Roughly Drafting (Lab Day 2 of 2)
Lesson 14 of 16
Objective: SWBAT support their argumentative topic with valid evidence by continuing to write their rough drafts.
This one is for the chemists. As students enter the lab, I welcome them to National Mole Day, and connect the date (10/23) to Avagadro's Number (6.02 x 10^23), the number of atoms in 12 grams of Carbon-12. The Mole is a base unit in chemistry. As always, Daily Holidays are observed to foster a sense of community, collaboration, and open communication in the classroom.
Today, students continue the rough drafts they began yesterday, developing their thoughts further with additional input from me, if requested or needed. I remind them that there is a "hard" due date for this rough draft tomorrow, so the drafts can be peer edited. Anything not completed today must be completed on their own. As with yesterday, the objective of for students to craft their arguments in MEL-Con style, using valid reasoning and relevant evidence, addressing Writing Standard 1 "in toto" (W.9-10.1).
As students write, I circulate the lab, reading over shoulders, offering advice, and asking questions as students need.
The images and videos attached provide some examples of students as they work in class today.
This "lesson" is part of an ongoing unit on crafting a persuasive paper. Today's focus is putting into practice what was covered specifically in a previous look at MEL-Con paragraphs. By the end of this unit, students will have:
- Brainstormed topics about which they have passion and feel they can argue.
- Conducted research into the topic, locating valid print and electronic sources
- Crafted information and source cards for their research
- Crafted an outline (described below)
- Practiced MEL-Con paragraph structure
- Drafted their arguments
- Peer edited another's paper
- Drafted a final copy, and
- Completed an accurate MLA-style Works Cited page
As far as teaching strategies go, the focus is on one-on-one coaching, as noted in the "Drafting Time" section of the lesson. Students have crafted an outline at this point, and as I circulated the room, we discussed organizing and transitioning their thoughts. That outline has their thesis statement, the main idea of each of the paragraphs for this paper, and the specific evidence they use (the "E" in MEL-Con). In one-on-one conferencing, as I circulate, the students are asked to explain why they chose the support they did, how that support backs up their overall point, and then how to word that "back up" to fit the academic tone of the paper
I provide a second day in the computer lab to draft in order to accommodate students' pace and needs as writers, and to allow for any technical glitches that occur. We are writing in the lab in order to provide needed, direct feedback, and to ensure students are focused on and working on their paper. A second day also allows me time to meet with students who may have not had questions yesterday, who may have been absent, or with whom I may simply have not gotten to speak.
With two minutes remaining in the period, I remind students of the "hard" due date--tomorrow--for their drafts. I again note the peer edit in tomorrow will have a specific set of questions, taken for a grade, to ensure they will be providing accurate feedback for their peers. Homework is to complete anything of their rough drafts not completed yet.