What's your opinion? Let's get drafting!
Lesson 3 of 4
Objective: SWBAT produce clear and coherent writing that is appropriate to the task and audience.
To start our lesson today, I tell the students how excited I am for today! I tell them that I’ve been watching them create their opinion writing pieces throughout the last couple of days and today is the day where they get to start writing out their work on paper! This is so exciting!
I want to show the students what I’d like them to do today as they write their rough drafts, so I start by pulling up a Smart Notebook file (just entitled, “Paper”). This is simply just a file that looks like a large piece of paper. I show the students that today, as they work on their rough drafts, I’d like them to be sure they leave room for editing, so on their papers today, I’m going to ask them to skip every other line. In order to do this, we’ll start by putting an “X” on every other line so we remember not to write there and to leave room for notes from editing!
Once I model skipping every other line, I start by showing the students how I’d begin to write my rough draft. I pretend that I’ve completed a graphic organizer on Alexander Graham Bell and so I show the students how I’d take my graphic organizer and begin to write sentences for my rough draft, remembering to indent each paragraph and skip every other line!
Label New Learning
Once I’ve modeled for the students, I say, “Okay third graders! We’re ready! Let’s get drafting!” Now that the students have my modeling as their support, they're ready to begin working on their first draft of their writing. I always like to label what part of the writing process we're about to engage in during that day's work for the students! I think sharing with the students that we are "drafting" today is important to help them recognize and continue to follow the steps in the writing process! Then students begin on their important work of writing rough drafts!
As students are working, I circulate around the room and check that students are indenting, skipping lines, and working steadily on their rough drafts. I also offer guidance or answer questions students may have.
As student finish up their rough drafts, I pair students up to read through each others’ work and to help each other with editing. We have an editing marks sheet that we keep handy in our classroom so students can pull that out and help each other go through their writing.
At the end of our lesson today, I collect any finished works so that I can begin to give my edits as well! I tell the students that I’m so proud of their work and that they should be too! I say, “Doesn’t it feel good to have created something like this awesome writing? You should be so proud of yourselves third graders!” Smiles abound!