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

• Whole class discussion – what does ‘process’ mean? Writing process?

• Then what are the steps in the writing process.

Day 1

• Review of the writing process

• Students work in groups rotating between posters to create a poster for each step of the process.

Clarify Purpose of Steps

Students return to their seats, and write a 2-5 sentence response –

• What is the difference between revision and editing?

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.

Clarify Purpose of Steps

• Students revise their descriptions of revision & editing & share with partner.

• Names are drawn for several descriptions to be shared.

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.

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.

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.

Dismissal

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

Day 2 Bell Ringer

What is the difference betweenrevising and editing?

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.

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.

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

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.

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)

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)

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

writing portfolio

Interaction

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

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

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.