Editing and Revising Compare and Contrast Text Structures
Lesson 6 of 11
Objective: SWBAT edit and revise their compare and contrast writing in order to ensure they are being clear and coherent.
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, “For the past couple of days, we have been writing about our inventions using specific text structures. Today we are going to edit and revise our compare and contrast writing in order to ensure we are being clear and logical.
Teach: I will say, I am going to practice the skill of editing and revising my own writing. I am going to use the strategy of reviewing it myself using a rubric. The process I will use is as follows:
1) Read over the rubric
2) Annotate with a readers marks changes I need to make for revising and editing
3) Rewrite my piece."
Then I will show the students how read through an anonymous student’s writing, edit and revise with readers marks by following the rubric. The peer editing part will be used for tomorrow's lesson. Here is how I used the rubric with this lesson.
Active Engagement: I will say, “Now you are going to read your writing and annotate the changes you need to make. After about 10 minutes I will ask my different levels of learners what they edited or revised for in their writing (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 it is always important to read over your writing in order to understand if you were clear and coherent. Successful writers review the requirements of the structure they are writing in and edit and revise in order to complete another draft.
Independent Practice: Students will be then be directed to write another draft* while I confer with them.
*This is the final draft of just this structure but they will synthesize all three types of text structure wring into one piece.
Partner Work: Students will be directed their editing and revising with their partner. I will say, “Decide who will be partner A and who will be partner B. Partner A you will share the work you did on your writing today. Partner B, I want you to listen if Partner A made changes according to the rubric. Give your partner feedback as to how they could make additional changes, you could say, “Maybe you could try....” Then switch.” .
For closing today I will have them turn in their drafts. This will give me an idea of what I need to teach into for peer editing tomorrow.