![]() Make a list of the strengths on one side of the board, and if you run across a weakness in this process, jot down a reminder on the other side that you can discuss further later. Guide this process by talking through your thoughts to model for students, but invite them to be involved as much as possible. Then evaluate the characters, setting, plot, theme, descriptions/details, and figurative language. It has elemental omissions, grammar and usage errors, etc.) “What do you like best about this writing-a character, a sentence, a description, the theme?” Ask students to identify the strengths and weaknesses in the writing. (Note: This sample is not meant to be a model piece of writing, but an authentic student sample that has strengths and weaknesses so that it can be critiqued. Let’s read it together first.” Give all students a copy of a sample of student writing ( LW-6-2-3_Sample Student Writing.docx). I will show you a sample short story and we will talk through how to revise it. Collect students’ drafts and make copies of the drafts before beginning Part 3 of this lesson. (Alternatively, the rough draft may be assigned as homework.) Tell students that later in the lesson they will read and respond to the short story drafts of their classmates as well as receive feedback on their own drafts, in preparation for writing a final draft of the story. Students write a rough draft of their story in class, based on their completed graphic organizer and student feedback from Lesson 2. ![]() ![]() Students see new activities modeled before working on them in groups, and work in groups before working individually.īy the end of the lesson, students are prepared to write their own final drafts, benefiting from numerous opportunities to apply what they have learned to a specific story, as a class, as a group, and individually.įocus Question: How do you revise a short story draft in order to have a polished final draft? Students have the opportunity to discuss and compare their responses and creations to those of their classmates and to determine the revisions necessary in their own stories. Students examine the elements of their own short story and practice analyzing them with the rest of the class, in groups, and individually.Īlternating the analysis and revision of story elements and practicing writing techniques allows students to strengthen their own final drafts. ![]() Students work on their own stories and have the opportunity to evaluate the stories of their classmates as well as give and receive constructive feedback. Students will work on revising their first story drafts for characterization, plot, conflict, setting, showing instead of telling, and theme. Scaffolding, Active Engagement, Modeling, Explicit Instruction W:
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