example of comparing the traits to
something else. http//www.rockwood.k12.mo.us/rsou
th/dickinson/Microsoft20PowerPoint20-20Successf
ul20Writing20Techniques.pdf
34
Explore some of these samples of treatments
before writing your own in the next
step. http//www.cpt.fsu.edu/pdf/EEK-TV.pdf http
//www.rockymountainsherpas.com/newmovie/RMS_Avi_P
roj05.htm http//www.hamres.com/edtec561/evtreatm
ent.htm http//www.baumholder.com/thedvteacher/Tr
eatment.doc
35
Treatment Template Please print one copy of this
treatment for your group, and turn in your
answers to the teacher. Put each group members
name on your page. Explain your Visual Theme and
Setting What is the learning goal for video
(What do you want other students to know or be
able to do?) Describe the story line in your
video (include ways you plan to demonstrate with
filmable examples)
36
STYLE
37
STYLE - QUESTIONS You will need to read through
the questions first. The questions will help
guide you through important parts of each area.
Use the web links to help you answer the
questions. You can use any of the sites to help
you develop a script of important information to
tell your classmates. You will need to read over
the following questions and then go to the
articles to seek out answers and information. If
you want to use examples of STYLE in your
script it should be related to memoirs or
descriptive personal narratives. Please print
one copy of the questions for your group, and
turn in your answers to the teacher. Put each
group members name on your page.
38
1. Writing with voice means a. letting the
readers personality come through the
writing b. letting the writers personality come
through the writing c. letting the writing do the
talking d. letting the writers words overpower
the message 2. Finding voice in your writing is
important because a. It expands and clarifies
the readers ideas. b. It makes use of colorful,
interesting words. c. It is the heart, the soul,
and the magic of writing d. It makes it easy to
read the writing 3. When a piece of reading has
voice it means a. The reader can sense the real
person behind the words. b. The reader can sense
that the person behind the words believes in
those words c. The reader can sense that the
writer really cares about what is being
said. d. All of the above
39
4. Which of the following are characteristics of
voice? a. The writer is open and honest about the
topic b. The writing sounds like the writer
talking c. The reader can tell the writer likes
the topic d. All of the above 5. Which of these
is true of writing with voice? a. Writers use
familiar words that say just what they
mean b. Writers use big and difficult words to
punch up their writing c. Writers use
convincing language to persuade the
reader d. Writers use overworked verbs because
they are familiar to readers 6. Which of the
following words is an example of an overworked
verb? a. Stride b. pace c. walk d. tread
40
7. Which of the following words is an example of
an overworked verb? a. tutor b.
instruct c. educate d. teach 8. Word choice
is important in writing because a. Selecting the
right word helps to communicate meaning b. It
makes the paper more interesting c. It helps the
reader organize the paper d. It is important for
choosing the right format for the
audience 9. Which one of these best represents
what careful word choice can do? a. Help the
reader understand the writers message b. Help
the writer communicate the message c. Help the
writer clarify and expand his/her ideas d. All of
the above
41
10. Another description of word choice
is a. Using words that show action, energy, and
movement b. Using words that show a good
vocabulary c. Using words that the writer looked
up in a thesaurus d. Using words that the reader
probably wont know 11. Fluency in writing means
a. The writer chose just the right words to make
sense b. The writer chose words that rhyme with
each other c. The writers words have a rhythm
and flow to them d. The writers sentences are
strong and clear 12. Fluency can be checked
by a. Counting the number of three-syllable
words b. Looking for the sense of the
words c. Checking for irregular word
patterns d. Listening for the flow and rhythm
when read aloud
42
STYLE (voice, word choice, sentence fluency)
http//teacher.scholastic.com/writewit/biograph/
index.htm http//www.psesd.org/technology/writepr
ocess/sixtrait/voice_new.html http//www.geocitie
s.com/fifth_grade_tpes/voice2.html http//www.kim
skorner4teachertalk.com/writing/sixtrait/sixtrait/
handbook.htmlideas http//fvwp.uwosh.edu/writing
s/2005writings/jenniferheidl-knoblochjodydrakepro.
ppt http//www.frontiernet.net/mblow/6__1_trait
s.htmideas http//www.asdk12.org/staff/lloyd_pam
/pages/writing/ http//www.gse.buffalo.edu/org/wr
itingstrategies/pdffiles/14_6Traits_FinalReview.pd
f Tips and section ideas http//www.hse.k12.in.us
/staff/krowe/6_traits_of_writing.htm
43
The Importance of Voice click here ? Voice is
the writer coming through the words, the sense
that a real person is speaking and cares about
the message. ? Voice is the personal tone and
flavor of the writers message, the magic, the
wit, the feeling, the life and breath. ? The
writers voice is unmistakably his or hers alone.
When the writer is engaged personally with the
topic, his or her unique perspective is imparted
through the piece. ? The writers voice should
fit the audience and the purpose for
writing. ? Voice in a narrative story is often
different from the voice in an expository essay
however, both voices can be powerful and
compelling. To see definitions of narrative and
expository essays click here http//library.thin
kquest.org/10888/contents.html?
44
The Importance of Word Choice click here ? Word
choice is the vocabulary that a writer chooses to
convey meaning. ? Good word choice is the use of
rich, colorful, precise language that
communicates not just in a functional way but in
a way that moves and enlightens the
reader. ? Strong words choice in descriptive
writing clarifies and expands ideas. ? Careful
word choice in persuasive writing moves the
reader to a new vision of things. ? Strong word
choice is characterized not so much by an
exceptional vocabulary that impresses the reader,
but more by the skill to use everyday words
well. ? Good word choice means using words
correctly, with precision and accuracy, and not
repetitively.
45
The Importance of Sentence Fluency click
here ? Sentence fluency is the rhythm and flow
of the language, the sound of word patterns, the
way in which the writing plays to the ear not
just to the eye. ? The writing is free of awkward
word patterns that slow the readers progress.
Sentences are well built and have cadence, power,
rhythm, and movement. ? Sentences vary in length
and style, and are so well crafted that reading
aloud is a pleasure. ? Sentences have different
beginnings. Complete sentences and fragments
express ideas effectively.
46
B. Practice Go to the following link. With
your group practice scoring your category on
several anchor papers. You must look at a paper
that is scored as a 5 and then one scored as a 1.
You are welcome to explore in scores 2-4 as
well. You should scroll to the bottom and hit
the blue link for example. You will then need
to choose your writing trait, the score you wish
to explore, and your grade level. If you need
samples of writing in your script, this is a good
place to get examples. http//www.nwrel.org/assess
ment/scoringpractice.php?odelay3d1
47
This question is for your group to print and to
answer. Once youve written in your answer you
will need to print to hand in to your
teacher.. Question What things do you notice
in papers scored with a 5 that papers scored with
a 1 do not have for your category (ideas,
organization, style, conventions)?
48
Assessing your skill Now, try your hand at
noticing ideas in writing. Go to the right side
of the screen under the word assessment. Click
on the link for STYLE and try scoring some
papers. http//www.nwrel.org/assessment/scoringp
ractice.php?odelay3d1
49
C. Now, you need to think of ideas for your
video. You will be writing a treatment first.
To help you understand your writing trait more
clearly you must answer the questions below.
First print and answer these questions. Turn
this in to your teacher. 1. Give a definition
for your writing trait (ideas, organization,
style, conventions). 2. How does your writing
trait relate to writing? What makes it
important? 3. Give examples and ideas that
others can use in their writings related to your
trait of writing. 4. Make a comparison.
Compare something within your writing trait to
something else that can help other students
really understand or remember the meaning of
your category. For example when I say that the
structure of persuasive writing is like the
structure of a bridge. I am comparing two things
that are not alike to help future writers achieve
a clear picture. I can even compare the parts of
the persuasive writing to the parts of a bridge.
This is something I can easily film on video.
Think of things that are filmable that make sense
to your writing trait. Here is a link you can
look at as an example of comparing the traits to
something else. http//www.rockwood.k12.mo.us/rsou
th/dickinson/Microsoft20PowerPoint20-20Successf
ul20Writing20Techniques.pdf
50
Explore some of these samples of treatments
before writing your own in the next
step. http//www.cpt.fsu.edu/pdf/EEK-TV.pdf http
//www.rockymountainsherpas.com/newmovie/RMS_Avi_P
roj05.htm http//www.hamres.com/edtec561/evtreatm
ent.htm http//www.baumholder.com/thedvteacher/Tr
eatment.doc
51
Treatment Template Please print one copy of this
treatment for your group, and turn in your
answers to the teacher. Put each group members
name on your page. Explain your Visual Theme and
Setting What is the learning goal for video
(What do you want other students to know or be
able to do?) Describe the story line in your
video (include ways you plan to demonstrate with
filmable examples)
52
CONVENTIONS
53
CONVENTIONS - QUESTIONS You will need to read
through the questions first. The questions will
help guide you through important parts of each
area. Use the web links to help you answer the
questions. You can use any of the sites to help
you develop a script of important information to
tell your classmates. You will need to read over
the following questions and then go to the
articles to seek out answers and information. If
you want to use examples of CONVENTIONS in your
script it should be related to memoirs or
descriptive personal narratives. Please print
one copy of the questions for your group, and
turn in your answers to the teacher. Put each
group members name on your page.
54
USING CAPITALS AND PUNCTUATION Read each item and
look for the punctuation mistake, if there is
one. If there isnt, click next to the space for
No Mistakes. Click the space that represents
the best answer. 1. a. What American
holiday b. is the unofficial end of c. summer,
our teacher asked. d. no mistake 2. a. The
first rule of survival b. Fall silent when the
teacher c. is staring at you. d. No
mistake 3. a. One thing is certain b. Sam
learned the lesson c. he was supposed to
learn. d. No mistake
55
Directions Read each sentence. Choose the
sentence or group of words that shows the correct
punctuation and capitalization. Click in the
space next to the correct choice. 1. a. John F.
Kennedy international airport is New York Citys
largest airport. b. John F. Kennedy International
airport is New York citys largest
airport. c. John F. Kennedy International Airport
is New York Citys largest Airport. d. John F.
Kennedy International Airport is New York Citys
largest airport. 2. a. Henry Wadsworth
Longfellow wrote The Midnight Ride of Paul
Revere. b. Henry Wadsworth Longfellow wrote The
Midnight Ride of Paul Revere. c. Henry Wadsworth
Longfellow wrote The midnight ride of Paul
Revere. d. Henry Wadsworth Longfellow wrote The
Midnight Ride of Paul Revere.
56
Directions Read each set of phrases. One of
the underlined words is spelled incorrectly for
the way it is used in the phrase. Find the word
that is spelled incorrectly, and click the circle
of your choice. 6. a. a deep whole b. a pair
of socks c. a pail of water d. a Halloween
witch 7. a. theyre not home b. their in the
house c. go over there d. youre right about
this Directions Read each item. Click on the
space that represents the best answer. 8. Which
of the following sentences contains a run-on
sentence? a. I love ice cream its
refreshing. b. I love ice cream because it is
so refreshing. c. Ice cream is so refreshing,
which is why I love it.
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9. Which of the following sentences contains a
run-on sentence? a. When Kitty ran out the
door, she fell into a hole in the backyard. b.
Kitty ran out the door she fell into a hole in
the backyard. c. Kitty fell into a hole in the
backyard when she ran out the door. 10. Which
of the following sentences contains a sentence
fragment? a. The people in this ancient
building. b. They locked the doors before
leaving. 11. Which of the following sentences
contains a sentence fragment? a. When did you
reach the beach? b. When it rained,
naturally. c. Neither
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Directions In the following questions, identify
the underlined part of each sentence. 12. My
best friend collects soda cans. a. simple
subject b. simple predicate c. complete
subject d. complete predicate 13. Buses and
trains bring tourists to Chicago and St. Louis
every day. a. simple subject b. simple
predicate c. compound subject d. compound
predicate
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CONVENTIONS http//www.kimskorner4teachertalk.com/
writing/sixtrait/sixtrait/handbook.htmlideas htt
p//fvwp.uwosh.edu/writings/2005writings/jenniferh
eidl-knoblochjodydrakepro.ppt http//www.frontier
net.net/mblow/6__1_traits.htmideas http//www.
asdk12.org/staff/lloyd_pam/pages/writing/ http//
www.gse.buffalo.edu/org/writingstrategies/pdffiles
/14_6Traits_FinalReview.pdf http//www.arts.uotta
wa.ca/writcent/hypergrammar/subjpred.html Tips
and section ideas http//www.hse.k12.in.us/staff/k
rowe/6_traits_of_writing.htm
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The Importance of Conventions click
here ? Conventions are the mechanical
correctness of the piece spelling, grammar and
usage, paragraphing, capitalization, and
punctuation. Writing with strong conventions has
been proofread and edited with care. Writing
with strong conventions needs little editing to
prepare it for publication. ? Sophistication in
use of conventions should increase as student
gets older. ? Conventions may be manipulated for
stylistic effect.
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B. Practice Go to the following link. With
your group practice scoring your category on
several anchor papers. You must look at a paper
that is scored as a 5 and then one scored as a 1.
You are welcome to explore in scores 2-4 as
well. You should scroll to the bottom and hit
the blue link for example. You will then need
to choose your writing trait, the score you wish
to explore, and your grade level. If you need
samples of writing in your script, this is a good
place to get examples. http//www.nwrel.org/assess
ment/scoringpractice.php?odelay3d1
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This question is for your group to print and to
answer. Once youve written in your answer you
will need to print to hand in to your
teacher.. Question What things do you notice
in papers scored with a 5 that papers scored with
a 1 do not have for your category (ideas,
organization, style, conventions)?
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Assessing your skill Now, try your hand at
noticing ideas in writing. Go to the right side
of the screen under the word assessment. Click
on the link for CONVENTIONS and try scoring some
papers. http//www.nwrel.org/assessment/scoringp
ractice.php?odelay3d1
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C. Now, you need to think of ideas for your
video. You will be writing a treatment first.
To help you understand your writing trait more
clearly you must answer the questions below.
First print and answer these questions. Turn
this in to your teacher. 1. Give a definition
for your writing trait (ideas, organization,
style, conventions). 2. How does your writing
trait relate to writing? What makes it
important? 3. Give examples and ideas that
others can use in their writings related to your
trait of writing. 4. Make a comparison.
Compare something within your writing trait to
something else that can help other students
really understand or remember the meaning of
your category. For example when I say that the
structure of persuasive writing is like the
structure of a bridge. I am comparing two things
that are not alike to help future writers achieve
a clear picture. I can even compare the parts of
the persuasive writing to the parts of a bridge.
This is something I can easily film on video.
Think of things that are filmable that make sense
to your writing trait. Here is a link you can
look at as an example of comparing the traits to
something else. http//www.rockwood.k12.mo.us/rsou
th/dickinson/Microsoft20PowerPoint20-20Successf
ul20Writing20Techniques.pdf
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Explore some of these samples of treatments
before writing your own in the next
step. http//www.cpt.fsu.edu/pdf/EEK-TV.pdf http
//www.rockymountainsherpas.com/newmovie/RMS_Avi_P
roj05.htm http//www.hamres.com/edtec561/evtreatm
ent.htm http//www.baumholder.com/thedvteacher/Tr
eatment.doc
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Treatment Template Please print one copy of this
treatment for your group, and turn in your
answers to the teacher. Put each group members
name on your page. Explain your Visual Theme and
Setting What is the learning goal for video
(What do you want other students to know or be
able to do?) Describe the story line in your
video (include ways you plan to demonstrate with
filmable examples)
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• SCRIPTWRITING
• In your script you need to include
• 1. The answer to the big question What do I
  want other students to know, or be able to do
  with this information?
• 2. Examples, tips, and helpful tricks.
• 3. Plans that make sense to the visual theme of
  your video (including your dialogue and where you
  will film).
• 4. To help in writing the script you will need to
  know these things about the video
• You will be choosing 3 locations to film (1
  primary and 2 b-roll locations).
• You will need to create a visual theme that
  goes throughout the video (for example the visual
  theme in the video we watched was two young
  filmmakers in their RV filming bus going from
  location to location to get information about
  being persuasive).
• You will be reading your script in its entirety
  at your primary location. (you will cut away to
  b-roll, text, and examples as it pertains to your
  main script).
• Here are the steps to scriptwriting
• Step 1
• To write your script you will need to divide your
  film crew into groups of 2 people (let me know if
  you have an odd number and need to create 1 group
  of 3).
• Each couple will write a portion of the script
  representing the sections below. These are the
  three sections you will have to have
• Section 1 Defines the concept
• Section 2 Gives samples and examples
• Section 3 Focuses on how that category is
  graded on the rubric

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STEP 2 Go forward on these slides until you get
to the evaluation rubric for your script. Please
review the categories so you know how it is being
graded. STEP 3 Read the article about shooting
video from the link below. You will need to read
the following sections with your
group Instructional Considerations Getting
Started Scriptwriting Applying finishing touches
to the script Video Script Checklist Click here
http//edis.ifas.ufl.edu/WC024 STEP 4 Now go
back to the section called scriptwriting. Click
on the link above the 2 columned script. You can
see an example of what goes in the two columned
script. Go to the next page to see a blank
template. You should also explore the script
sample below. STEP 5 A script sample
http//www.hamres.com/edtec561/evscript.htm STEP
6 Begin writing your script. Go to the next
page and print out 4 copies of the two columned
script. DO NOT HIT PRINT, REMEMBER TO SELECT
CURRENT SLIDE SO YOU DONT PRINT THE WHOLE
PRESENTATION You can write your material in the
spaces. Print more scripts as you need it.
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EVALUATION To see how your scripts are evaluated
go to the next page. You will also need to fill
out the individual response. The rubric I will
use to assess your assignment is next. Each
group will be assessed collectively with the
exception of a peer evaluation that focuses on
your personal contribution to gathering
information in this webquest.
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Each member of the group will answer the
following privately. You will need to print the
prompts and respond in writing. This is your
opportunity to consider your contribution to the
group and that of the other members. ? Which are
you conducting your webquest on (circle one)
Ideas Organization Style Conventions ? What
do you feel that you have learned or gained about
your category? ? What was your main
contribution to the groups assignment? ? How
did your teammates divide the work to ensure
successful results? ? If you could re-do this
assignment, how would you change how your team
functioned?
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Please rate your teammates below on a scale of
1-4, with 4 being very involved and a good team
worker, and 1 being very little. Include
yourself as number 1. Name __________________ Ra
ting _________ Name __________________ Rating
_________ Name __________________ Rating
_________ Name __________________ Rating
_________ Name __________________ Rating
_________ Name __________________ Rating
_________ Name __________________ Rating
_________ Name __________________ Rating
________