Revision Day: Determining What Worked and What Didn't in Board Games

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SWBAT develop and revise their writing by incorporating peer feedback into their "Catcher in the Rye" board game review.

Big Idea

Revision skills extend beyond essay writing; practice in other scenarios makes perfect!

Introduction & Welcome: It's Houseplant Appreciation Day!

5 minutes

As I am out as a chaperon  to a student conference, I ask the sub to welcome students to  "Houseplant Appreciation Day," and establish our goals for the day:

1. Complete any needed revisions of the board game project.

2. Individually or collaboratively, review for the final exam.

Once students have been informed of the goals, the substitute will go through the directions (see below), and students are free to move into their groups. 

As always, noting the Daily Holiday is to build a sense of community and trust among the students, as well as "hook" them for the day. The sub plants note to put "House Plant Appreciation Day: Ted the Geranium says, 'Thanks!'" on the board; the artificial geranium has been used as a symbol for nature during our study of Transcendentalism and for various other roles throughout the semester.  

Board Game Project: Opportunity for Revision

20 minutes

The substitute is instructed to share the following:

1. As a Board Game Design Group, read over the Board Games Critiques completed by the group that played the game yesterday. Make any necessary revisions based on players' feedback on the critiques: develop and strengthen the game's rules, questions, and review of the novel by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most needed based on the critique sheets (W.9-10.5). Students may use the classroom computers if needed. Play through the game an additional time to ensure all of the requirements on the rubric are met.

The purpose of providing students revision ties into the original "Design Process" model addressed when students began the project (see the attached directions). After assessing the success or failure of the game as a review of the novel, students can "tweak" any details needed for "publication" (in this case, grading). Practice of revision skills carry over to essay and to other writing. By working collaboratively, students are able to draw on each others' strengths and perceptions in the revisions. 


Final Exam Prep: Student Questions and Review

20 minutes

The substitute is instructed to share the following:

2. When revisions are complete, review for the final exam. Students may review individually or with their groups, the final review has space for students to take notes. The review guide advises that, since the final exam is primarily skills-based, the best way to study is:

A. Know the definition of each term.

B. Know an example of the term from the reading.

C. Be able to explain how or why the term is utilized in the literature.

The semester final exam assesses students ability to read and comprehend literature, including stories, dramas, and poems (RL.9-10.10), as well as literary nonfiction (RI.9-10.10) in the grades 9-10 text complexity band proficiently. The questions on the final exam are drawn from all material we have studied this semester, with a focus on questions that require students to be able to use the skills we have practiced this semester, rather than require recall of minutiae from the readings. Students are presented with multiple choice and short answer/free response questions at the appropriate level of skill (W.9-10.10) that evaluate their understanding of these skills. The Core Standards focus on practical, skill-based learning, so our summative evaluation follows a benchmark or standardized test format, with passages from the works we have studied or from the same authors, and questions that evaluate their ability to recall, use, and evaluate the skills we study in context. Students are presented with those skills on the above-attached review. As many of the questions are drawn from and adapted from our textbook, they are not reproduced here.

Working individually or collaboratively, students choose the means of study most effective for themselves. Students are given the opportunity to review, giving them the opportunity to focus on that which they find most challenging or on which they feel most comfortable. During this time, they can take note of those ideas they cannot remember, struggle with, or feel confident, bringing these to our next class discussion. 


Wrap-Up & Reminders

5 minutes

The sub is asked to have students return their desks to rows, to remind students that the board games will be graded on Monday (this class period is a Friday), and we will wrap up "The Catcher in the Rye" that Monday.