How to be Machiavellian and Other Useful Techniques for Taking Over the World: Rubric Revision (Day 3 of 4)

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Objective

SWBAT demonstrate their ability to strengthen their writing by revising their rubrics to include more specific detail and more focused levels of proficiency.

Big Idea

Strong writers are reflective writers--writers who revise.

Lesson Author

Jessica Keigan

Thornton, CO

Grade Level

Tenth grade

Subjects

English / Language Arts

Standards

RI.9-10.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.9-10.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9-10.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

SL.9-10.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

L.9-10.6

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

SSR

10 minutes

We will take our usual ten minutes to read. I will read with the students during this time.

Rubric Revision Instructions

5 minutes

Given the short amount of time we have today, instead of diving into the problem solving part of this activity, I will take a step back to have students work on revising their rubrics. This serves a couple of purposes.

First, based on the drafts I received yesterday, it is clear they need more time to work with their groups.
Second, I have not done a great job of hitting many of the writing standards yet and think it is important to give them authentic opportunities to develop their writing process (W9-10.5), which deserves some time.
Finally, I want to make this activity even more standards-based by asking the students to draw on specific textual support to back up their initial thinking about Machiavellian traits.

I will explain all of this (much less technically, of course) and give them this revision helper sheet to guide them in the process.

Machiavellian Traits Rubric Revisions

15 minutes

Machiavellian Trait Rubric Reflection

StudencreatedPrincerubric2013.doc

Once I've gone over the pointers, I will give them the remaining time to work with their groups on their revisions (W.9-10.5). During this time, students will not only be revising their work, but will also be continuing to "draw evidence from" the text "to support analysis" (W.9-10.9).

I will circulate the room to answer questions or to help with word smithing. I will also be informally assessing their work as I walk by to ensure that they are both putting in effort and heading in a strong direction.

I realize fifteen minutes is not a whole lot of time to give to my students to revise, but my teaching partner is teaching the bulk of the period today, so I plan to give my students the time that I have. If they need more time, I'm sure I can find time to give them tomorrow.

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