Group Size: Any

Time Required: 60 - 90 minutes

Learning Objectives: Students will be able to use MLA citation to respond to a short-answer question 


Student Worksheet #12 (attached)
Rough Draft and Final Draft sheet (attached)
Overhead transparency of editing marks -- If you do not have one that you typically use with student writing, look over these resources for inspiration and create a transparency that fits your needs:

Sandra Effinger's Proofreading Marks
Emil Pocock's Common Editing and Proofreading Marks
Stacy Daniels' Editing Marks

Homework sheet (attached)
If students cannot take Night home, copy pages 81 - 84 for all students to take home for homework.|Post-it notes (so that students can code their novels)
Night by Elie Wiesel (one copy for each student)

Do Now: (Add a Do Now to the Student Notes so that students have something to complete upon entering the room. I like to use this opportunity to spiral skills from prior lessons or to ask students to journal about a life experience that might help them to make a connection with today's lesson.)

Connection:  Today you will once again work through the entire writing process to create a published draft of an open-ended question response. This will give you the opportunity to practice your timing and to get some quality feedback from your instructors so that you can improve your craft.

Direct Instruction / Guided Practice: Today you will have an extended time to write, peer edit, and finally, time to add any final touches to your writing before handing it in for feedback.

It's extremely important to you pace yourself, and I'll help you to hold yourself accountable for sticking to the pacing as we move along.

Let's take a look at the question you'll be answering today, because there is a bit of a twist.  (Distribute Rough Draft / Final Draft sheets.)

You will notice that most of the question is familiar.  It is inspired by the analysis you should have completed last night for homework.  Therefore, there is no additional reading at the beginning of the class period today.  Instead, you can jump directly into writing.

But there is something else.  We've been working very hard to cite evidence from the text using proper MLA citation, and you will be expected to continue to do so today.  However, part of your question does not require you to use MLA citation.  Can anyone offer a suggestion as to what part that might be?

(Take student responses.  Target: The third strand of the question.)

Why would it not be appropriate to offer citation in response to this strand of the question?  (Target: The question is asking you to make a text-to-self connection.  It would actually be more appropriate to offer an explanation of your personal qualities or an anecdote in which you displayed qualities like/unlike those of the young woman in the passage.)

Link: As you can see, the schedule is on your notes for today. Your first step is to take 25 minutes to respond to the open-ended question. You are welcome to use last night's homework for inspiration as you like. I'll notify you when 20 minutes have passed so that you can retrieve reference materials if necessary.

Independent Practice:(S will read silently and respond to open-ended question.

At the twenty-minute mark, remind students that they may begin using dictionaries and thesauruses if they would like to do so.)

Direct Instruction / Guided Practice: Although you should be familiar with all editing marks, you can take a look at the transparency on the overhead projector if you need a refresher.

Link: You should now switch papers with the person sitting directly next to you. In pencil only, add comments and suggestions to their paper, just like you would in writing class. Feel free to use any editing marks you may know. You will have 8 minutes to complete this step silently, and you should add as many comments as you can because these responses are being graded. If you finish early, feel free to read.

Independent Practice: (S will read each other's papers and make comments, silently. Allow time.)

Direct Instruction / Guided Practice: Our next step is to share feedback with our partners. Make sure you're keeping it positive and productive, as it can be challenging to receive feedback.

Link: You now have 7 minutes to share your feedback with the other person. If you finish early, take the remaining time to make any changes you may wish to make based upon the suggestions and feedback you received from your partner.

Independent Practice: (S will conference with partners. Allow time.)

Direct Instruction / Guided Practice: Finally, you have the opportunity to publish your work.

Please publish your final draft on the back of the Rough Draft sheet, on the side that reads "Final Draft."  If you finish early, you're welcome to move on to today's reading assignment, which appears at the bottom of your notes.

Link: Now you have 15 minutes to work independently to publish your drafts. You may begin.

Independent Practice: (S will publish their papers silently. Allow time. Then collect.)  You may now move on to reading our pages for today,which appear at the bottom of today's notes.  You should read and code the text until the conclusion of class today, while I look over your writing samples.

(T will quickly look over today's writing samples and conference one-on-one with students who would benefit from addressing misconceptions and errors immediately.  T may allow those students to make changes to their writing immediately.)

Closing: Great work today! I look forward to reading the rest of your responses.

Now let's take a look at our homework for this evening. (T will distribute and review homework sheet with students and distribute copies of Night pages if there are not sufficient copies of Night available for students to take home.

(T will review all open-ended question responses in preparation for the next class to identify misconceptions and trends in student writing. T will give targeted feedback to each student that will push him/her to the next level in his/her writing. T will NOT, however, assign grades. Finally, T will identify no more than four students who would benefit from additional support in the next class.)

Differentiation: Literature circle and pleasure reading novels are differentiated by reading level and by choice. Peer editing.


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