writing process review - 8th grade freyja bergthorson
Post on 25-Dec-2015
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Students Record Objectives (Bell Ringer)
• I can list the steps in the writing process.
• I can explain the difference between the steps.
• I can write a summary of the differences.
Day 1
• Review of the writing process
• Whole class discussion – what does ‘process’ mean? Writing process?
• Then what are the steps in the writing process.
Day 1
• Review of the writing process
• Students work in groups rotating between posters to create a poster for each step of the process.
Clarify Purpose of Steps
Students return to their seats, and write a 2-5 sentence response –
• What is the difference between revision and editing?
Clarify Purpose of Steps
• Students realize they are uncertain of the difference between revising and editing.
• Class discussion reveals that the purpose of revising is to make writing BETTER, while editing makes writing CORRECT.
Clarify Purpose of Steps
• Students revise their descriptions of revision & editing & share with partner.
• Names are drawn for several descriptions to be shared.
Introduction of Sensory Detail / Show Don't Tell in Writing
• Brainpop video • Discuss Twain and Chekov quotes on
written expression (from Flipchart)• Volunteers read model paragraphs from
flipchart that contains sensory detail and describes a situation (bus ride to school) rather than telling the reader.
• Students use graphic organizer to plan sensory details to use in a short written exercise.
Small Group Share
• Students share their sensory detail exercises with a group of 4. Each group selects a best example to share with class.
• Each student circles all the sensory words they used. All stand, sit down when the number they used was called out.
Small Group Share
• Document camera is used to display selected samples of student paragraphs.
• Names are draw to identify sensory detail words & identify the sense.
Day 2• Revision of writing territories or stepping
stones drafts. (WT and SS are strategies to make lists of topics the writer might be interested in - self-selected topics)
• Worked with 2 peers to determine revisions that would improve their stories.
• Set individual revision goals for the assignment.•Homework = revise and type stories.
Day 2 - Active Study for Quiz
• Bell Ringer - students work on study guide for review of writing process, sensory details and book title quiz next class.
• Group revision of weak paragraph & sharing using document camera.
• Accommodation for reluctant writers - sentence strips to organize rather than write out information in outline form.
Day 3 - Self-Evaluation
• Students compare rough draft to 'final' of writing territories / stepping stones essays, and evaluate their use of sensory details and revision in the final copy.
• Student quiz on writing process and sensory details
Lesson Preparation
• Students recorded content and language objectives (bell-ringer)
• Students realized they were confused as a result of the rotations.
• Students built their own definition for the difference between revision and editing.
• Students applied learning to revise previously written assignment to include sensory details.
Building Background
• Connect purpose of writing process to recurring student assignments / activities across multiple subject areas.
• Rotation ensured students activate their previous understanding.
• Key vocab identified and emphasized (process, revision, editing, sensory detail)
Comprehensible Input
• Students repeat back instructions prior to moving to groups to ensure they understand.
• Use of paired & whole group discussion.• Use of teacher generated and student writing
samples (document camera).• Features sort (during review)
Strategies• Think-pair-share• Rotations• Partner work (sensory details lists)• Small group / writing group• Categorizing features (review)• Self-evaluation – highlighting of examples &
writing portfolio
Lesson Delivery• Assessment indicates students master the
objectives.• Written work and self-analysis• Multiple opportunities for on-topic
conversations• Use of timer (P-board) helps keep students on
track during individual work periods & group sessions.
• Role of positive reinforcement
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