Reflection: Advanced Students Informational Writing: Whoa! Are you on Track? (Day 6 of 15) - Section 4: Independent Practice

 

For students who are strong in writing or those who are farther along in the research process, I would extend today’s task. As they read their research, I would have them label each fact with one of two colors. Starting with their first chapter, they would read each sentence, locate one that might be a great lead or main idea, and put a colored dot beside it. Then, they should read through the rest of their facts under this new lens. For every sentence read, they should ask themselves does this not only fit well within the chapter, but does it also support my main idea? If the answer is yes, then they code it with the second color. If the answer is no, then they leave it alone and continue on to the next statement. If at the end of the chapter they have lots of colored dots, then they have a cohesive set of information. If not, then they have one of two problems: either they’ve selected a poor main idea or they’ve written down a lot of “facts” that don’t support their main idea. They would then need to rethink their body of facts and make appropriate changes. 

  Color Coding
  Advanced Students: Color Coding
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Informational Writing: Whoa! Are you on Track? (Day 6 of 15)

Unit 7: Informational Writing Project
Lesson 6 of 15

Objective: SWBAT read over their collected research, reflect on its completeness, and make a plan for more.

Big Idea: Halfway into a research project, students are asked to be reflective about their work so far in order to plan for future research and study.

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