Assignment #3: Collaborative Planning: Submitted By: Samantha Lohmeyer

Assignment #3: Collaborative Planning
Submitted By: Samantha Lohmeyer
EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2013 Instructor: Karen Powell
Lesson Title: Explanatory Essay Trophies Teacher Edition: Gr.4 Lead the Way Theme 3 Trophies Story: The Cricket in Times Square
Submitted By: Samantha Lohmeyer T.Ed Pages: T89 CCSS: L.4.3a ; W.4.5
A. Summary of the Lesson Plan: DAY 5: Students will use a rubric to grade another students explanatory essay. Students will share their explanatory essays with a partner. B. Student Population: Grade Level: 4th Skill Level: on-level Groupings: whole group; partners C. Materials: 20 copies of rubric found on page T89 of teachers edition Trophies book
students revised essays bulletin board

D. Objectives: Common Core State Standard L.4.3a Choose words and phrases to convey ideas precisely. W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of L.4.1-3.) Learning Targets L.4.3a Knowledge Targets: Students must know that language is purposefully chosen to communicate the author's ideas precisely. Students must know language has an impact on the person reading or listening to it. Students must determine the words that will best express ideas precisely. W.4.5 Knowledge Targets With guidance and support from peers and adults:

Students must know editing includes correcting a piece of writing for mechanical errors in sentence structure and complexity. Students must know writing is recursive; through which the writer is cycling through the phases of the writing process numerous times in the course of developing a single piece of writing. Reasoning Targets
EDRL 442 - Fall 2013
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With guidance and support from peers and adults:

Students must decide how to edit their paper to correct sentence structure. Students must analyze the suggestions given and decide how to revise or edit based on those suggestions. Product Targets With guidance and support from peers and adults:
Students must compose a piece of writing by going through the writing process of prewriting (planning), writing, revising, and editing.
Vocabulary conventions, editing, grammar, mechanical errors, recursive revision, revising, writing process
Student-Friendly Learning Targets L.4.3a Student Knowledge Targets: I know that language is purposefully chosen to communicate the author's ideas precisely. I know language has an impact on the person reading or listening to it. I can determine the words that will best express ideas precisely. W.4.5 Student-Friendly Knowledge Targets With guidance and support from peers and adults:

I know planning is a multi-step process (e.g. generate ideas, gather information, categorize and group findings, and arrange information according to task). I know editing includes correcting a piece of writing for mechanical errors in sentence structure and complexity. I know revising, editing, and proofreading are different processes. I must know English conventions for writing structures. I must know writing is recursive; through which I would cycle through the phases of the writing process numerous times in the course of developing a single piece of writing. Student-Friendly Reasoning Targets With guidance and support from peers and adults:
I can decide how to edit my paper to correct sentence structure.

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I can determine how to improve sentence complexity within a piece of writing. I can decide how to revise my writing to make it clear, informative, descriptive, or convincing. I can analyze the suggestions given and decide how to revise or edit based on those suggestions. Student-Friendly Product Targets With guidance and support from peers and adults:
I can compose a piece of writing by going through the writing process of prewriting (planning), writing, revising, and editing.
Student-Friendly Vocabulary I know that conventions are spelling, punctuation, capitalization, and grammar that help make an essay understandable. I know that editing is correcting a piece of writing for mechanical errors in sentence structure and complexity. I know that grammar is how sentences are constructed. I know that mechanical errors are mistakes in spelling, capitalization, and punctuation. I know that recursive revision is going through the writing process many times. I know that revising is making correct changes to my essay. I know that the writing process is the five steps to writing an essay: prewriting, drafting, revising, proofreading, and publishing.
E. Procedure: 1. Pass out one rubric and students revised essays. 2. Thoroughly re-explain rubric through direct instruction, checking for comprehension by randomly asking students to explain an aspect of the rubric after the teacher explains. 3. Thoroughly discuss the vocabulary terms to make sure students remember them from Day 4. 4. Explain that students will use the rubric to grade, but not correct, their partners essay. 5. Explain that students will partner up and read their essay out loud to a partner, then will score their partners essay on the rubric paper itself. Do not mark on partners essay. 6. Have students choose a different partner than Day 4 (can be a friend) in order to grade each others essays using the rubrics. 7. Allow students 7-10 minutes to read their essays to their partners. Walk around to ensure students are on task. 8. Allow approximately 10 minutes for students to use the rubric to score their partners essay. Walk around to help guide students in this process throughout. 9. Collect rubrics and essays by having students pass them to the paper collector.
EDRL 442 - Fall 2013 Assignment #3 Page 4
10. After grading essays, teacher will post them on the bulletin board. F. Closure: Ask each student to share the place they chose to write about and one reason why. G. Assessment: Assessment Tool Final draft of essay What Is Being Assessed? The tool assesses if students understand how to successfully write an explanatory essay. H. Reflection& Thoughts: Which part of the lesson do you think will be the easiest to teach? I think allowing students to read their essays aloud will be the easiest part. Which part of the lesson do you think will be the most challenging to teach? The most challenging aspect of this lesson is going to be helping students as they grade one anothers essays. What lesson or concept should be taught prior to this lesson? The writing process, using a rubric, and using positive manners when assessing another students work should be taught prior to this lesson. How will you follow up or extend this lesson? I will follow up with this lesson by posting students essays on the bulletin board. What will you do for students who dont grasp the concepts? During independent/partner work, I can focus with these students in order to help them grasp the concepts. Which part of the lesson, if any, do you think might need to change? So far, I dont think a part of this lesson needs to change. When you were writing this lesson plan, what was the most difficult part? The most difficult part of writing this lesson was to ensure that I included all the steps needed in the procedure as well as the materials.
Rubric: pg. T89
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Assignment #3: Collaborative Planning: Submitted By: Samantha Lohmeyer

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Assignment #3: Collaborative Planning: Submitted By: Samantha Lohmeyer

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Assignment #3: Collaborative Planning

Submitted By: Samantha Lohmeyer

students revised essays bulletin board

EDRL 442 - Fall 2013

With guidance and support from peers and adults:

I can decide how to edit my paper to correct sentence structure.

EDRL 442 - Fall 2013

Rubric: pg. T89

EDRL 442 - Fall 2013

EDRL 442 - Fall 2013

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