What Keeps Women Safe Day 5 of 5

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Objective

SWBAT work together using online collaborative tools to create a finished document

Big Idea

Collaboration is a kind of peer-review and editing

Overview

This lesson is the last in a series of lessons regarding a small research project on women's safety on college campuses.  In this lesson students make final revisions to their work and put their research together into one safety handbook for upcoming college students. 

 

Rereading and Revising

20 minutes

Now that the students in individual groups have finished their drafts, and have had a chance to see each other's work they can start to revise their subsections.  This work happens very quietly, which is unusual for a class that typically likes to be heard down the hall.  

I spend most of my time with the less experienced writers, going over sentence structure and spelling, capitalization. I read the paragraphs out loud to them and ask them if each sentence makes sense or communicates what was intended. 

I also encourage the groups to start sharing with each other as they are going to start putting the handbook together into one document.

Putting it All Together

35 minutes

Now that the sections are complete the students will work together as a class to determine the title, order and formatting of the handbook.  Two students appoint themselves as leaders, working on the handbook simultaneously in a Google document which is projected on the Smartboard so the rest of the class can see. I am there to act as a facilitator, but really have no major role other than to remind them to be consistent. 

At this point only about half the class is actively participating in the final edits, while the rest passively look on.  

The students are very animated about the title of the handbook, choosing the fictional TV university Blue Mountain State, and ascribing its sports logo to the front. Appropriate they say, because the characters could use a little education on how to treat women. 

Next the students decide how to organize the handbook, choosing which sections will go in what order and creating a table of contents. 

Finally, they decide on a type of font and subsection organization, which doesn't end up very consistent as one group refuses to change their formatting style from a list of tips to paragraphed subsections. 

We decide they can keep the list as long as it goes in the back.  Many of the tips and facts could apply to all of the sections, and this section functions like an appendix. 

At the end the students place a motley list of resource, some in the correct MLA format some as a list of links.