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Writing Process Review - 8th Grade

Writing Process Review - 8th Grade. Freyja Bergthorson. 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

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Writing Process Review - 8th Grade

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  1. Writing Process Review - 8th Grade FreyjaBergthorson

  2. 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.

  3. 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.

  4. Day 1 • Review of the writing process • Students work in groups rotating between posters to create a poster for each step of the process.

  5. Clarify Purpose of Steps Students return to their seats, and write a 2-5 sentence response – • What is the difference between revision and editing?

  6. 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.

  7. Clarify Purpose of Steps • Students revise their descriptions of revision & editing & share with partner. • Names are drawn for several descriptions to be shared.

  8. 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.

  9. 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.

  10. 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.

  11. Dismissal • Draw names or ask questions to whole group for dismissal.

  12. Day 2 Bell Ringer What is the difference between revising and editing?

  13. 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.

  14. 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.

  15. 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

  16. 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.

  17. 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)

  18. 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)

  19. Strategies • Think-pair-share • Rotations • Partner work (sensory details lists) • Small group / writing group • Categorizing features (review) • Self-evaluation – highlighting of examples & writing portfolio

  20. Interaction • Think-pair-share • Class discussion • Rotation groups • Writing groups (multiple times)

  21. 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

  22. Review & Assessment • Features sort = review of key vocabulary • Group work and individual self-assessment provides ongoing, relevant feedback. • Use of take-out box names to increase participation when needed.

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