Lesson: Publishing

2 Favorites

Lesson Objective

Students will write final drafts of research presentations and share with their peers.

Lesson Plan

Connection (3-5 mins): Students should be seated on the carpet with a partner.  They will be expected to turn and talk to this partner throughout the lesson.  Researchers, today is such an exciting day.  Today we will publish our final research papers.  You have spent three days editing your reports to ensure they are ready to present to your readers.  Today, we will write our final drafts to officially publish our research reports.

Teach/Active Engagement (10-12 mins): We will not spend very much time on the carpet today.  Most of the work must be completed at your seat, as you write your final copies.  Before you begin this task, I want to make sure we understand the goals and guidelines for publishing a final research paper.  Yesterday, you used a checklist to edit your paper.  However, there are some logistical details I want to make sure you understand.

Teacher places sample research paper on the overhead.  This is a final draft of a research paper, because it’s been published.  What are some things you notice about this document?  Pay particular attention to how the research paper looks compared to your own rough drafts now.  Teacher calls on some students to share out.  Teacher charts student responses for the class to see. 

Many of you noticed that each the research paper was written neatly.  This is really important because other people in the school will be reading your papers.  They need to be able to read each word in your paper in order to become experts on the topic as well.  Another interesting characteristic that you noticed was that each sentence begins with a capital letter and ends with punctuation.  This seems like a very small detail, but it is very important.  Remember as we read we pause at the end of the sentence, without correct punctuation the meaning of our paper will be lost.

Finally, some of you noticed that each paragraph was indented.  Remember one rule to help us indent is to place our thumb on the paper.  This will create enough space for our indent.  Especially when using our writing pens for the final draft, we have to be careful to write neatly and make as few mistakes as possible.  If you are still unsure of how to spell a word, make sure you refer to the word wall.  Writers, today is your publishing day!  Off you go to become published researchers.  I can’t wait to read each of your reports.

Workshop Time (varies): Students should return to their seats.  Each student will be given publishing paper (white paper with lines) and a title page.  Students will write neatly in pen to publish their final drafts using correct punctuation and capitalization. This workshop time varies depending on the length of students’ papers and their writing abilities.  I generally allow students as long as they need to complete this process but may allow students who finish early to illustrate their research papers.

Exit Slip/Share (10-12 mins): Students share their papers with their group mates.  Each group mate has a chance to explain their findings to their other members.  They may choose to read the entire paper or talk about the most important fact they learned.  Students can then ask questions of the presenter.  Students enjoy this time to share their learning and become experts on their topic.

Reflection: Publishing is my favorite part of the writing process.  It is a time for students to celebrate their hard work and take the time to produce a high quality piece of writing.  The chance for students to share and become experts on a topic builds their self- confidence because they spent so much time on the unit.  If there was more time to spend on this unit I would devote a whole day to publishing to allow each student to share their findings with the entire class.   I also mentioned some of the characteristics I try to discuss with my students, this can be changed based on what your individual students notice about the research paper.  I try to use a paper that my students have written in the past instead of the scholastic example used throughout the unit, to make the study more purposeful. 

Lesson Resources

No resources at this time.


Something went wrong. See details for more info
Nothing to upload