Drafting the Third Draft

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Objective

SWBAT write a third essay in order to practice supporting their claims with logical reasoning and relevant evidence while comparing texts.

Big Idea

Three texts, one claim.

Lesson Opener

10 minutes

In my lesson openers I always have a "connect" in which I connect students' thinking about yesterday's lesson to today's lesson. I then have a "teach" in which I model for students the lesson of the day and also have them try it out. When I think about my modeling I use three categories; skill, strategy, and process. I model by stating the skill to the students, then giving them a strategy in which to use the skill, followed by the process to try out the strategy.

Connect: I will say, “Yesterday we planned out our essays. Today, we will put all our components together into a third draft of one idea we have generated so far. This is our last draft.

Teach: I will say, “In order to plan out my literary essay, I am going to practice the skill of completing a third draft and the strategy of taking everything we have learned and making a draft. The process I will use is as follows:

1) Remind myself about what I know about essay writing

2)  Review my boxes, bullets and brackets

3) Read over my last essay to remind myself how to put it together

4) Review how to add analysis

5) Place the parts in a logical sequence in my draft using the reminders on the side

I will read through the compare and contrast text structures anchor chart or refer them to the handout. I will show them how I and think through my own essay by looking at my boxes, bullets and brackets and how I created my second paragraph (the introduction will already be written).

I will also model just the conclusion for them (since the whole class needs to work on this) and then show them how I put reminders for my personal goals on the side of my draft (in the column). Before class starts, I hand back their second draft so they can be reminded about what they know of essay writing and it will guide their goal setting.

Active Engagement

5 minutes

w of essay writing and it will guide their goal setting.

Active Engagement: I will say,”You will now take a separate piece of paper, write down your goals on the side and then quietly write down your introduction.”  I will check for understanding by quickly reading the first one or two sentence from every level of learner and their goals on the side (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard).

Closing of Active Engagement: I will say, “Remember in order to draft a literary essay, successful writers practice the skill of completing a first draft and the strategy of taking everything we have learned and making a draft. The process writers use is they review what they planned out, read over a sample essay in order to see how an essay is put together and then place the parts in a logical sequence.

Independent Practice

30 minutes

Independent Practice: will say, “Now you are going to write out your first draft. They should write for at least 25 minutes if not more. They should be adding all of the components of literary essay that we have gone over so far, as well as what we have been taught in past units. As they are working independently and quietly, (I like to play classical or smooth jazz for“writing”music(I just create a play list on Pandora Internet radio) I will confer with them about their writing using the attached conference chart.

Partner Work: Turn and talk: Students will be directed to share their writing after I see most students have written at least a paragraph (I usually give them a time limit of about 10 minutes). I will say, “Decide who will be partner A and who will be partner B. Partner A you will share your writing and your personal goal. Partner B, I want you to listen if partner A is showing that they are working on their goal. Give your partner feedback as to if they missed anything. I should hear you say, “Maybe you could…. OR I like how you…” Then switch.”

I would like to have them read their conclusions, but at this point in the lesson there should be very few students who have completed their conclusion

Closing

I believe that the end of the lesson should be an assessment of the days’ learning; therefore it should be independent work. I always end class with an “exit ticket” in which students write down the response to a question.

Closing: For today students will turn in their drafts to me. I want to see if they added all the components of an essay  and specifically read their conclusion.  I am looking to see what revising or editing strategy most students need for the next day. If they are not completed with the draft, they will complete it as homework, but before they leave and while I am conferencing I am taking notes about the aforementioned for tomorrow’s lesson.