Subject: Composition Grade: 11
QCC(s) 32, 41, 42
·
Adjust
their use of spoken, written, and visual language to communicate with a variety
of audiences and for a variety of purposes.
·
Apply
knowledge of language structure, language conventions, media techniques,
figurative language, and genre to create, analyze, and discuss print and
nonprint texts.
·
Participate
as knowledgeable, reflective, creative, and critical members of a variety of
literacy communities.
Introduction: As we discussed on Friday everyone who turned in the writing
assignment on that was assigned over the weekend will get an opportunity to get
feedback from three people. I have
already given you my comments on the piece of writing and two of your peers
will get an opportunity to comment on the work as well. Remember give specific and detailed
feedback.
Specific
Objective: Students will:
·
Judge
literature critically based on personal response, technical clarity, or literal
clarity.
·
Recognize
different contextual structures and adapts vocabulary and comprehension
strategies appropriately.
·
Improve
ability to use standard American English in prepared presentations.
Procedures: The teacher will:
1.
Connect
assignment to previous assignment.
2.
Briefly
review the guidelines to peer editing.
3.
Distribute
the papers to the students.
4.
Monitor
the editing process and assess each editor’s work.
5.
Assist
any students that need help or feedback.
6.
Discuss
tomorrow’s lesson.
Closing: I hope this assignment has helped with the process of completing
your paper, which is due on Friday the final day of the grading period. Tomorrow we will be looking at “Advancing
Luna and Ida B. Wells” By Alice Walker.
We will be looking at the obvious similarities the story has with To
Kill a Mockingbird.
Evaluation: See Handout
Materials: Pens,
Assignments:
Extenders/Back-Up
Activities: Read To Kill a Mockingbird
Provisions
For Individual Differences:
Teacher
Notes: I will remind the students of giving
positive as well as negative feedback.
Remember you want the person to be able to improve the paper in some way
and your feedback will be graded and you be asked to defend why you made the
statements that you made so be thoughtful when doing the editing. The better the feedback the better that
person’s next draft will be. If your
feedback is thorough, the person’s next draft to the paper will probably be
more thorough. Try to stay away from
differences in style such as diction.
In some situations there can be more than one effective way to state
something. Keep this in mind. Make sure that every editor has a copy of
the editing checklist and they understand each of the items on the list. Consider class dynamics when passing out the
papers if students have had problems with each other in the past you may want
to give them someone else’s paper. Read
through the checklist with the class.