Editing and Revising One Draft with the Rubric
Lesson 1 of 3
Objective: SWBAT use a rubric to help them edit and revise their writing in order to help them focus on how they have met the success criteria.
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, “We have been working hard on drafting our fiction stories, now we are going to pick one of the drafts we think will be our best published fiction story and read through the rubric to edit and revise it”
Teach: I will say, “In order to showcase my best understanding of the genre of fiction writing, I am going to practice the skill of re-reading, editing and revising the draft that will turn into my published piece and the strategy of using a rubric. The process I will use is as follows:
1) Read through my three drafts and decide which one will be the one I will publish.
2) Read through the rubric and my draft to understand what I need to revise and edit.
3) Start editing and revising my draft in order to show my best writing.
The students and I will read over the Horror Story Fiction aloud. I will then show the students how the Historical Fiction and Fantasy Fiction rubric are the same, except the narrative components are different. I will then show the students how I pick a draft. I will then start reading my draft and thinking to myself how I revise and edit it. I will make sure I pick one of my drafts that has components I need to add (see video below, the first three seconds will go in my blooper reel!)
I will add details to my piece in the following ways: use sticky notes, use “spider legs” or strips of paper that can be taped in, write in the column or in between the lines.
Active Engagement: I will say,”Turn and tell your partner which draft you will use for your published piece. Also tell them what you need to edit and revise for.”
I will check for understanding by looking over student’s shoulders (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 in order to showcase their best understanding of the genre of fiction, successful writers practice the skill of of re-reading, editing and revising the draft that will turn into their published piece and the strategy of using a rubric. The process writers go through is read through their drafts and decide which one will be the one they will publish. Then they read through the rubric and their draft to understand what they need to revise and edit. Finally, they start editing and revising their draft in order to show their best writing.
Independent Practice: I will say, “Now you are going to revise and edit one draft.” I will give students the options of adding details to their piece in the following ways: use sticky notes, use “spider legs” or strips of paper that can be taped in, write in the column or in between the lines if they skipped lines from the previous days’ lesson.
They should write for at least 25 minutes if not more. They should be carefully reading through their draft and making revisions.
As they are working independently and quietly, (I will play “writing”music; either fantasy film scores, “Spooky Symphonies” or smooth jazz depending on the genre that most of the class picks. (I just create a play list on Pandora Internet radio) I will confer with them about their writing using Possible Conferences for Picking a Draft to Publish.
Closing: For today students will turn in their drafts to me with their comments from their rubrics so I can see that they have clear understanding of the grading criteria.