Lesson Plan English III 2/25/2014 Self-Editing: Highlighting Objective Students will highlight elements of their rough drafts

s and will see which elements and areas are in need of expansion, deletion, or improvement. CCSS CCSS.ELA-Literacy.W.11-12.5 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. Background Students will have turned in and received back their graded rough drafts and individual questions will have already been covered the previous day. Materials 5 different colored highlighters for each student to use, computer with projector, sample paper Students: rough drafts Prep Have boxes of highlighters out for students Have directions projected on screen along with sample paper Procedure 1. While taking attendance, have students grab one of each color highlighter from the boxes and take out their rough drafts (~5 min) 2. Display directions on projector and talk students through them using my sample paper on the screen. Explain each one at a time so everyone is on the same page (~40 min) a. Highlight thesis in pink and all tie-ins to thesis in pink b. Highlight intros to quotes in blue c. Highlight direct quotes in yellow d. Highlight paraphrases in orange e. Highlight explanation or elaboration of quotes in green 3. Remind students what is acceptable and not acceptable as I go (its ok to not have a lot pink, but pink is the most important; you must have green after a yellow; yellow or orange should never start or end paragraphs, etc.) a. No color = background info! Thats ok, too 4. About 5 min before class ends, ask students to take out a slip of paper and write down one thing they learned from the exercise that they need to fix in their draft. Use this as an exit slip (~5 min) Assessment Exit slip Final drafts