Writing the Final Draft

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Objective

Students will be able to produce a clear and coherent final draft by rewriting the essay using the rough draft, outline, and help from peers and the teacher.

Big Idea

Putting it all together to write a final draft.

Final Draft: Mission Statement

10 minutes

We skipped the journal today so students could have as much time as possible to type and revise their finald rafts.

We briefly went over MLA requirements--Times New Roman, 12 point font, double spaced.

 History Day Rubric

We gave them a list of transition words they could use throughout their essays to make transitions.

  • to separate the two sets of concrete evidence from commentary
  • to suggest that one idea is more important than the others
  • to signal that the conclusion is coming up
  • to show chronological order

 

Their mission today?  To finish the their final drafts. The due date isn't until next Tuesday, but they should try as hard as they can to finish their final drafts today. 

 

I showed them the rubric that I would be using to grade both the revision process and final draft.  They would need to turn in the rough draft and outline.  Their history teachers don't want that, so they just need to turn those things in for me.  They need two final drafts, one for history and one for English.  If they finish, they can turn their final drafts in on Edmodo.

Writing Final Drafts

60 minutes

I took the students to the computer lab to type their revised final drafts.   This conveniently happened on one of our long block periods, so students had about an hour to type their final drafts.

As I write this, I can hear the clattering of keyboards.

I can hear mumblings.

Aidan likes to talk to sort out his ideas.  He's figuring out which parts of his writings should be included in the final draft as concrete evidence.  Next to him, Connor does a great job of ignoring him and focuses on her essay.

Ty needs clarification on what needs to be cited.  His question is if he paraphrases something and cites it in the bibliography, isn't that enough?  No, because he also needs in-text citations.

David doesn't like the way his third body paragraph turned out.  It's short, so he can add more commentary to explain how Martin Luther created religious turmoil in Germany.

Jax finished her final draft, so she's using a handy-dandy editing tool to check for spelling, punctuation, usage, and capitalization errors. 

My student teacher is going around and checking that everyone's paper is in Times New Roman, twelve point font.  Not Times New Roman Navajo, Times New Roman.

Jordan just learned that she can push the tab button to easily indent.

Brooklyn just got back from checking on information from one of her sources, a library book.

We consulted the seventh edition of the MLA handbook to determine what one does on the annotated bibliography when there's no author.  State anonymous as the author?  No, just leave the author part blank and start with the title.

Tatum thinks she needs something more in her introduction and asked me to look at it. I told her that while her first sentence is a fact, there's nothing that grabs my attention.  She asked if she could start with an anecdote from the author, and I said, "Of course!"

Connor asked how she could cite her evidence, so I showed her how to cite both a documentary on YouTube and a web exhibit.

Matthew still isn't indenting, so I growled at him to indent.  He actually jumped because I scared him. It took him about thirty seconds to get his heart rate calmed down. Will he always remember to indent?  I don't know.

David pointed his computer screen so Eli could read his paragraph. 

Lesson Resources

Today's lesson picture is of my eighth hour students working on their final drafts in the computer lab.