STANDARD 1.A.

ALIGNED INSTRUCTION

ARTIFACT:

WRITING WORKSHOP L
ESSON P LAN - 11/6/17
(PERIOD 2 , 4, 5, 7)

GOALS:

Students can analyze the effectiveness of a filmmakers choices

Students can analyze characterization in texts - both visual
and written
Students will understand the purpose of revision in the writing
process

STANDARDS:

Writing and Composition

3.d. 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. (CCSS: W.11-12.5)
3.e. Use technology, including the Internet, to produce,
publish, and update individual or shared writing products
in response to ongoing feedback, including new arguments
or information. (CCSS: W.11-12.6)

BREAKDOWN:

5 Minutes
Vocab warm-up
Superficial; Contempt
15 Minutes
Finish watching The Crucible movie
Turn in comparison charts in the basket after t
he
movie is complete
Give students a couple minutes to finish u p
25 Minutes
Writers workshop/Individual conferences
Pass out folders, essays, and checklists
Explain checklist and rubric (math component)
 Complete tasks outlined on checklist
Conference with individual students about their
editorials as they work individually
Make sure to check in about how we could
improve our teaching

RATIONALE: This lesson, in which students were going over their

editorial essays (including revisions and goal setting) and
giving us feedback, aligned with Writing and Composition
Standards 3.d. and 3.e. Students were required to set goals for
themselves, thus planning for future writing. Additionally,
technology was used to provide feedback to students while they
were writing their essays. Google Docs allows for students and
teachers to communicate via comments in real time - thus letting
students revise unhindered, rather than having to wait for
turned-in feedback.