Reagan Lightsey

7th & 8th Grade English

Period 1

June 10, 2009

Objectives: TSW learn the descriptions of each step in the writing process and understand how those steps work together through composing a short essay (English 4b,c DOK3).

Materials: Three-ring binder, pen, paper, handout

Set: Liken the process we use to formulate good writing (the Five Step Writing Process) to steps in hand-washing a car: Pre-writing- thinking of all of materials needed to do the job: hose, water, soap, rag, spray nozzle, bucket, etc. This is similar to pre-writing because we have to get everything we need in one place, just like we need to get all of our ideas out on the page so we can chose what we want to write. Draft- wet the car and add the soap: When writing, we want to get the general idea on the page, though we are not entirely concerned with proper mechanics. Revise- scrub the car; it becomes cleaner in this process: When revising, we begin to clean up the writing, move things around and get it closer to the way we want it when finished. Edit- now we want to rinse the car, looking for spots we missed and asking others to see if there are any spots. Likewise, the process of editing allows us to look for mistakes, for example, misspelled words or punctuation errors, sometimes with a peer to help. Publishing- drying off the car and viewing the final product: the work is done and now we can share it with others. (3 minutes)

Procedures:

Bell-Ringer: List our four classroom rules and our four classroom consequences. (3 minutes)

1) TTW pass out handout on the writing process and go through each step with the students. (10 minutes)

2) Writing prompt: TSW compose a ½ to 1 page essay about their two weeks of summer vacation so far utilizing the five steps of the writing process (e.g. Pre-writing, drafting, revising, editing and publishing) beginning with pre-writing. (5 minutes) 3) TSW begin a draft using their pre-write. (10 minutes) 4) TSW revise his or her essay, trading papers with another student to work on peer- revision. (5-8 minutes)

5) TSW will trade back papers to work on editing their paper. (8 minutes)

6) TSW publish their essays by reading them aloud (on a volunteer basis) and then turning them into the teacher. (5 minutes)

Closure: TTW review the day’s materials and preview the next lesson.

Assessment: TSW use the writing process to compose a ½ to 1 page essay in class.

Informal: TTW evaluate students’ grasp of writing process through the work in class.

Formal: TSW turn in their drafts form pre-writing to final draft for a grade. 5 Steps of the Writing Process

Step Description Prewriting An activity that causes the writer to think about he subject. The writer organizes his thoughts before he begins to write. List, Cluster, Map or make an Outline Drafting The process of putting ideas down on paper. The focus is on content not mechanics Revising The process of refining the piece of writing. The writer adds to a writing piece. The writer reorganizes a piece of writing. The writer shares his story and gets input from peers or teacher. Editing Mechanical, grammatical and spelling errors are fixed in the writing piece. The writing piece is prepared in final form, Publishing including illustrations. The writer shares his writing with others.