We will take our usual ten minutes to read. I will read with the students during this time.
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.
I will explain all of this (much less technically, of course) and give them this revision helper sheet to guide them in the process.
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.