Today, we will add to our list of Greek and Latin roots. Students will continue to keep these notes in their binders until we have taken a short formative quiz on Day 5.
To begin today's lesson, I hand out a copy of my first draft for students to look at again. (Remember, students used this draft as a model during their own drafting process.) I ask students to reread the essay to familiarize themselves with it again. I ask them to pay special attention to the thesis statement.
I tell them that a thesis statement is a promise to their reader. It lets the reader know what you will be covering in an essay. I then ask them if they see anything wrong with my thesis statement because I do. (I always let them know that I know there's something wrong with it. I don't want to stop them from being critical of my work just because I'm the teacher)
The problem is this: in the thesis statement, I mention the idea of living to your potential; however, I do not mention that idea again anywhere else in the paper. I let my students know that this problem started me on my path of revision for this essay.
I then hand out a copy of my second draft. I have used MS Word's "track changes" feature to show my students, as concretely as possible, what a revision looks like. (*Note: The revision marks only show when you download the document)
I ask them to make some observations about my revision. What did I take out? What did I add? How much is different from the first to second draft?
As I prepare them to start their own revision process, I tell them that revision is about big changes - seeing your writing in a completely new way.
At this point in the lesson, I hand out the rubrics that were completed by classmates yesterday.
I ask students to make the type of big revisions to their papers that I made to mine. I allow them to hang onto my second draft during their work time, so that they have a model to look at.
As they are working, I will circulate, reading over their shoulders, and challenging them to try new strategies, sentence structures, and ideas.
Once they are happy with the revised draft of their essay, I have students complete a revision reflection. I truly believe that the writing process is such a powerful learning experience when it is metacognitive. Good writing doesn't happen accidentally. Students need to take the time to think about, reflect on, and write about their process. The revision reflection allows them to do this.
I also have them give the rubric back to their peer evaluator. In the interest of fairness, the evaluator is the one who will get credit for the rubric as part of their own writing process.
I have the students keep their reflections, as they will be included in the final writing portfolio.