The document provides information about an essay contest assignment for 5th and 6th grade students. The assignment asks students to write a 250-350 word essay addressing what they would like to accomplish in their lifetime and why it is important. It outlines the goals, objectives, content, materials, modifications for students with disabilities, and evaluation criteria for the assignment.

1. Milton Hershey’s
Dream, Reach, Succeed Essay Contest
Blair Thallmayer
Mrs. Metzgar’s Learning Support
Language Arts Classroom
Stroudsburg Middle School

2. General Information:
• Title of the unit- Milton Hershey’s Dream, Reach, Succeed Essay Contest
• Subject area- Language Arts
• Grade level- 5th – 6th
• Time line- February -March 7, 2008
Introduction:
• Significance of the topic: The students will write an essay for an authentic
assessment.
• Description of the topic: The students will submit a handwritten or typed
essay, between 250 and 350 words, which addresses the following topic:
Milton Hershey had a sense of accomplishment. He was recognized for his
success in the chocolate business and for his many other contributions.
Describe one thing that you would like to accomplish in your lifetime. Why do
you think it is important? All entries must be accompanied by a signed,
completed copy of the Official Entry Form, submitted as a class in one
envelope and postmarked on or before March 14, 2008. A panel of judges
selected by NAESP will evaluate the entries and determine the winners
according to the criteria of originality, creativity, proper use of language,
clarity, and neatness.
Goals and Objective:
• Goals:
o The students will bring to publication a typed essay between 250-350
words, which addresses the topic of accomplishments.
o The students will compose a narrative writing sample which scores a
fifteen out of a possible twenty points on the PA Writing Rubric.

3. o The student will get signed and returns to school the parent
permission slip to entry their essay.
• Objectives:
o The students will brainstorm to create a list of ten things that they
would like to accomplish in their life.
o The students will evaluate their brainstorming list, and select four
things that are the most important to them by placing a star next to
the item.
o The students will analyze the four choices to decide on one
accomplishment that would be the most important to them.
o The students will complete in full sentences, ten questions about
their accomplishment that will foster more brainstorming ideas.
Questions include:
How old would you be?
Would you do it alone or would you need help?
Why is this accomplishment important?
Who would be affected by your accomplishment?
How would they be affected?
Describe the steps you would take.
What would happen if you did not reach your accomplishment?
Tell about the feelings you would have when you reached your
goal.
Who would you most want to know about your accomplishment?
Why is it important?
o The students will complete five graphic organizers using the 4Square
system about their greatest accomplishment to format their essay.
The following format is students will use:

4. Introduction- Talk a little about Milton Hershey and then
briefly tell about your greatest goal.
Describe WHY you want to reach your accomplishment.
Describe HOW you would reach your goal.
Describe WHAT difference your accomplishment would make.
Conclusion- Restate your greatest accomplishment and use a
wrap up sentence to tell how, what and why.
o The students will use each graphic organizer to compose a five
paragraph narrative first draft.
o The students will edit their first draft narrative writing sample with
a teacher.
o The students will compose a final draft narrative writing piece using
their edited first draft and teacher’s comments.
o The students will use Microsoft Word 2003 in Computer Lab B305 to
type their final copy of their narrative writing within two class
periods.
Content Outline:
• Use an outline format consisting of headings and subheadings to organize
information to be presented in the unit. The outline should parallel goals and
objectives.
o Background Knowledge
The students will gain background knowledge about Milton
Hershey’s life with a shared reading book titled “Chocolate by
Hershey: A story about Milton S. Hershey,” written by Betty
Burford.
The student will get signed and returns to school the parent
permission slip to entry their essay.

5. o The Writing Process
Prewriting
• The students will brainstorm to create a list of ten
things that they would like to accomplish in their life.
• The students will evaluate their brainstorming list, and
select four things that are the most important to them
by placing a star next to the item.
• The students will analyze the four choices to decide on
one accomplishment that would be the most important
to them.
• The students will complete in full sentences, ten
questions about their accomplishment that will foster
more brainstorming ideas. Questions include:
o How old would you be?
o Would you do it alone or would you need help?
o Why is this accomplishment important?
o Who would be affected by your accomplishment?
o How would they be affected?
o Describe the steps you would take.
o What would happen if you did not reach your
accomplishment?
o Tell about the feelings you would have when you
reached your goal.
o Who would you most want to know about your
accomplishment?
o Why is it important?
• The students will complete five graphic organizers
using the 4Square system about their greatest

6. accomplishment to format their essay. The following
format is students will use:
o Introduction- Talk a little about Milton Hershey
and then briefly tell about your greatest goal.
o Describe WHY you want to reach your
accomplishment.
o Describe HOW you would reach your goal.
o Describe WHAT difference your
accomplishment would make.
o Conclusion- Restate your greatest
accomplishment and use a wrap up sentence to
tell how, what and why.
Writing
• The students will use each graphic organizer to
compose a five paragraph narrative first draft.
Editing
• The students will edit their first draft narrative
writing sample with a teacher.
Publishing
• The students will compose a final draft narrative
writing piece using their edited first draft and
teacher’s comments.
• The students will use Microsoft Word 2003 in
Computer Lab B305 to type their final copy of their
narrative writing within two class periods.
• List an inventory of possible activities that will demonstrate mastery of
content.

7. o Discussion about Milton Hershey’s accomplishments and the students
could each write one on the white board.
o Interactive Bulletin Board for students to visit to read questions, and
the answers underneath the questions.
Modifications: Students who are LD, ED, Autistic, and MR
• All students are being instructed in a small group, at their instructional
reading level.
• First Period
o Joey B- Use of Quick Word Dictionary or High Frequency Word List;
Prompt student to use capital letters & punctuation; Use of graphic
organizer (4 Square).
o Brian C- Verbal redirection
o Debbie C- Directions read and simplified as needed.
o Matthew E- Visual support for auditory presentation; Wait time for
responses; Cueing on task behavior; Wide spaced paper; Chunking
material; Review and repetition of skills; Directions read & rephrased.
o Johnny M- Additional time to complete work.
• Second Period
o Wilfredo C- Modified expectations for writing in terms of length and
amount produced within given time; Directions repeated and
rephrased.
o Moorea F- Frequent review & repetition; Teacher redirection
techniques, visual cues, prompts, as well as positive reinforcement.
o William F- Teacher redirection techniques, visual cues, and prompts,
as well as positive reinforcement.
o Joey H- Review and repetition of materials presented.

8. o Coro I- Teacher redirection techniques, visual cues, and prompts, as
well as positive reinforcement; one-on-one paraprofessional
assistance.
o Colin L- Teacher redirection techniques, visual cues, and prompts, as
well as positive reinforcement.
o Kayla M- Teacher redirection techniques, visual cues, and prompts, as
well as positive reinforcement.
o Mark M- Teacher redirection techniques, visual cues, and prompts, as
well as positive reinforcement; Use of graphic organizers.
o Megan R- Frequent review & repetition; Teacher redirection
techniques, visual cues, prompts, as well as positive reinforcement.
o William S- Modifications to content area materials to accommodate
present reading level; Modeling, repetition and review of key
concepts; Use of graphic organizers.
o Jessica W- Directions read aloud; Writing graded for content and not
mechanics.
• Third Period
o Samantha B- Frequent review & repetition; Teacher redirection
techniques, visual cues, prompts, as well as positive reinforcement.
o Christopher D- Use of visual aids for the writing process; Use of
graphic organizers; Read/ rephrase directions.
o Kira D- Directions read & simplified; Frequent checks for
understanding.
o Alexander I- Direct questioning for comprehension; Review/
Repetition of key concepts; Use of graphic organizers; Concrete
materials; Modeling visual and manipulative examples.
o Garret S- Repetition of all materials presented; Extra time to
complete assignments; Directions presented in a clear manner &

9. provided opportunities to ask questions; Use of prompting & verbal
redirection in order to increase understanding; Use of brainstorming
of ideas before writing.
o Michael S- Repetition & rephrasing of directions; Modeling of correct
sentence structure; Use of visuals when given instructions or
explaining something; Allowance for breaks when frustrated; Use of
graphic organizers.
Materials:
For the students:
o Burford, Betty. Chocolate by Hershey: a Story About Milton S.
Hershey. Virginia: Carolrhoda Books, 1994.
o Student-teacher made Interactive Bulletin Board
o Student- teacher made Poster on the Wall of the Narrative Writing
Format
o Revised Student- teacher made Activity Packet titled “Dream! Reach!
Succeed! Essay Contest”
o Color Coded Folder per class for each student to keep everything in
First Period- Yellow
Second Period- Green
Third Period- Red
o Entry Rules, Information & Official Forms
o Pencils
o White, Lined Paper
o Access to Computer Lab (Computer & Printer)
o Checklist
o Scoring Rubric
For the teacher:

10. o Burford, Betty. Chocolate by Hershey: a Story About Milton S.
Hershey. Virginia: Carolrhoda Books, 1994.
o Interactive Bulletin Board
o Poster on the Wall of Narrative Writing Format
o Overhead Transparencies for each section of the Activity Packet
o Activity Packet titled “Dream! Reach! Succeed! Essay Contest”
o Entry Rules, Information & Official Forms
o Editing Pens
o Access to Computer Lab (Computer & Printer)
o Checklist
o Scoring Rubric
Monitoring and Evaluation:
Goals Evaluation: Rubric 4 Highest- 1 Lowest
o The students will bring to publication a typed essay between 250-350
words, which addresses the topic of accomplishments.
o The students will compose a narrative writing sample which scores a
fifteen out of a possible twenty points on the PA Writing Rubric.
o The student will get signed and returns to school the parent
permission slip to entry their essay.
Objective Mastery:
o Daily Checklist of Objectives
Pupil Progress:
o Daily Checklist of Objectives
o Essay Rubric
o Essay Checklist

11. Overall Evaluation of the Unit:
Develop a record keeping system that will help you evaluate the following
(this can be in the form of a rating checklist or in short narrative
paragraphs):
o Rating Checklist 1 being the Lowest & 4 being the Highest
-Content~ 4
-Specific Activities~ 3
-Materials~ 4
-Student involvement/motivation~ 2
Describe specific problems encountered throughout the unit
Four Square Format: the students had a difficult time using the Four Square
graphic organizer to record their thoughts. My host-teacher had already
taught this concept and layout; however the students seemed unfamiliar due
to the lack of use for a few months now.
Prewriting: the students finally understood and completed the brainstorming
activities; now it was time for prewriting. The students had a complicated
instance when using the graphic organizers to layout their paragraphs for
their essays. This was something that I learned very quickly, because I was
unaware of Four Squares. I taught the students a number of times,
rephrased and repeated myself yet it was un motivating to them.
Computer Lab: all of the students have had many opportunities to work with
computers and technology. All of these students were given typing/
computer classes since third grade. I felt that with some prior knowledge to
a computer lab the students would have no troubles. WRONG! 1/3 of all of

12. my students, in all 3 classes, had a very challenging time using the computer,
mouse, keyboard and programs.
Recommend changes to the unit. Be specific.
Visual Aids: Many of the visual aids I created such as the posters, power
points, graphic organizers, etc were black letters on white paper with few or
no photographs. I was told to keep plenty of white space and photographs
and/graphics to a minimal because they would only be distracters to these
students. However I think that graphics and color could have helped improve
comprehension.
Modifications: Modifications were done on a general and independent level.
However if any more modifications were used during this Unit, the essays
would have been not part of the entry requirements. If the essay contest
was just in the classroom and not a national assessment it would have
successful.
Motivations: These students are learning support for language arts.
Students’ who needs improvement in this area usually become frustrated
when asked to write or write for a long period of time. Motivation level
should have been a little higher and the time duration should have been
shorter.

13. Student Rubric
Dream! Reach! Succeed! Essay Contest Rubric Student’s Copy of Scoring
Student Name: _______________________________________
1. Focus ______/4
2. Content ______/4
3. Organization ______/4
4. Style ______/4
5. Conventions ______/4
6. Neatness ______/4
7. Words ______/4
8. On Time ______/4
9. Permission Slip ______/4
10. Completed ______/4
Total Points Earned ______/40
Percentage Earned ________%

14. Dream! Reach! Succeed! Essay Contest Rubric Student Name: ______________________
CATEGORY 4 3 2 1
Focus There is one clear, well- Main idea is clear but Main idea is The main idea is not
focused topic. Main idea the supporting somewhat clear but clear. There is a
stands out and is information is general. there is a need for seemingly random
supported by detailed more supporting collection of
information. information. information.
Content Relevant, telling, quality Supporting details and Supporting details and Supporting details and
details give the reader information are information are information are typically
important information relevant, but one key relevant, but several unclear or not related to
that goes beyond the issue or portion of the key issues or portions the topic.
obvious or predictable. storyline is of the storyline are
unsupported. unsupported.
Organization Details are placed in a Details are placed in a Some details are not Many details are not in
logical order and the way logical order, but the in a logical or a logical or expected
they are presented way in which they are expected order, and order. There is little
effectively keeps the presented/introduced this distracts the sense that the writing is
interest of the reader. sometimes makes the reader. organized.
writing less interesting.
Style All sentences are well- Most sentences are Most sentences are Sentences lack
constructed with varied well-constructed with well-constructed but structure and appear
structure. varied structure. have a similar incomplete or rambling.
structure.
Conventions Writer makes no errors in Writer makes 1-2 errors Writer makes 3-4 Writer makes more than
grammar or spelling that in grammar or spelling errors in grammar or 4 errors in grammar or
distract the reader from that distract the reader spelling that distract spelling that distract the
the content. from the content. the reader from the reader from the content.
content.
Neatness The final draft is The final draft is The final draft is The final draft is not
readable, clean, neat, readable, neat and readable and some of neat or attractive. it is
and attractive. It must be attractive. It is neatly the pages are hand-written or typed
hand-written or typed, hand-written or typed, attractive. It looks like and looks like it had
clean, not wrinkled and is clean, not wrinkled and parts of it might have been shove din a
easy to read with no is easy to read with no been done in a hurry. pocket or locker. It may
distracting errors. It is distracting error It is hand-written or have several distracting
free of eraser marks. It corrections. It may have typed, but is crumpled error corrections. It
was done with pride. 1 or 2 erasures. It was or slightly stained. It looks like it was done in
done with care. may have 3-4 a hurry or stored
distracting error improperly. Didn’t care
corrections. It was what it looked like.
done with some care.
Words The essay is 250-350 The essay is 150-249 The essay is 50-149 The essay is 1-49
words. words. words. words.
On Time The essay was The essay was The essay was The essay was
completed on the completed on the date completed on two completed on three
assigned due date March after the assigned due days after the days after the assigned
7, 2008. date on March 10, assigned due date on due date on March 12,
2008. March 11, 2008. 2008.
Permission Slip The parent permission The parent permission The parent permission The parent permission
slip was signed and slip was signed and slip was returned to slip was never signed
returned to school before returned to school after school without a and returned to school.
the assigned due date the assigned due date signature.
March 7, 2008. on March 10, 2008.
Completed The student completed The student completed The student The student did not
the Dream! Reach! the Dream! Reach! completed the Dream! complete the Dream!
Succeed! Essay Contest Succeed! Essay Reach! Succeed! Reach! Succeed!
on or before March 7, Contest on March 10, Essay Contest on Essay.
2008. 2008. March 11, 2008.
Total Point Earned: _______/40 Percentage
Earned:________%