Reflection: Student Communication Your Creation Myth Day 2: Peer Collaboration and Editing - Section 6: Lab Time: Continued Drafting and Peer Feedback


Today, as I circulated and read over shoulders, I really began to notice the students who utilized vivid detail in their writing to create worlds and those that were picking seemingly "random" ideas because they struck the student as funny. While I try to be flexible, particularly with creative writing, it seems students have a tendency to use very specific numbers (e.g. "472.22 hours later") that rarely have a meaning within the story. As I communicated one-on-one with the students, I asked the student to think about why he or she was using that particular number, and if it did not serve a clear story purpose, to revise. Another tendency that I certainly noticed as I circulated the room was the use of Morgan Freeman as a character. I asked students to consider how, exactly, how these details are "telling" or convey an effective vivid picture of the narrative, or if they distracted from the story's focus, or, from my point of view, how they aligned to and extended the writing standards. The second day in the computer lab allowed students time to plan and write, as well as allow me to tighten the focus of their writing as we discussed their ideas one-on-one. 


  Student Communication: Student Focus & Performance: Thoughts on The Sophomore Writer
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Your Creation Myth Day 2: Peer Collaboration and Editing

Unit 1: Literacy: In The Beginning There Was American Literature...Creation Myths & Creative Writing
Lesson 6 of 7

Objective: SWBAT evaluate and relate a peer's paper to the larger ideas of narrative structure and creation stories, clarifying and verifying ideas through a peer edit in class.

Big Idea: Was the statue of the soldier in the town square carved to give his ghost a home? Today, students evaluate a peer's story of how and why something came to be.

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students in a computer lab by shimer
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