Reflection: Coherence Show Me What You Know About Fossils - Section 1: Planning Our Writing


My students just want to take off and write! A good exam is never well done when they do this and I really wanted to get them reigned in on focusing on a well written exam. This exam will be added to their portfolios that demonstrate their writing over time and be a self assessment of growth at the end of the year. It will be noted as their first expository exam that prepares them for their Smarter Balance Tests in the spring. Their mind map was a great tool for addressing this challenge.

Allowing my students to plan how they are going to write their exam hopefully helped them feel prepared to write. I told them they could use their mind map during their exam because there was such depth to everything they had learned and the level of rigor needed to be focused on quality of the explanation.

As a writer, I don't think there is ever enough time to thoroughly plan, but it needs to become habit for my students so they have some control over what they are going to say. I did not assess their mind map further because they needed to choose what extra information they thought would be important. Planning, editing and revising is a weak area according to my district benchmark data. Therefore, I am committed to allowing them time to plan for every writing piece they do.

  Why Planning?
  Coherence: Why Planning?
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Show Me What You Know About Fossils

Unit 2: Fossils
Lesson 10 of 10

Objective: SWBAT write a summative assessment that demonstrates knowledge about fossils and how rock layers show change over time.

Big Idea: This final written assessment has been redesigned to fit NGSS allowing students to choose what they are writing about as they demonstrate mastery of the standards.

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8 teachers like this lesson
Science, written assessment, Drawing to show knowledge, technology integration, written assessments
  50 minutes
using the mind
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