Comparison Essay Writing on F451 and Another Text (Day 3 of 3)

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Objective

SWBAT finalize, polish, and edit their comparison papers by revising their work with teacher and peer feedback.

Big Idea

We are finishing fantastic synthesis essays today!

Lesson Author

Tim Pappageorge

Park Ridge, IL

Grade Level

Ninth grade

Subjects

English / Language Arts

Writing

Writing Process

Turnitin.com

humanism

language choice

connotation

denotation

Standards

W.9-10.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.9-10.2a

Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

W.9-10.2b

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

W.9-10.2c

Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

W.9-10.2d

Use precise language and domain-specific vocabulary to manage the complexity of the topic.

W.9-10.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.6

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

L.9-10.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Writer's Workshop Differentiation

30 minutes

After a quick review of the expectations (Semester Paper on F451 is due at end of class), I begin to arrange students in differentiated pairs. Some were ready to begin a quick and final grammar edit (L.9-10.2 and W.9-10.2d); some were still completing the final body paragraph or conclusion (W.9-10.2f). The goal is to put students together in pairs to help each other revise and refine (W.9-10.5) that will be right-sized for the tasks that they have to do.

I fully expect that the students will be down and busy, hammering out their work and trying to elaborate on their thoughts in a polished way that focuses on clear topics, transitions, and language (W.9-10.2, W.9-10.2b, W.9-10.2c, and W.9-10.2d).

Publication

10 minutes

Students will publish their work (W.9-10.6) on turnitin.com, which will provide a plagiarism check and also will provide me with the chance to review the students' work with an online rubric. I have selected this rubric because it seems quite complete and because we are using turnitin.com already in my school for both plagiarism check and as a means of beginning to keep an online portfolio.

I am excited to move about the room today, help students to polish their essays by making sure they're including precise vocabulary and adhering to grammar rules (W.9-10.2d), challenge others with content and evidence (W.9-10.2b and W.9-10.2a), and generally bring this to completion (W.9-10.5).

Semester Final Paper, Final Day!

10 minutes

Student Work

This paper is a final summative grade for the students. I plan to use it to assess their understanding of their knowledge of the effects of figurative language (RL.9-10.4), character (RL.9-10.3) and theme (RL.9-10.2). I also plan to review the students papers to determine continued writing goals for second semester.

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