Organizing a Third Draft
Lesson 9 of 15
Objective: SWBAT organize ideas for a third draft of an essay by reading a non-fiction text.
Today was our big Seahawks Victory Celebration in Seattle. Our students were excited, but also needed to focus on the lesson. I showed them the below video to remind them you need to wait until the proper time to celebrate!:) GO HAWKS!!!
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 brainstormed ideas based on topic in the news, today we are going to read news articles in order to come up with a claim, reason and evidence based on what we read.”
Teach: I will say, “In order to organize another idea of another topic of a persuasive essay, I am going to practice the skill organizing my claim, reasons and evidence and use the strategy of boxes, bullets and brackets. The process I will use is as follows:
2) Use reader’s marks to annotate important details
3) Organize my thoughts into an overall claim with reasons and evidence.
I will show them how I read part of the text and use readers marks. I then show them how I start to draft my boxes, bullets and brackets.
Active Engagement: I will pass out the informational text I have based students choices from the day before. I will have found informational texts from Newsela based on the students’ reading levels. “Now you are going to read the text by annotating with readers marks.”
Closing of Active Engagement: I will say, “Remember, in order to practice the skill organizing their claim, reasons and evidence, writers use the strategy of boxes, bullets and brackets. They read an article of their choice, use reader’s marks to annotate important details and organize thier thoughts into an overall claim with reasons and evidence.
Independent Practice: “Now you are going to organize your thinking into an overall claim with reasons and evidence. You can work by yourself or with a partner.” They are going to work together or by themselves while I confer with them. Attached are two conferences that are indicative of the aspects of this lesson students needed help with today; conferring about how our evidence matching our reasons and conferring about how to find and organize our evidence.
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.
Closing: For today students will turn in their boxes, bullets and brackets.