Lesson #15
RATIONALE Students have previously summarized Little Red Riding Hood and applied the feminist perspective to this tale. They have written a draft of their rewrite by now, hopefully, and will revise and edit their work this period.
PROCEDURES
OPENER Students will begin by taking the Unit 10 Vocab Practice Quiz on Edmodo to test their knowledge of the words. I will ask them to highlight any words they got wrong on their vocab list to study for the quiz the next day.
BODY OF THE LESSON Students will be asked to take out their story drafts. I will check and see who is ready to Peer Edit, and pair up partners accordingly with the Peer Editing form. I will review the questions briefly and then have students either finish writing or peer edit each other’s work. This form is designed to identify if students have fulfilled their goes in their plan by seeing if their partners identify the same things in their story that they set out to accomplish. Thus even if the peer editor has weak editing skills, they will be a valuable reader of the story. If time and student work allow it, I may ask volunteers to share their work with the class for extra credit.
CLOSURE Students will be advised that they must turn in their story and peer editing form by the next day.
ACCOMODATIONS Students will work individually and with a partner. All information presented will be given to them in the handouts as well as on the PB. Information is organized on a graphic organizer for clarity and ease of use.
ASSESSMENT/EVALUATION The quiz will be graded for completion. Their plans will be graded in conjunction with their rewrites when finished, and their peer editing forms will be marked as well and the editor will receive a grade for their work.
PERSONAL REFLECTIONS / NOTES
PROCEDURES
OPENER Students will begin by taking the Unit 10 Vocab Practice Quiz on Edmodo to test their knowledge of the words. I will ask them to highlight any words they got wrong on their vocab list to study for the quiz the next day.
BODY OF THE LESSON Students will be asked to take out their story drafts. I will check and see who is ready to Peer Edit, and pair up partners accordingly with the Peer Editing form. I will review the questions briefly and then have students either finish writing or peer edit each other’s work. This form is designed to identify if students have fulfilled their goes in their plan by seeing if their partners identify the same things in their story that they set out to accomplish. Thus even if the peer editor has weak editing skills, they will be a valuable reader of the story. If time and student work allow it, I may ask volunteers to share their work with the class for extra credit.
CLOSURE Students will be advised that they must turn in their story and peer editing form by the next day.
ACCOMODATIONS Students will work individually and with a partner. All information presented will be given to them in the handouts as well as on the PB. Information is organized on a graphic organizer for clarity and ease of use.
ASSESSMENT/EVALUATION The quiz will be graded for completion. Their plans will be graded in conjunction with their rewrites when finished, and their peer editing forms will be marked as well and the editor will receive a grade for their work.
PERSONAL REFLECTIONS / NOTES