Narratives: Revision Time and Then Let the Filming Begin!
Lesson 7 of 8
Objective: SWBAT develop and strengthen writing as needed by planning revising, editing, and rewriting focusing on addressing what is most significant for a specific purpose by working in peer groups to revise their narratives. SWBAT demonstrate knowledge of digital media by producing and publishing VINE or Instagram videos.
This is our first opportunity to revise an essay. We are working on narratives. I want to emphasize that narratives need to show more than tell. So in addition to writing a narrative, the students have to create a video on Vine or Instagram to illustrate their narrative. I have specific revision protocols that I expect my students to follow. However, I want to know what skills they bring with them as writers, self-editors, and peer revisers. The students see three questions written on the board.
1. What is the purpose of peer revision?
2. What techniques does a peer editor use?
3. How does it help you become a better writer?
Students work in groups to answer these questions. It is my hope that they will use also give specific examples to back up their responses (SL 9-10. 1d). I take attendance and circulate the room trying to nudge them to give examples.
The visual of the answers on the board gives students an opportunity to reference each other's work when they ask questions. It promotes peers responding to peers. I only have to provide clarification when necessary.
Each group reports out. The goal is to have a community agreement on the role of the reviser.
While I do have specific protocols for revision, I allow my students to create their own list of revision protocols. They have different backgrounds and experiences with revision so by sharing the knowledge they bring to this class, we can build a common protocol for revision.
I ask the groups to make a list of what they need to do to revise their essays. Here is their list.
1. Reread your own essay and correct mistakes.
2. Trade papers with a friend. Read the essay and correct mistakes.
3. Make improvements to your essay.
I add one more 'to do' to the list. I tell them that before they exchange narratives, each person has to read their narrative out loud to their partner.
The final list:
1. Reread your own essay and correct mistakes.
2. Read your essay aloud to your partner. Make corrections when necessary.
3. Trade papers with a friend. Read the essay and correct mistakes.
4. Make improvements to your essay.
These revision protocols gives the students multiple opportunities for self and peer feedback. These opportunities will help them grow as writers and audience members. I circulate the room listening, answering questions, and giving feedback when necessary. Students like to be right, therefore they are motivated to follow their own directions (W 9-10. 5).
I do not give my students a grade unless they get at least a four in all areas of the Rubric. Therefore, they may have to revise again.
The last 20 minutes of class, students get to select what they want to do for the remainder of class. Once they have finished the revision protocols, they can either work on rewriting their narratives, finish their storyboards, or film their video to illustrate their narrative (W 9-10. 5). Students work at different paces and need help on different parts of the project. I need to differentiate the activities so I can support students based on their needs.
I use this time to check in on where they are in the video. Some are done and have already submitted the video. The majority of the students plan to film after class. If that is their plan, I want to see their storyboard. I make sure that everyone has access to a camera. I also double check to make sure the kids have my Instagram or Vine account so they can share their videos with me. I tell them that they can unfriend me as soon as I grade their videos. If students are uncomfortable with that, I suggest that they use an alternative submission and send it to Edmodo.
Additionally, I talk with the student who are struggling with the narrative. I look over their introductions to make sure they have a problem and solution or a claim in their narrative and discuss how to use personal experience to support their claim in a narrative (W.9-10.3a) . Specifically, I work with them on using imagery to create a "movie in the mind" for their audience.
The class ends with a quick reminder that we will meet in the computer lap next class to type our essays. All essays have to be typed in MLA format (L 9-10. 3a). Not all students have access to a computer outside of school, so I give them time in a lab when we have a formal essay due. I have the students repeat as a group where to go. I ask individual students the room number and building. The computer lab is in a different building, so I want them to remember. The students either write it in their planner or on their calendar in their phones.