WRITE 25
Write
• If you design a community garden, what will it include?
Ideas: places for vegetables, flowers, a garden hose, a picnic bench
• What equipment would you need to create a community garden?
Ideas: shovels, hoes, a watering hose, seeds
• How could you estimate how much land the community garden will
need? Idea: You would decide what you want to plant.
• How could you persuade people to use the community garden?
Idea: Tell them it would make the community more beautiful.
• What would you include in your proposal for a community garden?
Ideas: a budget, a map
• Why might you think about safety in planning a community garden?
Idea: You would want to make sure no one would get hurt by using
gardening equipment.
• In you were planning a community garden, why might you survey
people? Idea: to find out what they want from a garden
3. Prewrite
Beginning with Research Questions 2 and 3, have team members compare
the information and ideas generated in their Research Organizer in their
P Project Portfolio. Have students ask each other questions about
information they have gathered, and invite students to add additional
information to their organizers to ensure that everyone on the team has
complete and detailed information. Have teams repeat this process with
Research Questions 4, 5, and 6, and then with Questions 7 and 8.
Explain to students that each team member will be responsible for creating
slides for one component of the team’s final slide-supported presentation.
Have the teams assign each member to one aspect of the proposal. Have
students open their P Project Portfolios and record each team member’s
responsibility in the Project Team section of their Project Action Plans.
PROGRESS CHECK While students are prewriting, check in with each team.
Have them report on their progress with prewriting. Ask if students have had
any difficulties; if so, have them discuss problems and brainstorm possible
solutions. Review the Opinion Writing Assessment Guide (p. 41) with each
team to ensure they are working toward expectations.
PROJECT TEAM 15
Mins
Have students
think about how
they will state an
opinion and
support it with facts
and details.
If students
have difficulty
completing the
academic
vocabulary review,
guide the class in
writing a short
narrative that uses
the terms. Scaffold
by starting a simple
story that uses two
of the vocabulary
terms. Have
students add
sentences to the
story until most or
all terms have
been used.
Tell students
that prewriting is
about putting
thoughts onto paper
before perfecting
grammar, clear
connections, and
strong conclusions.
Lead discussion of
prewriting traits and
how they differ from
drafting, revising,
and editing. PREPARE FOR DAY 8
• Determine how you will have students write and present their proposals: on
paper, on a computer with software to create slides, or in a slideshow program
displayed using an interactive whiteboard. Plan accordingly for student access
to available computers.
• Review and prepare the Day 8 Writing Connection: Facts and Details.