This lesson plan has students revise narrative writing drafts based on feedback from rubrics. Students review rubrics from previous lessons and rewrite their drafts, incorporating necessary changes. The teacher models this process by rewriting part of a sample draft while referring to its rubric. Students then independently rewrite their own drafts using rubric feedback, and partner check each other's revisions against the rubrics.
This lesson plan has students revise narrative writing drafts based on feedback from rubrics. Students review rubrics from previous lessons and rewrite their drafts, incorporating necessary changes. The teacher models this process by rewriting part of a sample draft while referring to its rubric. Students then independently rewrite their own drafts using rubric feedback, and partner check each other's revisions against the rubrics.
This lesson plan has students revise narrative writing drafts based on feedback from rubrics. Students review rubrics from previous lessons and rewrite their drafts, incorporating necessary changes. The teacher models this process by rewriting part of a sample draft while referring to its rubric. Students then independently rewrite their own drafts using rubric feedback, and partner check each other's revisions against the rubrics.
This lesson plan has students revise narrative writing drafts based on feedback from rubrics. Students review rubrics from previous lessons and rewrite their drafts, incorporating necessary changes. The teacher models this process by rewriting part of a sample draft while referring to its rubric. Students then independently rewrite their own drafts using rubric feedback, and partner check each other's revisions against the rubrics.
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8
Lesson
Revising the Draft
P erformance Objective: Independently, SW utilize the completed narrative writing assessment rubric from the previous lesson to rewrite their drafts scoring at least seven out of ten on the new narrative writing assessment rubric.
Resources or Materials Needed: SW need their StoryBoard That print-outs, their written drafts, and their completed narrative writing assessment rubrics from previous lessons. In addition, SW need handwriting paper, a pencil, and an eraser. TW need his/her StoryBoard That graphic organizer print-out from a previous lesson. In addition, TW need to prepare a completed written draft of their personal narrative including errors as well as a completed narrative writing assessment rubric that points out the errors. TW also need a SMART board or overhead projector.
Time: 60 minutes.
Step 1: Pre-Instructional Activities: Independently, SW review their written drafts and completed narrative writing assessment rubrics from the previous lessons. SW be given Think Time to think about the changes they will make as they rewrite their drafts.
Step 2: Content Presentation: TW display and read his/her written draft with errors and the completed narrative writing assessment rubric. TW model rewriting a few sentences incorporating the corrections based on the assessment rubric.
Step 3: Learner Participation: SW independently rewrite their drafts incorporating the necessary changes stated on the assessment rubrics.
Step 4: Assessment: SW switch their rewrite papers with their partners’. SW check their partners’ rewrites using the Narrative Writing assessment rubric (See Lesson 7 – Assessment (7)). SW return the rewrites to their owners and give them the completed assessment rubrics for their papers.
Step 5: Follow-Through Activities: SW review the completed final assessment rubric and the rewrite observing any changes that need to be incorporated in preparation for editing the rewrite in the next lesson.
Lesson Plan Summary: The main instructional strategies used in this lesson plan are explaining and modeling. During the content presentation, the teacher models how to use the assessment rubric to rewrite his/her written draft. During the learner participation, students independently perform the same task. These instructional strategies support the Cognitivism learning theories, by helping students to organize knowledge (Ertmer, 1993, p. 52). In addition, the instructional strategy, corrective feedback is used as a reinforcement to positively impact performance which is a Behaviorism strategy (Ertmer, 1993, p. 49).
