Grade Level: 10th Grade Subject: Language Arts Theme: Students Workshopping Persuasive Essay Timeline: Day 11 of 16 Objectives:

Teacher: Effectively differentiate workshopping (process) with students individual needs and interests. Student: Develop and strengthen writing by revising, editing, and rewriting. Students will be able to: Evaluate strengths and weaknesses in their writing. Essential Question: How does the editing process produce better writing? Anticipatory Set: Students will come to class with finished rough drafts. The day before students were introduced to the activity and its purpose. Before students begin, they will be asked to take time to reflect on what they believe went well and what was a challenge before participating in the workshop. Introduction/Focus Set: I will explain to students why we are workshopping our writing that editing is often an overlooked part of the writing process by students. The purpose of today is to work through any issues you have had thus far in your writing.

Instructional Input: At each pod will be a placard stating which part of the writing process it will be addressing. Each pod will also have a note with tips, definitions, and writing samples to help students with the issues they are having in their writing. Process: This is an active learning strategy. Students are taking control of their learning. The classroom will be set-up in pods, each pod representing a potential aspect of persuasive essay writing that students determined as a problem in their writing. Students will then situate themselves at a pod and work through their issues together with their peers. Students can freely move from station to station workshopping their essay.

Procedure:
1. The previous day I prepared students on what to expect in todays workshopping. 2. Students will take a moment to reflect on any weaknesses they might have in their essay or areas they have struggled. 3. Students will then take their essay to a pod addressing an issue they have had when writing. 4. Students will work through their problem with their peers using collaborative learning and the supplements I have provided in each pod. 5. When students feel they have made progress, they can move to a different pod or stay in that pod and help other students. 6. As students work in pods I will come to each pod and help students individually or as a group.

Guided Practice: As students work in groups each table will have tips and writing examples to resolve their issue. I will also bounce from pod to pod listening and providing assistance, elaboration when necessary. I will also be available to help students individually.

Group Practice: Students will work in groups collaborating to resolve their issues. Guided Practice: Students will use samples, tips, and other notes to help supplement their understanding. I will provide guidance as well as other students who either have a similar issue or have resolved a similar issue. Checking for Understanding: Students will monitor their own understanding. I will use the pod sign-in sheets as well as their rough drafts that I will briefly look over before they leave. Differentiation: This workshopping activity is designed to differentiate process. Not all students will be struggling with the same issues while writing their essays. By using a pod structure students can get individualized assistance on their essays. Independent Practice: Students will go home and workshop their essays considering the advice they received from their peers and me.