Putting All the Pieces Together for a First Draft

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Objective

SWBAT plan out a first draft of their memoir by putting all of the components of memoir we have worked on together.

Big Idea

Making it all come together like a Rubik Cube.

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 memoirs using an outline. Today, we will put all our components together into a first draft of one idea we have generated so far. This is the first of three drafts. Each day we will write a new draft of a new idea and focus on a revising or editing skill.

The reason why students complete drafts of three ideas instead of the standard one idea is so they have more practice with writing. When students are just working on one idea and one draft that usually means they are not writing much over the editing and revising days in class. 

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

1) Look through my notebook

2) Gather all the parts I have brainstormed for my memoir

3) Place the parts in a logical sequence in my draft; concentrating on the three main parts, the context (with a point of view and reflection before the moment), the narrative and the reflection. 

I will then show the students how I think though the three main parts and look back in my notebook for them. I make sure I go through each part and check it off on the attached organizer. One of my students explains how a Rubik's Cube is like a memoir;the three main parts of a Rubik Cube are like the three main parts of a memoir. 

 

Active Engagement

5 minutes

Active Engagement: I will say,”You will now take your draft handout and quietly write down your topic and context, before you begin the rest of your rough draft.”  I will check for understanding by quickly reading the first one or two sentence from every level of learner (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard). I am reading to see that they understand the different parts of the sequence and if I need to re-teach a particular part.

Closing of Active Engagement: I will say, “Remember in order to plan out a memoir, 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 look back through the ideas they generated and gather them in order to place them in a logical sequence. They pay close attention to the three main parts of a memoir; the context (with a point of view and reflection before the moment), the narrative and the reflection. 

Independent Practice

25 minutes

Independent Practice: I 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 a memoir that are on the side of the rough draft sheet (context, point of view, reflection, narrative and then a reflection at the end). 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 possible conferences chart.

Partner Work: Students will be directed to share the first paragraph of their memoir. I will say,“Decide who will be partner A and who will be partner B. Partner A you will share your introduction. Partner B, I want you to listen if Part A has the context, their point of view and their reflection. Give your partner feedback as to if they missed anything. Then switch.”. 

 

Closing

5 minutes

Closing:I will ask every level of learner (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard) to share out one of the section of their writing.

I will say, "Pick one of the three sections you think you completed successfully. When I call on you I want you to share either the context with your point of view and reflection, your narrative or your reflection of what you learned after the moment. I am listening to hear if students understand one of the three main components. It is also a chance for students to hear each other's understanding, especially if they were confused about one of the parts. 

For today students will turn in their drafts to me. I want to see if they added all the components of a memoir and check on the volume of their writing.  I am looking to see what revising or editing strategy most students need for the next day.