Picking Our Draft for Our Published Piece
Lesson 5 of 8
Objective: SWBAT pick out of their three drafts which one they want to work with for their final in order to edit and revise it using the rubric.
In my lesson openers I always have a "connect" in which I connect students' thinking about yesterday's lesson to today's lesson. I then have a "teach" in which I model for students the lesson of the day and also have them try it out. When I think about my modeling, I use three categories; skill, strategy, and process. I model by stating the skill to the students, then giving them a strategy in which to use the skill, followed by the process to try out the strategy.
Connect: I will say, “We have been working hard on drafting our memoirs, now we are going to pick one of the drafts we think will be our best published memoir and read through the rubric to edit and revise it”
Teach: I will say, “In order to showcase my best understanding of the genre of memoir, I am going to practice the skill of re-reading, editing and revising the draft that will turn into my published piece and the strategy of using a rubric. The process I will use is as follows:
1) Read through my three drafts and decide which one will be the one I will publish.
2) Read through the rubric and my draft to understand what I need to revise and edit.
3) Start editing and revising my draft in order to show my best writing.
The students and I will read over the rubric outloud (the rubric with the explanation) I will then show the students how I pick a draft. I will then start reading my draft and thinking to myself how I revise and edit it. I will make sure I pick one of my drafts that has components I need to add.
I will add details to my piece in the following ways: use sticky notes, use “spider legs” or strips of paper that can be taped in, write in the column or in between the lines.
Active Engagement: I will say,”Turn and tell your partner which draft you will use for your published piece. Also tell them what you need to edit and revise for.”
I will check for understanding by looking over student’s shoulders (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard).
Closing of Active Engagement: I will say, “Remember in order in order to showcase their best understanding of the genre of memoir, successful writers practice the skill of of re-reading, editing and revising the draft that will turn into their published piece and the strategy of using a rubric. The process writers go through is read through their drafts and decide which one will be the one they will publish. Then they read through the rubric and their draft to understand what they need to revise and edit. Finally, they start editing and revising their draft in order to show their best writing.
Independent Practice: I will say, “Now you are going to revise and edit one draft.” I will give students the options of adding details to their piece in the following ways: use sticky notes, use “spider legs” or strips of paper that can be taped in, write in the column or in between the lines if they skipped lines from the previous days’ lesson.
They should write for at least 25 minutes if not more. They should be carefully reading through their draft and making revisions.
As they are working independently and quietly, (I like to play classical or smooth jazz for“writing”music (I just create a play list on Pandora Internet radio) I will confer with them about their writing using the possible conferences chart. For a possible conference, you might also need the peer editing memoir rubric.
Attached is a video that is an explanation of both rubrics.
I believe that the end of the lesson should be an assessment of the days’ learning; therefore it should be independent work. I always end class with an “exit ticket” in which students write down the response to a question.
Closing:I will ask students, "What questions do you have about your writing from the rubric?
"What can a peer help you with for editing and revising tomorrow?"