The Final Draft: Day 1 of 2

Print Lesson

Objective

SWBAT begin finishing their fictional personal narrative that includes an introduction, temporal words, and two or three actual facts about snails.

Big Idea

As your students begin to finish their work, they will want to be the first to have it displayed on the published wall.

Preview

This past week we have been working toward publishing a fictional personal narrative (CCRA.W. 3: write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences).

Lesson Overview

In this two day lesson my students finished their fictional personal narratives and we displayed it on our publish wall. 

On this first day of this two day lesson my students finished their editing and began their final drafts for publication. 

Materials:

Introduction

5 minutes

We started today’s lesson on the rug where I began by telling my students how impressed I was with their writing progress.  Pointing to the large web and cylinder graphic organizers behind me I re-stated the process they worked through to get to their first draft.  When I finished I had them point to the title of our practice draft on the wall and we read it together.

 

Guided Practice

15 minutes

When we finished reading I pointed out that the draft on the wall was for practice and asked my students what we needed to do to make it ready to publish.  As students raised their hands to volunteer answers that included: "make it neater" and "check for spelling, capitals, and periods", my other students showed me a thumb up or down if they agreed or disagreed (Demonstration: Thumb Up, Thumb Down) with the answer given.  Also as the students gave their answers,  I would stop and say to the class: ‘Is this as neat as it can get, how can we make it neater’?  Or, ‘Let’s check the spelling, are all the words spelled correctly, or marked so we can fix it’?  (Early on in our writing I train my students to sound out words they don’t know how to spell, or to circle them if they still cannot spell it correctly, we correct these words when they meet with me) 

When my little ones finished sharing I explained that today we would work on proofreading and revising. I further explained that they would have time to work on their writing at their desks, and then they would go in their writing rotation when I started calling the groups up to check their work.

Before we moved to our desks I checked for understanding by having my students partner share what we were going to do.  When they finished sharing I used the magic cup (Demonstration: Magic Cup) to select a student to tell the class how we were going to work.  As this student shared, the rest of the class showed me they agreed by showing a thumb up.

 

Independent Practice

60 minutes

I then had my students stand up and slowly move to their desks like a snail (Demonstration: Adding Movement).  Once at their desks I explained that they were to read their drafts and check for and correct any spelling or punctuation errors.  (This is an activity they have practiced before during their journal writing)  As I set the timer, I further explained that I would begin calling groups to the big table in ten minutes.  At the end of ten minutes I stopped the class and directed each reading group to go to the start of their Writing Rotation.  Starting with my beginning reading group, I meet with each group for about 15 minutes.  During that time each student reads his/her draft and I check it for spelling and punctuation errors.  The other students in the group either continue to work on their drafts or listen and help correct grammatical/language errors.  We also make any last revisions that might be needed.  We continue this way until all the groups have been seen. 

When the groups leave my work area they go to the round table to either continue editing and revising their work or, if they are ready, they begin neatly copying their draft to the Front Publish Paper.