Theme Essay Revision Tips

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SWBAT to review and incorporate tips for revising their theme essay rough drafts into final drafts.

Big Idea

And one (two, three . . . ) more thing(s) to consider . . .

Notes: Revising Your Draft

25 minutes

I generally feature a portion of the lesson the day after a peer response workshop in which I review revision tips, based on elements I have determined are better mentioned after a rough draft, or considerations that occurred to me through the peer response process, or even in order to mention something that I may have overlooked in the writer's workshop.

Thus, today I begin by instructing my students to copy a small set of revision tips in their classroom spiral notebooks.  I let them know that I have three more things for them to consider as they begin their final drafts, which include:

  1. The use of literary present tense
  2. Rules for in-text citations 
  3. Suggestions for their conclusions

I elaborate as necessary on each slide, addressing any questions my students may have.

Complete Film: Of Mice and Men

35 minutes

Most of my classes have approximately 30-40 minutes left of the film to view, and so we transition to the movie after the notes on draft revision.

This will be the third installment of the film throughout the unit, as I prefer to intersperse doses of a film as we read a text, rather than save the entire screening for the end of a unit, which I explain further in this lesson.

I have not required that my students complete a viewing activity for the film for a couple of reasons, the most compelling being that because they are in the throes of completing their theme essays, I wanted to reserve their energy for their essays (and not potentially dilute it with an additional assignment).  Another is that because this film follows the events of the book so closely, I did not build into the unit a formal exploration of standard RL8.7, which asks students to evaluate the choices made by directors/actors in taking a text to the screen.

I have witnessed many students in the past grow a little weepy at the end of the film, and so I anticipate a few of my current students will do the same.  Tissues?  Check.

Whole Group Sharing: Book or Movie?

10 minutes

 We will close the period, with whatever final minutes may be remaining, with a brief, whole-group discussion comparing the book to the film.  While I did not require that my students write an assignment on the book-to-film comparison for this unit, I do believe it is important that a discussion occur, in order to provide my students the opportunity to articulate and justify either their satisfaction or their dissatisfaction with the film.  It's east to generate this conversation by simply asking "Book or movie?" and calling on students to share their thoughts.