Based on feedback from the last lesson, I decided to extend the "writing" portion of this lesson to two days. The formative data I collected revealed that students are unsure how to begin/end their editorial. Because of that, I am going to ask students to log onto the computer and go to this page. This website courtesy of the University of North Carolina, explains very specifically what encompasses a good introduction, body and conclusion. Students will pull up this website and we will read through the entire thing. I will ask students to take turns reading paragraphs aloud.
I'm choosing this direct instruction because many of the students need additional support. By reading this webpage and determining the central idea of the text (RI.9-10.2), I'm hoping students will gain confidence in their editorial.
Students will write for the remaining class time. They will share their editorial with me so we can collaboratively work on it. This Collaborative revision video explains how I will collaboratively work with students and their editorials (SL.9-10.1).
During the last five minutes of class, I will quickly conference with any student whose editorial I haven't seen and set expectations for homework. Students must have a completed editorial ready for submission during our next lesson.
The writing is coming together rather quickly. The good news about Google Docs is that the students can work on their paper tonight and I can log in to help.