1. Writing Process Review - 8th Grade
Freyja Bergthorson

2. 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.

3. 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.

4. Day 1 Review of the writing process
Students work in groups rotating between posters to create a poster for each step of the process.

5. Clarify Purpose of Steps
Students return to their seats, and write a 2-5 sentence response –
What is the difference between revision and editing?

6. 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.

7. Clarify Purpose of Steps
Students revise their descriptions of revision & editing & share with partner.
Names are drawn for several descriptions to be shared.

8. 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.

9. 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.

10. 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.

11. Dismissal
Draw names or ask questions to whole group for dismissal.

12. Day 2 Bell Ringer
What is the difference between
revising and editing?

13. 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.

14. 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.

15. 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

16. 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.

17. 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)

18. 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)

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

20. Interaction Think-pair-share Class discussion Rotation groups
Writing groups (multiple times)

21. 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

22. 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.