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Lesson 8

This lesson plan outlines a writer's workshop for 9th grade English students to edit each other's papers about identity. Students will work in groups to discuss strengths, weaknesses, and areas needing improvement in their draft papers. They will then edit each other's papers based on the provided rubric and topics covered in class, like race, ethnicity, gender, and religion. The teacher will confer with students and address common issues. Students will also participate in a fishbowl discussion to problem solve writing challenges and further edit their drafts. The goal is for students to strengthen their writing through peer feedback and revision.

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63 views2 pages

Lesson 8

This lesson plan outlines a writer's workshop for 9th grade English students to edit each other's papers about identity. Students will work in groups to discuss strengths, weaknesses, and areas needing improvement in their draft papers. They will then edit each other's papers based on the provided rubric and topics covered in class, like race, ethnicity, gender, and religion. The teacher will confer with students and address common issues. Students will also participate in a fishbowl discussion to problem solve writing challenges and further edit their drafts. The goal is for students to strengthen their writing through peer feedback and revision.

Uploaded by

api-349582515
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson Plan #8: Writers Workshop for Content

Course: 9th Grade English

Standards and Objectives:


CCSS.ELA-LITERACY.W.9-10.5
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.

Students will be able to edit each others papers for content and the purpose of the
paper.
Students will be able to revise their work and change any approaches as needed.

Student Background:
Students have been learning and discussing each part of the Identity Wheel, which include race,
ethnicity, language, culture, age, ability, class, gender, sexuality, and religion. They have been
able to reflect on how each section coincide with each other and how each section affects them
in society. They had used People Bags to reflect on each aspect of their identity, and they will
be using what they used to fuel their understanding of the short narrative Ethnic Hash. They
will either be using evidence from the text to choose the dish the narrator should bring, and
reflect on the label that they gave the narrator. They can also write their own narrative using the
identities they shared with the People Bags, which was the formative assessment for this final
paper. They have written their final papers as drafts and today are working on editing the
content they believe they most need help on.

Materials and Resources:


Ethnic Hash
Their People Bags
Identity Wheel
Laptop computers (or paper and pencil as needed)
Copy of draft to edit

Learning Activities:
1. Initiation: Students will reflect in their journals on their strengths and weakness on their
writing, as well as what they the most need help on in their writing.
2. Lesson Activities: In their groups, they will split between partners and discuss what
they wrote in their notebooks about what they need help on, using their papers to show
each other what needs to be done and what their paper is about.
3. I will pass out the rubric for them to follow and use as a guide for more editing. They will
then share papers and begin editing.
4. They will edit for content, for what the student asked for help on, and for what is on the
rubric.
5. I will walk around the room, conferencing with each student about their work, their
partners work, and anything they are struggling with. I will help them as they edit.
6. I will bring the class back and bring up any common misconceptions and struggles to the
class.
7. I will put them in a small fishbowl discussion. Each partner will designate one person to
bring a common problem to the group. They will then sit in their fishbowl.
8. In the fishbowl, they will bring up their issues and help find solutions to each others
problems. They will rotate out as needed, and I will step into help as needed, but I would
like them to use this time to problem solve as a class.
9. They will come back to their seats and continue working.
10. Those who are done editing may start writing their second draft or edit their current one.
11. Homework: Students will bring in an edited second draft to edit for conventions
tomorrow.

Differentiation:
Students may bring in a hard copy to edit if they are more comfortable editing on a hard copy, or
I will allow them to work on the computer. I will have many pens and markers to help the
students who need it color code their editing. I will allow the students who need it to either just
work with me or by themselves if they are not comfortable working with a partner. I will allow the
students who need it to go into a room to read out loud if it helps them make sense of what they
are reading. I will allow music for focus. They can sit in many different seating areas to focus.

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