Students have reviewed the expectations for a state writing assessment, reviewed other students' work samples, and drafted their own writing to practice writing for the assessment. In this lesson, they will use the same process as day one to use the checklist to score their own writing and make revisions.
This lesson has two steps, first, students will score their writing independently using the exact same checklist they practiced with in the last two lessons. Second, they will identify areas of their writing that they might revise if they had had more time. Third, they revise those areas.
If you notice that students are losing focus or disengaging, you can pause the class to give a few examples of what students have already found out about their work or you can remind them of specific examples from the texts they reviewed on Monday. To connect it to previous learning, remind students that anytime they revise a piece of writing, they are using a checklist. Sometimes the checklist is on paper and has been provided to them and other times its a set of guiding principles in their head that they reference while they are writing. They're doing the same work in this lesson as they would any other time they are revising.
After the students each had a chance to use the checklist, score their own writing and revise, they discuss with a peer. I ask them to share with their partner one thing they changed in their writing and why they did it. I also ask them to reference the item on the checklist that helped them think about revising their work.
I encourage them to use this same process any time they are asked to write in this way, particular after they think they are done and before actually submitting their work.