Reflection: Student Self-Assessment Introducing To Kill a Mockingbird - Section 1: Mini Writer's Workshop

 

A lot of emphasis in education since I have been a part of it has been placed on peer editing and peer review. I fully support this emphasis, but what I am trying to incorporate as well this year is more self-assessment from my students, particularly in the smaller writing assignments I give them as practice.

For this reason, I have started assigning my students the additional task of attaching a paragraph of analysis to their smaller writing assignments.  I want them to become fluent in analyzing their own work, particularly in naming what strategies they have incorporated into a piece of writing and why. This self-awareness, I hope, will make them the conscious writers I want them to become, instead of the occasional, accidentally sufficient writers they might otherwise settle on becoming.  The more they know about how and why they write what they write, the better they should become at it.

For example, in the student sample I have attached, her analysis paragraph demonstrates her growing (not yet matured, mind you) confidence with the terms ethos, pathos, and logos.  The more she is able to demonstrate her understanding of these terms, the more aware and better she should become at utilizing them.  

  Student Self-Assessment: Analyzing One's Own Work
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Introducing To Kill a Mockingbird

Unit 11: To Kill a Mockingbird Part I
Lesson 1 of 9

Objective: SWBAT establish the historical context and continued relevance of To Kill a Mockingbird through both visual and textual presentations.

Big Idea: Starting to demystify that book they've always heard of . . .

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Subject(s):
English / Language Arts, Literature, American Literature, informational text, documentary, writer's workshop, to kill a mockingbird
  70 minutes
screen shot 2014 03 13 at 8 13 23 pm
 
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