Jason Haap is a frequent contributor to Winnsboro Library claims that he has never passed gas in public, handed in anything late, nor watched the morally-corrupting MTV network for anything other than research in how to better serve wayward teens.
Objective: The students will use their scoring guide to assess their writing with a partner. They will edit their work, make changes, and write their final copies.
2 Minute edit:
Display the following sentence on the board.
She didnt know that erica wus watching her the hole time.
Have students spend 1 minute talking with their teams about the sentence. They should try to identify all of the mistakes they see.
After one minute have a class discussion about how to fix the sentence. Make the corrections on the board.
She didn’t know that Erica was watching her the whole time.
Review procedures for editing. Explain how to use the scoring guide to check their compare and contrast essay.
Students edit their own work for spelling, capitalization, and punctuation.
Students use their scoring guide to review their work and ensure they have all of the items described on the scoring guide.
Students share their work with a partner, get feedback, and make any additional changes to their writing before writing their final copy.
Give students time to edit their writing pieces.
Students should check for and corrected spelling, capitalization, and punctuation errors.
Then students should use their scoring guides to check that their writing has all of the required parts.
Students share their writing with a partner. Their partner can use the scoring guide to give feedback on their writing piece. Any additional changes can be made at this time.
Distribute lined paper for students to write their final copies. Encourage them to take their time and make all of their corrections in their final copies.
Students’ compare and contrast essays final copies should be evaluated for completeness and accuracy.
How did your partner’s feedback help you improve your writing?
Objective: The student will listen to student presented work and give feedback.
Review procedures and etiquette for “Author’s Chair.” Model how to read in a loud clear voice. Explain the expectations for giving compliments and encouragement.
Students take turns reading their writing pieces to the class.
Students should call on classmates who want to share compliments or comments with the author.
Students should be assessed through direct observation of on task behavior, active listening, and participation.
To what extent did these lessons help the students meet the objectives of the unit?
Which students require re-teaching, and of which skills or concepts?
What skills or content needs to be taught next?