In this lesson, students will continue their analytical essays with a focus on the writing process. They will use the writing group protocol to bring structure to their peer editing groups.
Writing Process Reflection
- Students should reflect honestly on the difficulties they had with the writing process thus far.
- SWD: You can try to take the stress out of this activity by asking students to speculate on troubles that other people might be having with writing. Couch the discussion in terms of soliciting helpful suggestions for people who have trouble with different aspects of the writing process. Ask students to identify categorical aspects of the writing process that others might be struggling with, and capture student suggestions for how to work through difficulties. This reduces the fear of exposure that can hold students back from participating fully in discussions and brainstorms about the writing process.
- To protect confidentiality, students do not need to share these writings with the class. You might, however, have them share their reflections with you.
- Circulate around the room, checking in on students who seem to be struggling with what to write or with the writing process in general.
- ELL: You can have these students submit this reflection to you to identify those who may be struggling with revisions at this point.
Take a few minutes to share your thoughts on the writing process thus far.
- What difficulties have you had?
- What do you know you still need to work on?
- What part of your essay do you feel is the strongest?
- Did you take any of the advice from your writing group? Why?
Peer Feedback Groups
- Using the rubric, students should work with their group members and review essays.
- ELL: It can be especially helpful for these students to review the rubric process and content before they work independently.
- SWD: Keep in mind that for some students, reading aloud in a group can be stressful. Consider having these students work with a partner or adult who can read their own essay back to them.
- Remind students to take careful notes on their group's feedback. If feasible, have students share their notes with each other electronically during class.
- As students work in groups, move from group to group making sure students are following the protocol.
- The purpose of having students read their own essays aloud is to encourage ownership and comfort sharing work with others and to become aware of things they hadn't noticed before.
Read and give feedback on initial essay drafts. Before you begin, review the Informational Writing Rubric. Then follow the subsequent writing group protocol.
- One group member, the writer, reads his or her own paper aloud.
- Other group members take notes or write down comments and questions without interruption.
- Group members share comments and questions, focusing on how the writer could achieve a top score on the rubric. The writer notes group members’ ideas but does not respond until everyone has shared.
- The writer responds and asks question about the group members’ comments.
- The group repeats the process for each group member.
- Have students share with the whole class if time permits. You could also ask them to share with a partner or with their writing group members.
- If you wish, collect these from students and then ask in the next lesson whether they accomplished what they set out to do.
Take a few moments to write down your thoughts.
- How will you focus your work as you integrate feedback and revise your short essay?
Submit your writing to your teacher.
- Encourage students to meet with you before the essay is due if they have not done so already.
- SWD: Students who are allowed additional time to complete work can submit drafts ahead of the next lesson for review. Make specific arrangements for due dates for students who get extra time, so that your expectations are clear (and in writing) for students to use to inform their planning.
- Revise your essay. The final draft is due in the next lesson.