SWBAT edit and revise their first draft in order to set goals for their other two drafts by typing out their first draft.

Google it!

5 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 put all our components together into a first draft of one idea we have generated so far. This is the first of three drafts. Today we are going to type our first draft in order to think through where we are having success with persuasive essay and what we need help with.

**Teach:** I will say, “In order to set goals for the persuasive essay unit, I am going to practice the **skill** of typing out my first draft and the **strategy** thinking through my draft in order revise and edit as I type. **The process** I will use is as follows:

1) Type out my first draft

2) Make changes from the draft I wrote yesterday

3) Go back through and make changes after I finish typing

I will then show the students how to use Google Docs while going through the Google Drive How To.docx sheet* with them. I will show the students how I would use it (I will have it already typed) and how I can see their revising and editing from the “revision history.”**

*Shout out to Dave Nelson, our school's librarian for creating this "how to" for our students!

**I am specifically not giving them a number of revisions or edits they need to make in order to assess what they do naturally. For the second draft, I will give them a specific number.

**Shout out to Mike Kalin who gave me this idea in a blog he wrote**

10 minutes

**Active Engagement:**** **I will say, “Now you are going to start typing your first draft (after they have logged on or created an account). After about 10 minutes I will ask my different levels of learners their examples of what they have revised for so far (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 successful writers practice the **skill** of typing out their first draft in order to think through their wrting for revisions and edits. They then type out their first draft and make changes as they go.

25 minutes

**Independent Practice:** Students will be then be directed finish typing their essay. I will confer with them as they work by using the Possible Conferences for Typing a First Draft conference sheet.

5 minutes

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.

For closing today students will “share” their Google Doc with me so I can assess their revisions and give them specific things to look for, for peer editing tomorrow. I will have them add to the end of their essay, “Today___________came naturally for me while typing my persuasive essay. I had trouble with_________________. What they had trouble with, will become their goal.