Drafting a Third Idea by Independently Planning Our Essay

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Objective

SWBAT independently produce clear and coherent writing in which the development, organization, and style.

Big Idea

Be an independent organizer!

Lesson Opener

5 minutes

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: “We have now completed two drafts of two diffenent essays. We are now going to complete a third draft of another idea today by putting everything we have learned in our first and second draft together.”

Teach: I will say, “In order to plan out a third draft, I am going to practice the skill of making my own graphic organizer and the strategy of recreating the planning sheet in my notebook. The process I will use is as follows:

1) Look through my notebook and pick another idea I have generated.

2) Draw my organizer in my notebook using the planning sheet as a guide (Boxes, Bullets and Brackets)

3) Write my third draft, paying attention to all of the components of an essay”

I will show students how I go back into my notebook, pick another idea and start drawing out the planning sheet independently instead of relying on the organizer. I will also start writing my draft without the draft paper that has the reminders on it. 

Active Engagement

10 minutes

Active Engagement: I will say,”You will now look through your notebook and you will say to your partner, My new draft will be about________.” Then I want you to start drawing your own graphic organizer using the planning sheet that you used for your first and second draft as an example.  I will check for understanding listening that each student has a new idea (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard). I will then look over the shoulder of each level of learner to ensure they are starting their organizer successfully.

Closing of Active Engagement: I will say, “Remember in order to plan out an explanatory essay, successful writers practice the skill of making their own graphic organizer and the strategy of recreating a planning sheet. The process they use is they pick another idea they have generated, they draw an organizer and then write another draft by remembering everything that was taught in this unit (using claim, reasons, evidence, introductions with a hook, conclusions, sentence structure and personal goals).

Independent Practice

25 minutes

Independent Practice: I will say, “Now you are going plan out your third draft.” They should write for at least 25 minutes if not more. They should be adding all of the components of an explanatory essay (using claim, reasons, evidence, introductions with a hook, conclusions, sentence structure and personal goals).

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 by using the possible conferences for creating a third draft.

Partner Work: Students will be directed to turn and share their organizational structure with the partners. I will direct students to do this after most students are done drafting their own organizational structure.

I will say, “Decide who will be partner A and who will be partner B. Partner A I want you to share how you organized your last essay idea. Partner B, I want you to listen if Part A is showing that they understand claim, reason and evidence. Then you will tell them if you heard all three. If not, give them feedback; tell them an idea of what they could add or let them know if their writing had all three components. Then you will switch.”

 

Closing

5 minutes

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: Students will turn in all three drafts to me if finished, along with their organizational chart. If they need to finish the third draft for homework, then I wll collect their first and second drafts.