Native American Research Project: Draft Day Two (Lesson 6 of 8)

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Objective

SWBAT copy their topic sentence, detail sentences, and conclusion statement into a paragraph. SWBAT edit their own and others' work by reading and using proofreading marks.

Big Idea

You're almost there! Your tribe completes the last part of the drafting process on their planning page in the Native American Research Project.

Welcome to My Lesson!

This is a series of Language Arts lessons that I run concurrently with a Native American literature week.  The students love researching tribes that they are reading about in folktales and other Native American literature.  Pairing informational text with literature is an awesome combination!  Please watch this short video to hear some of the highlights of this lesson.  Thank you!

Complete Rough Drafts: Putting Our Notes Into Paragraphs

30 minutes

Review:

We begin by revisiting the drafts of our informational paragraph parts on the upper portion of the Book Planning Page.  (See Resource File:  Native American Research Project Book Planning Page)  I remind students that each one of the parts is important to the standard that we are accomplishing, referring to the "I can" statement I have written on the board for language today.  "I can introduce a topic, support it with facts, definitions, or details, use time order words, and finish with a concluding statemement."  I ask the students to once again, reread through their work, checking to make sure it makes sense, sounds how they want it to sound, and check to see that they've remembered proper capitalization and punctuation.

Draft Paragraphs:

I model for the students how to copy their sentences into a paragraph at the bottom of the planning page.  We then have quiet work time, as the students complete their paragraphs on the bottom of the planning page.  My tribe needed a reminder to indent to begin their paragraph. (See Resource File:  Native American Book Planning Page and Student Samples)

Assess:

I use the planning page as an assessment to show how well the students completed the drafting process, including the Common Core writing standards included in this lesson.  I've blocked out the grades on the student samples I've included.  Please see further notes about assessing the drafting process in my lesson reflection.

 

Edit Our Own and Others

10 minutes

As students finish their paragraphs, I have them read through their own work to edit, and then each other's work to edit.  I ask the students to use their colored correcting pens.  This way I know what has been edited during the editing process.  My students have worked with proofreading marks previously, but if your students have not, you'll want to teach them, and offer practice.  My students have a copy of the editing marks in their writing folder for easy access.

When students have had their papers edited by at least one peer, they turn in their papers in to me.  I will edit them tonight to have ready for publishing our pop-up book pages tomorrow.  Very exciting!

Review and Celebrate!

5 minutes

As you may have noticed, we always end our day by celebrating all that we've accomplished today.  We completed the drafting process and look forward to publishing our work tomorrow!  We gather by the pretend fire and review the writing process up to this point including building our background knowledge about Native Americans, learning how to take notes, reading, researching, and drafting.  

I give my tribe a sneak peek at tomorrow by showing them my sample pop-up book page that they'll be creating tomorrow.