Group Size: Any
Time Required: 60 - 90 minutes
Learning Objectives: Students will be able to...
Synthesize their learning from a WebQuest to draft a letter to President Roosevelt from the perspective of an individual living during the Great Depression
Edit a classmate's letter for content, organization, spelling and mechanics
Please Do Now (attached)
Web Quest Packet (contained within the Lesson 1 folder)
Overhead transparency of editing marks -- If you do not have one that you typically use with student writing, look over these resources for inspiration and create a transparency that fits your needs:
Do Now: (Students (S) will begin by completing the Do Now, which requires them to edit sentences for spelling and mechanics and to combine sentences. After allowing students time to complete this task, the teacher (T) will facilitate a pair/share.)
Connection: We've spent the last three days building our background knowledge about life in the 1930s so that we're prepared to begin our literature circle novels. Today we will synthesize that background knowledge by writing a letter to President Roosevelt from the perspective of an individual living during that time period.
Direct Instruction / Guided Practice: According to the pacing guide, which is located on the front of your webquest packets, what are we accomplishing today? (T will take student response. Target: Concluding the first draft and peer-editing.)
Link: You will have 30 minutes to complete your rough drafts. Remember to use the rubric on the front of your WebQuest packet as a guide. I will let you know when the time is up so that we can move on to the next step in the writing process, peer editing.
If you finish before the 30 minutes are up, look over your work to check for content, organization, spelling, and mechanics, then enjoy reading your literature-circle novels!
Independent Practice: (S will conclude their first drafts. T will allow students 30 minutes to conclude this draft, during which time (s)he will circulate to respond to student questions and to ensure that all students are on task.)
Thirty minutes have passed, so it's time to do a bit of peer editing. Before you jump in, though, let's quickly agree upon some peer-editing norms. What should we keep in mind as we're editing each other's papers? (T will solicit norms from students. Recommended: include positive comments, constructive criticism only, edit in pencil if possible, etc.)
T will place editing marks on the overhead for student reference and facilitate peer editing. Recommended: Allow 10 silent minutes for editing, 5 minutes for quiet conversation with your editing partner.
If the class follows a block schedule, there should be adequate time for students to read independently, whereas 60-minute classes will likely want to move directly on to the share and closing.)
Share/Closing: Our peer-editing (or reading, if you follow a block schedule) time is up for today.
(If S just concluded peer-editing, T will facilitate a whole-class share about one piece of helpful feedback your editing partner gave you. If S had the opportunity to read, T will facilitate sharing with table partners or literature circles about what students are reading. T will allow time and circulate to ensure that talk is accountable.)
Before we pack up for the day, let's revisit the pacing guide to see what tomorrow will hold. (T will select a student to share tomorrow's assignment with the class.)
Differentiation: Literature circle novels are differentiated by reading level and by choice. Peer-editing. Recommended project accommodations are as follows:
1. Extend the amount of time provided for student(s) to complete the project.
2. Read the project questions and/or reading passages aloud to auditory learners.
3. Permit the student to complete the project in a distraction-free environment (ie: a study carrel).
4. Enlarge font size. Consider placing one research question on each page.
5. Highlight project directions or key words in project directions.
6. Provide students with outlines or mind maps to facilitate prewriting instead of asking students to create their own.
7. Permit student(s) to type their responses to research questions.
8. Permit student(s) to type their letters.
9. Decrease the writing requirement for student letters to a three-paragraph response comprising introductory and closing sentences (in lieu of introductory and closing paragraphs)