Strategy 8, RAFT

Level of familiarity: 4

Name: ____________________________ RAFT Assignment Sheet

The Great Depression Unit

Through our class readings and discussions, you have learned that there were many differing opinions and perspectives during the Great Depression.  To solidify your understandings of the specific perspectives you will compose a written piece in the format listed below.

Role	Audience	Format	Topic
Franklin Delano Roosevelt	U.S. Supreme Court	Appeal Speech	defending the New Deal
Unemployed citizen	Franklin Delano Roosevelt	Complaint	trouble finding work and food to survive
Farmer	Franklin Delano Roosevelt	Thank-you note	relief from loans from the Farm Credit Act (FCA)
Franklin Delano Roosevelt	the American People	Fire-side chat speech	explaining the proposed solution to restoring the country economically

Your Task: 

1. Select ONE R.A.F.T. row to complete.

1. Find information about your topic from class readings and handouts.

1. Select evidence to support your Role’s perspective (at least 3 key points).

1. Complete the Outline sheet (separate sheet).

1. Draft your assignment. 

1. Peer editing and teacher conference.

7. Create a Final piece.

Guidelines for your writing:

Paper should be 1-2 pages long, single-spaced. Use Times New Roman font.

Grade will be based on:

• Appropriate supporting evidence (at least three key points)
• Voice authenticity and tone
• Sentence fluency, conventions, and grammar

Example:

Role	Audience	Format	Topic
Franklin Delano Roosevelt	the American People	Fire-side chat speech	explaining the proposed solution to restoring the country economically

Date: Sunday, June 1933

As we set out to improve our country’s economic health, we must be mindful of all of our actions in government.  This being so, I have taken into account the most pertinent aspects of our current situtation: increasing American jobs and strengthening the American banking system.  Tonight’s broadcast will highlight what Congress and myself have negotiated to best improve our countries economic stability.  I propose a New Deal, a new way of thinking, a new way of government working for the American people.

First and foremost, the plight of the American people and lack of jobs will continue no longer.  The thirteen million Americans without work will have work provided by the federal government.  I have worked to set up programs that improve our country’s infastructure as well as provide relief for struggling individuals and families.  One such program is the Civil Works Administration (CWA), which will hire four million Americans to build roads and airports.  Another important project is the Tennessee Valley Authority (TVA), which will conquer two issues at once: bringing electricity to communities along the Tennessee River Valley and providing jobs to the American people.  As I meet with families struggling to feed milk and bread to their children, I work more diligently to find jobs in any avenue available.  I will continue to work with Congress to find alternative resources for jobs.

Second, the situation with American farmers has been dismal.  Part of the New Deal will support farmer’s financial situation by supporting farmers to produce less goods, in order to decrease inflation and loss of earnings.  Farmers will be able to gain profit in comparision to the last decade.

As you go out these next few weeks, be mindful of the changes to your surroundings.  With regard to banks, only economically stable banks will be open for business.  You can feel confident that all your monies will be available when needed and insured federally up to $5,000.00.  There is no need to withdraw your funds because of fear.  Remember, as I stated previously “the only thing we have to fear is fear itself.”  So go forth and remain calm.  Your money is safe in American banks.

The changes we are making are intended to stabilize and prevent another economi crisis.  Through the programs and stronger government role, the American way of life can and will be sustained.  We will again prosper as a nation, as individuals, and in the same spirit as we have always had.

Rubric:

Support for Topic (Content) _____x 3	Appropriate evidence used, quality details are used from class readings and give the reader important information that goes beyond the obvious or predictable.	Some appropriate evidence used, but some information is incorrect. Class readings are clearly used.	Little to no appropriate evidence is used. Writer did not use class readings or discussions in writing.	Virtually no evidence used or is completely off topic.
Voice Authenticity ______x 2	Tone is highly believable and appropriate for specific Role chosen. Writing reflects respect for Audience.	Tone is appropriate for specific Role chosen. Writing may or may not account for audience.	Tone is generic or not related to Role chosen. Writing does not reflect knowledge of audience.	Writing seems like it is not in the Role chosen. Audience is disregarded completely.
Sentence Fluency, Conventions, and Grammar _____x 1	Writing flows from one idea to the next, accurate Format used, accurate grammar and syntax make reading easy.	Writing skips few to no ideas; accurate Format is used, somewhat accurate grammar and syntax make reading relatively easy.	Writer jumps from one idea to the next, Format does not match assignment sheet, writing is difficult to understand based on grammar and syntax.	Writing is incoherent and extremely difficult to understand. Unclear what Format is used and grammar and syntax make the piece incomprehensible.

Total Points Possible 24

14: 10 Numerous

When and where found: I found this word while reading Melissa's reciprocal teaching article by Moss (2004).  The author was telling teachers how to select appropriate texts for students.  She states, "...teachers must choose books that don't overwhelm children with difficult technical vocabulary and numerous complex concepts" (p. 712).

What it means: Numerous in the context it was being used refers to an extreme amount.  Merriam-Webster dictionary online states numerous means "consisting of great numbers of units or individuals."  Taken in the context of the sentence, numerous reflects a stronger meaning than what Merriam-Webster dictionary online projects.

Level of familiarity: I am pretty familiar with numerous, although I do not usually use it in my speech.  I still fully comprehend the word in writing and conversations.

To know well or not: Yes, this word is worth knowing well.  Knowing this word well will allow use of various words throughout papers etc.

14: 9 Distinctions

When and where found:  I found this while reading the Nagy (1988) article titled Teaching Vocabulary to Improve Reading Comprehension.  Nagy was writing about semantic feature analysis and explained that the strategy works best if students can understand some distinctions in meaning.

What it means: Distinction refers to differences or slight differences in meaning.  According to Merriam-Webster dictionary online, distinction means "the distinguishing of a difference."

Level of Familiarity:  I am very familiar with this word.  I use it in my writing and speech.  It's also one of my favorite words because it more describes a difference without actually using "difference," which is so overused.

To know well or not: Yes, people of all kinds should know this word well.  It enriches our language when used.  Using distinction instead of difference also offers less negative connotation that difference can sometimes bring.

14: 8 Preclude

When and Where found: I found this word while reading the Brock (2007) article.  Brock was discussing the methods of her data research while allowing the case study student to view the lesson and comment on how he felt.

What it means: In the context it was being used, preclude means to come to an answer before actually evaluating the information.  According to Merriam-Webster dictionary online it means to "rule out in advance," which supports what Brock was meaning in her article.

Level of Familiarity: I actually had never seen this word in print before reading it.  I did understand it readily based on my prefix and suffix knowledge.

To know well or not: This word has value, especially in dealing with reading and writing studies.  It may or may not come in handy while writing our teacher action research papers in the future.

14: 7 Interpsychologically

When and where found: I found this word while reading an article by Brock (2007) about an English Language Learner's experience in a classroom.  Brock was outlining previous theory research, specifically Vygotsky.  She explained that Vygotsky suggested reading and writing "take place interpsychologically" (p. 474).

What it means:  Interpsychologically means something takes place within social interactions (Brock, 2007, p. 474).  When thinking about reading and writing processes, individuals are not simply comprehending information in the absence of social interactions.  By way of their very nature, reading and writing require more than one perspective, in essence an interaction between two or more individuals.

Level of Familiarity: I am vaguely familiar with this word; however, I did comprehend the meaning of it based on context and appropriate background knowledge.

To know well or not:  Yes and no. This word is content specific so using root word break downs with generally be an effective means to comprehend the word.  Generally speaking, this word is not likely to arise in everyday conversations.

14: 6 Efficient

When and where found: I heard this word at work yesterday when my boss told me I was very efficient.

What it means: According to my boss’ comment, it meant that I accomplish tasks in an appropriate or speedy timeframe and that I have something to show for my time.  Merriam-Webster dictionary online states efficient means “productive of desired effects.”

Level of Familiarity:  I would consider myself pretty familiar with this word because I continually strive to be as efficient as possible. To do so sometimes requires that I write lists so that I remember what needs to get done.

To know well or not: Yes, understanding this word would be helpful in almost any situation.  Efficiency, especially in a capitalistic society is an important part of our daily experience.  To be efficient is a main goal.

14: 5 Semantic Maps

When and where found:  I found this word while reading the article by Baumann, Ware, and Edwards (2007) and also encountered it while reading Nagy (1988).  The authors were simply describing what the teacher did with her students in order to deepen students’ understanding of the words imperialism and siege.

What it means:  Semantic Maps are a specific learning tool used to map the specific links a word has to other words, which also support understanding the meaning (Nagy, 1988).

Level of Familiarity:  I am very familiar with Semantic Maps.  I believe they are a great way to teach vocabulary because they help students realize the connections between words.

To know well or not: Yes, certainly as teachers we should know this word well.  In addition, being able to use semantic mapping as a classroom activity could improve student understanding of reading content or course content more effectively.

14: 4 Mine

When and where found: I found this word reading the article by Baumann, Ware, and Edwards (2007). The word was used in the sentence: “Literature was a rich source of vocabulary, providing students a means to mine words and bring them to the surface” (p. 112).

What it means: This particular word stuck out to me while reading because it is not commonly used and the authors used it figuratively to describe searching for vocabulary words.  In addition, it is similar to the VSS strategy/project in that we are to find words from our everyday experiences and deepen our understandings of their meanings.

Level of Familiarity: I am not as personally familiar with the reference to mining, as I never had a personal connection to a miner.  I am familiar with the figurative context in which the authors used it.  I think it was an interesting and clear way to describe authentic vocabulary acquisition.

To know well or not: Yes, in the figurative context, this word would be most helpful.  Therefore, a deep understanding of the word is necessary.

14:3 Spontaneously

When and Where found: I found this word while reading an article about vocabulary acquisition by Baumann, Ware, and Edwards (2007).  The authors were discussing how students spontaneously act out meanings of certain words, such as ajar.

What it means: Spontaneously means without hesitation.  According to Merriam-Webster dictionary online it means “arising from a momentary impulse.”

Level of Familiarity:  I am highly familiar with this word. I am constantly trying to act more spontaneously in my life, because it brings a freshness to a very structured life.

To know well or not: Yes, indeed. This word is used pretty frequently in the U.S. in general when talking with friends so understanding this word well would definitely allow people to better connect with each other.

14: 2 Prompt

When and Where found: I found this word while reading the writing-to-learn article by Knipper and Duggan (2006).  The authors were discussing learning logs.  They explained, “Through a well-structured prompt that encourages writing in a learning log, students can make predictions, activate prior knowledge, and develop a prereading orientation to an assignment” (p. 465).

What it means: Prompt in the context it is being used does not mean in a quick fashion.  Instead it means writing lead or opener teachers give to students to generate ideas and extend student thinking.

Level of Familiarity: In the teaching field, I am very familiar with this word.  I have used this word many times in classes and understand there are multiple meanings depending on the context it is being used.

To know well or not: Yes, this word is valuable for teachers, especially since writing prompts can make or break student understanding and reflection.

14:1 Avalanche

When and Where found: I found this word while reading the writing-to-learn article by Knipper and Duggan (2006).  The sentence I found it in was: “Sometimes, though, the prospect of grading an avalanche of papers prevents teachers from encouraging extensive student writing (p. 463).

What it means: Avalanche in the sense it was used means an overwhelming amount in regards to student papers.  Clearly, the sentence from the article is referring to teachers’ misconceptions of what writing-to-learn actually entails.  As we have discussed in class, writing-to-learn can be done daily with relatively short writing activities, not necessarily extensive papers.

Level of Familiarity:  I am familiar with this word.  Although my first thought when I read it was in the context of skiing instead of figuratively.

To know well or not: Yes, this word is worth knowing well because it again refers to a level of description, which better describes than simply stating there was a lot of something.

13:4 Vividly

When and where found: I found vividly in the Meier article as well.  The sentence it was in was: “In this vividly illustrated book, the members of an extended family...gather for a surprise birthday party at the baby’s house” (2003, p. 246).

What it means: The context in which the word is used certainly aids understanding the meaning.  Vividly indicates lively and colorful illustrations in the storybook.  Merriam-Webster Dictionary online supports my understanding of vividly, stating that it means “of very strong color” and “having the appearance of life and freshness.”

Level of Familiarity: I am quite familiar with this word. It is fully in my memory of vocabulary knowledge.  I have used it in my speech and in writing.

To know it well: Yes, this word is used commonly enough to take more time to fully understand its meaning.

13:3 Amiss

When and Where found:  I found this word in the Meier (2003) article in the same paragraph that ubiquitous was in.  The sentence I found it in is: “It is probable that a good number of children are puzzled by the purpose of these questions [“known answer”], some doubtless concluding, as Gabriela evidently did, that there must be something amiss with the questioner” (p. 245).

What it means:  Clearly, the context reveals that amiss refers to something that does not match up.  Merriam-Wesbter Dictionary Online states amiss (adj.) as “out of place given the circumstances”.  In the sentence it was found, the teacher would be out of place to even bother asking such simple questions because they are obvious.

Level of Familiarity:  I am somewhat familiar with the word.  I understand it and probably would remember what it meant out of context.  I may have used the word in my conversations before.

To know it well:  Yes, this word is worth knowing well.  Amiss also offers a specific shade of meaning. Instead of simply stating that someone was wrong, stating someone was amiss is less harsh.

13:2 Ubiquitous

When and Where found:  I found this word while reading the LTED 609 article by Meier (2003).  The sentence I found it in was: “Yet these kinds of “known answer” questions are ubiquitous in preschool and kindergarten classrooms, particularly during book reading sessions” (Meier, 2003, p. 245).

What it means: The sentence context does not offer too much meaning, especially because ubiquitous is being used as the main descriptor in the sentence.  According to Merriam-Webster Dictionary Online, ubiquitous means “exhisting or being everywhere at the same time.”  In reference to the article, “known answer” questions are obvious or “right there” question types.  Some students whose cultures do not value the obvious find that responding to this question type is not important, as it is emphasized in young elementary classrooms.

Level of Familiarity: My level of familiarity is pretty low with this word.  I could only glean little meaning from the context in which it was being used, but I had a relative idea based on the rest of the information in the paragraph.

To know it well: This word is not particularly important in everyday language.  It would be helpful to know the word well enough to understand it in a scholarly article like I found it in.

13:1 Aversive

When and Where found:  I found this word while reading an article for LTED 609 titled Why can’t she remember that? The importance of storybook telling in multicultural classrooms.  The sentence I found it in was discussing how students that are unfamiliar with book reading might find certain routines “aversive, puzzling, or simply boring” (Meier, p. 245).

What it means: Based on the context the word was found, AVERSIVE appears to mean unimportant.  Clearly, this word is used to describe something so it is an adjective.  It’s actual meaning according to Merriam-Webster Dictionary Online is tending to avoid or avoiding.

Level of Familiarity:  I am pretty familiar with this word, although I do not use it in my speech.  Based on the context I recalled that it related to avoidance, which helped me better understand the rest of the sentence.

To know it well or not:  Yes, this word is valuable to know well.  It highlights a specific meaning.  As it directly relates to avoidance, AVERSIVE is a more effective adjective than actually using avoiding or “tending to avoid” as its definition states.

Strategy 6, Writing to Learn: Dear Diary

Level of Familiarity 6

What is it?

Dear Diary has students write a diary entry as a historical figure or person who was directly involved in the lesson topic (Billmeyer & Barton, 1998).

Why use it?

Using this strategy will help build on my students’ understanding of the aftermath of the Great Depression.  It will also build on my Strategy 5 Anticipation Guide by linking ideas from the narrative text The Grapes of Wrath and the information in the textbook.  In addition, Dear Diary will strengthen my students’ understanding of the differing perspectives, which is a main goal throughout the unit as in Strategy 7 Creative Debate.  My students are very comfortable writing in the first person so the actual writing task will not be very daunting.  Writing in the point of view of another person will be the cognitive load students may struggle with but since the nature of the writing is in first person students will complete the task with relative ease.

When to use it?

In this particular instance, students will be completing this task after we have done Strategy 5 Anticipation Guide to The Grapes of Wrath and after reading Chapter 25, Section 3 Americans Face Hard Times.  My aim with Dear Diary is to build on previous exposure and knowledge of the impact the Great Depression had on the American people.

How it works?

1. After previous exposure to ideas related to the Dust Bowl through The Grapes of Wrath, students will preview Section 3 using a condensed version of THIEVES.
2. I will direct students to read the text and to keep in mind how this affected peoples’ lives.
3. After reading, I will direct students to brainstorm what it was like to be a farmer that lost everything.
4. Then, I will tell students to take out a piece of paper and write a thoughtful diary entry as if they were that farmer.  I will make sure to tell students to include any thoughts, feelings, and daily activities in their entries.  The entry itself should be at least one page.

What it looks like?

Dear Diary,

Today I have been thinking of leaving my farm, or what’s left of it, to go to try to find work west.  Our friends and even Uncle Tim have left to find work.  The sad thing is, once someone leaves, we probably will never see them again.  I sure do miss Uncle Tim.

The dust has been horrible.  You can barely breath or even walk outside because you can’t see.  All the children are always coughing and crying because of the dust.  They are so lazy and sad because they have nothing to do but stay inside.  No work can be done on the house either so the roof is starting to cave in.  It sure makes me nervous when I hear that wind.

I have had such trouble trying to survive this drought.  We were barely getting by before the crash and now I’m in so much more debt, I don’t know what to do.  My farm, my livelihood is ruined.  I have nothing left to give to my kids Suzie and John.  My wife, thank goodness for her spirit to carry on, but she doesn’t realize or what to see that we have nothing here to survive on.  We need to move west and follow those handbills.  It is just a matter of gathering what little we can to leave.

My heart breaks when I think of the mess my life has become.

Sincerely,

Sam