Archive for February 3, 2020

Peer Editing!

Standard: 

  • ELAGSE9-10W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and including grades 9–10.)

Learning Target: I can strengthen my writing by editing and revising with a partner, in order to make sure I have achieved the purpose of informing my audience about my social issue.

Opening Session: Today we’re going to be peer editing your social issue essays! Any edits you or your peer make will count as part of your final draft – as in, if you insert a comma or fix a typo, we will not count those as errors when grading your essay.

While Mrs. Jones passes back your printed essays and some markers, let’s go over these editing marks!

Work Session: Today you’re going to have the first 30 minutes of the work session to read and carefully edit your partner’s paper. You need to go through line by line and mark anything you see wrong or confusing. Read the paper out loud! Talk about it with your partner! Make comments as well as editing marks! Mrs. Jones, Ms. Hannah and I have not graded these yet, so this is your chance to make sure you have the best possible paper to turn in!

Here is your Peer Editing Checklist!

Social Issue Essay Peer Editing Checklist

Essay Author: ____________________ Edited by: ___________________

  • 12-point, Times New Roman, double spaced
  • MLA Heading (Student name, teacher name, class name, date)
  • Title
  • No extra space between paragraphs
  • Paragraphs are indented
  • Works Cited at the end
  • At least 2 sources cited in the paper and in the Works Cited
  • At least 4 quotes in the paper
  • You can identify the thesis statement (hint: last sentence of the first paragraph. Does it tell what the paper is going to be about?)
  • No contractions – write out words like “can’t” and “don’t” as “cannot” and “do not.”
  • Numbers should be written out in words (write “four” instead of “4”)
  • Check for capitalization errors (capitalize proper nouns, the beginning of a sentence, etc.)
  • Check for punctuation errors (period at the end of a sentence, commas in a list, etc.)
  • Check for word choice errors (your/you’re, too/to/two, their/there/they’re)
  • Check for spelling errors
  • Check for slang or “texting” abbreviations (b/c, u, ur, idk)
  • Underline and make a note about anything that confuses you.

After your partner has thoroughly edited your paper, you will have a chance to make your own changes and edits. Take the last 15 minutes of the work session to make your paper perfection!

Closing Session: Tomorrow we are going to be recording Flipgrid videos to give a mini-presentation of your social issue. Your video maxes out at 5 minutes, and you should use at least 3 of those minutes to explain your issue. Although you don’t want to just read your paper (booooor-ing!) you should use your paper as a guide to make sure you completely explain your social issue. Use the last few minutes of class to prep for Flipgrid, because we will be recording them tomorrow during class.

Assessment: Summative: Essays are a major grade

Differentiation: Process (scaffolding, graphic organizers, checklists)

Social Issue Essay, DUE TODAY!

Standards

  • ELAGSE9-10W2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Georgia ELA
    • ELAGSE9-10W2.a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Georgia ELA
    • ELAGSE9-10W2.b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. Georgia ELA
    • ELAGSE9-10W2.c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. Georgia ELA
    • ELAGSE9-10W2.d Use precise language and domain-specific vocabulary to manage the complexity of the topic. Georgia ELA
    • ELAGSE9-10W2.e Establish and maintain an appropriate style and objective tone. Georgia ELA
    • ELAGSE9-10W2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Georgia ELA

Learning Target
Students will draft an essay about a social issue that affects their culture or community.

Opening Session
Let’s review how to turn in your essay when you’re finished with it!

Work Session
You will have the entire class period to draft your essay! Here are the requirements:

  • 750-1000 words
  • MLA format, including parenthetical citations and a Works Cited page
  • Citations from AT LEAST 2 sources
  • AT LEAST 4 quotes total (but more is better!)
  • You must explain a social issue to me AND explain how that issue affects your culture. You do NOT need to go into detail explaining your culture – you did that on the last essay!
  • You should also explain how your social issue can affect at least one other culture besides your own.
  • Your essay should be well-organized and include an introduction, body, and conclusion.

Closing Session
TURN IT IN!!!!

Assessment
Summative (social issue essay)

Differentiation
Process (scaffolding, outlining, graphic organizers), Interest (topic choice)