OTES Lesson Plan PDF

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OTES Lesson Plan...

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Focus for Learning: Students will utilize technology, research skills, and group work to strengthen their own writing in order to complete a well written research paper. Unit Goals: For students to be able to analyze credible sources in order to write a formal research paper in which they proving a claim on a controversial topic. Students will be able to strengthen their writing skills as well as their research skill through the writing process of said research paper. Lesson Goals: Students will be able to properly review, critique, and edit a peer’s essay based on the components of a MLA format essay. Students will be able to use peer review in order to revise and rewrite their given essay as part of the writing process.

Standards: W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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. W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Prior Assessment Data: 1. On the last essay students wrote, this class averaged an 84% 2. On this said essay, students struggled the most/got the lowest scores within sections labeled: “Development: Specific and relevant details that support the thesis” and “Conventions: Spelling, punctuation, capitalization, usage, MLA formatting” which is why students will focus on especially these areas during their peer reviews.

Prior Content Knowledge/Sequence/Connections: 1. Students have previous knowledge of how to conduct a proper peer review.

2. Students will also use prior knowledge of learning about MLA format, creating a strong thesis, using credible sources, and more in order to properly review a peer’s essay. 3. Students will be able to use this knowledge to continue the writing process in order to complete a final draft of their essay.

Future Learning: Students will use the the notes from their peer review in order to revise and rewrite their essay. Knowledge of Students: There are 21 students in this class. 1 student has a 504 plan. 1 student has been identified as gifted in reading and writing. Instruction and Assessment Lesson Delivery: -As students enter the room they will be directed to get into the groups that they had been given the day previous. There will be five groups; students have been placed in homogenous groups based on how they had done on previous essays as well as how they have been doing during the research paper unit. -Students will also be directed to trade their essay with another member of their group -There will be five different stations for students to rotate to within their groups and students will have approximately 8 minutes at each station. Each station has a different section of the essay for students to focus on while editing. -Students will be directed to read and edit their peer’s essay while following the directions for each of the states. annotate their assigned poems. Students are also directed to edit the paper following each stations directions. -The stations will be as followed: Station one: 1. Check the thesis to make sure it includes the following parts: qualifier, topic, claim with strong verbs. 2. Check the introduction for grammar/punctuation/spelling mistakes. 3. Do you have any suggestions for improvements to the introduction? 4. Make a comment for paragraphs with only one source used.

Station two: 1. Check a GROUP members’ paper for first or second person pronouns (I/you, we, us, my, me, our). Highlight any you see in yellow 2. Check that all paragraphs are indented. Make a comment on any that are not. 3. Check that quotation marks and commas are properly used: a. “quote,” said Franklin - punctuation is inside the quotation marks. b. One scholar argues, “quote” (name of author). c. Franklin said, “quote.”

Highlight any errors in yellow and make a comment.

Station three: Check the paper to make sure that they do not use contractions (don’t/ it’s/haven’t/etc.) Highlight contractions in red. 1. Titles of books and internet sites should be italicized when used anywhere in the paper (Espn.com makes the following comments) 2. Titles of articles should be placed in quotations. 3. Mark any errors in blue.

Station four: Check a GROUP member’s paper and cross out the following words/phrase. ● ● ● ● ●

A lot, alot Really/ very (something isn’t “very tired” it is “exhausted”) Kind of Due to the fact (just use “because” or “since”) Slang/informal words/phrases (“nowadays” “once in a while” “cool”) Highlights such words in orange

Station five: 1. Go through A GROUP MEMBER’S paper and look for any use of sources. Check to make sure that the writer either: a. Included a parenthetical citation at the end of the sentence b. Mentioned the author within the sentence i. If he/she mentioned the author, did he/she mention his/her credentials – reporter Bob Franklin c. Check EVERY citation to make sure it is properly formatted. i. (Author/title page #) There is NO COMMA prior to the page number ii. “Quote” (citation). – The end punctuation goes OUTSIDE THE CITATION. If he/she is missing or needs to change something, highlight the problem are in magenta and make a comment.

-As students are working in their groups, I will walk around answering any questions that students may have or prompting them with making sure they checked for everything within their list for the station. -Once students have finished all five stations they will complete the “Peer Review” worksheet to give back to their partner and the two partners will have a small/short conference over what they should focus on when revising the essays. Differentiation: Based off of how students did on previous essays as well as how they have performed during the research paper unit, they will be placed in homogenous groups. Students who have

performed lower on previous essays will begin at station three to ease the students into the editing process. Resources: Google Classroom Student essays Station handouts Peer Review worksheet Assessment: Students will be assessed on many things during this lesson, but students will mainly be graded through formative assessments. First they will be assessed on if they fully completed each station of the peer review process as well as the final peer review worksheet. Students will also be assessed on if they completed a rough draft in order to participate within the peer review activity. Then, using the feedback from their peers, students will complete a final draft of the research paper which will be the summative assessment at the end of this unit....