Lesson: Editing (Through a Jigsaw) a Narrative About Nature (Science)

Lesson: Editing (through a jigsaw) a Narrative about Nature (Science)

Tuesday, July 02, 2013

4:42 PM

Subject(s) & Grade Level: 10th Grade English Teacher Name: Meg Hamel

Length of Class Periods: 90 minutes (lesson is 45-60 Minutes)

Stage of writing process: Editing

Standards of Learning:

10.1 The student will participate in, collaborate in, and report on small-group learning

activities.

a) Assume responsibility for specific group tasks.

b) Collaborate in the preparation or summary of the group activity.

f) Collaborate with others to exchange ideas, develop new understandings, make

decisions, and solve problems.

10.6 The student will develop a variety of writing to persuade, interpret, analyze, and

evaluate with an emphasis on exposition and analysis.

f) Revise writing for clarity of content, accuracy, and depth of information.

g) Use computer technology to plan, draft, revise, edit, and publish writing.

10.7 The student will self- and peer-edit writing for correct grammar, capitalization,

punctuation, spelling, sentence structure, and paragraphing.

b) Apply rules governing use of the colon.

c) Use a style manual, such as that of the Modern Language Association (MLA) or

the American Psychological Association (APA), to apply rules for punctuation

and formatting of direct quotations.

e) Analyze the writing of others.

g) Suggest how writing might be improved.

h) Proofread and edit final product for intended audience and purpose.

Applicable NCTE National Standard(s):

1. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
2. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
3. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.

1. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

1. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

General Objective(s):

Student will have watched an episode of Man Vs Wild with Bear Grylls about the Everglades (and extension activity to a story we read by Carl Hiaasen) prewritten (see document below), and written a narrative about a "week in the everglades." Students have been writing to learn about this particulaer environment while also experiencing how authors (like Hiaasen) use their love and knowledge of nature and science as a base for writing. At this stage, students will work together to become master editors of basic punctuation, grammar, capitalization, and spelling then within their writing groups, look at each others' papers for errors and complete the editing checklist activity

1. Identify mechanic and usage errors in a paragraph (supplied by various DOL-style worksheets) (5-7 mins)

1. Collaborate with peers to determine the best rules to focus on for their particular expert group: Grammar/Punctuation/Capitalization/Spelling (10 min)

1. Practice mechanics and usage by playing competitive games in their expert groups (quia/chompchomp.com) (15 Mins)

1. Read and Edit their writing group members' essays by applying the knowledge they just reviewed in their expert groups. They will pass their own papers around the group while each expert corrects and comments on another group member's paper. (30-40)

1. Split students into expert groups and assign the area I want them to focus on for editing.
2. Students will find links to different practice sites on our class's website where they should compete and learn from each other what the basic rules should be (this should be review for most 10th graders)
3. Returning to their writing groups, students will exchange papers focusing on their expert information and edit the paragraphs. They will pass papers along until all stories have been edited!

Extension/assignment: Students will publish and read their essays to each other and post online in our class's website.

Accommodations/provisions for individual differences: Some students will need extra time on these assignments, based on their IEPs. Extra time will be given as the assessment for each of the prewriting stages will be completed with the submission of the final package. Some students will pair up with a strong student to re-explain directions or to help them flesh out their thoughts. If any student is ELL- they'll be able to write in their native language first and will have a simpler set of directions if needed- they might need to practice more or work with another student to make sure they are learning the skill.

Formative/summative evaluation: I'll give participation credit for classwork and homework grade for bringing in their completed draft. Students will get a peer review grade at the end of the marking period for all peer review activities.

Self- and/or peer evaluation: in this particular stage, students will have peer evaluation as part of the editing process. This will be formative and will have a worksheet attached for this particular part.

Products students will create: peer editing documents for each paper

Texts students will read: their peers' essays and grammatically concepts

Materials/resources: links to online resources; editing checklist; essays; prewriting activities; writing activity

<Prewriting Everglades.Setting.INTERVIEW Activity.docx>

<Everglades.Setting.Writing Activity.docx>

<Peer Editing Check List.docx>

Sources for ideas/materials in APA format: n/a

Rationale: Students love TV! In this unit, students get to learn a lot about nature and environments through texts and video. Afterward they get to synthesize what they read and watch by creating a narrative of their own by imagining they have experienced the environment. Part of this is to write to learn about a particular habitat and setting, while the other part is to practice writing. This particular lesson is framed around the editing process.