After draft, review revision tips and revise -
What Else? / Revision Tips 2
Assignments - Writing 5-8
Notebook Draft Strategies
Wiki drafting after prewrite -
Coyote Talks / Story Planning 2
Curriculum standards covered in this lesson:
- G6W3.2.1 - 3.2.1 Applies understanding that different audiences and purposes affect writer’s voice.
· Writes with a clearly defined voice appropriate to audience.
· Writes in appropriate and consistent voice in narrative, informational, and persuasive writing (e.g., informal vs. formal voice).
· Writes expository text using either first or third person.
· Supports a position in persuasive text from first-person or third-person point of view (e.g., I think vanilla ice cream is the best; According to an expert, vanilla ice cream is the best.).
· Writes in a character’s voice (e.g., retells a story using the point of view and voice of a character in the story; explains a historic event in the voice of a participant in that event). -
- G6W1.2.1 - 1.2.1 Produces multiple drafts.
· Refers to prewriting plan.
· Drafts by hand and/or electronically.
· Rereads text and continues drafting over time.
· Rereads text, puts it away, and returns to it later. -
- G6W1.6.2 - 1.6.2 Uses collaborative skills to adapt writing process.
· Delegates parts of writing process to team members (e.g., during prewriting, one team member gathers Internet information while another uses the library periodicals).
· Collaborates on drafting, revising, and editing.
· Collaborates on final layout and publishing/presenting. -
- G8W3.1.1 - 3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.
· Presents a central idea, theme, and manageable thesis while maintaining a consistent focus (e.g., “Commercials influence the spending habits of teenagers.”).
· Selects specific details relevant to the topic to extend ideas or develop elaboration (e.g., quotations, data, reasons, multiple examples that build on each other).
· Uses personal experiences, observations, and/or research to support opinions and ideas (e.g., relevant data to support conclusions in math, science, social studies; appropriate anecdotes to explain or persuade; information synthesized from a variety of sources to support an argument).
· Develops convincing characters (e.g., using details of thoughts, actions, appearance, and speech) and convincing settings (e.g., through the character’s point of view or described during action) within a range of plots (e.g., suspense, flashback) in narratives. -
- G6W4 - W6 EALR 4: The student analyzes and evaluates the effectiveness of written work. -
- G6W1.3.1 - 1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.
· Rereads work several times and has a different focus for each reading (e.g., first reading — adding transitions; second reading — deleting unnecessary details; third reading — identifying areas where evidence is lacking and adding relevant information).
· Seeks and considers feedback from adults and peers.
· Records feedback using writing group procedure (e.g., records the first four words of each sentence to encourage variation of sentence beginnings).
· Evaluates and uses feedback (e.g., “I’ll use the word transformation to improve my word choice.”).
· Uses multiple resources regularly to identify needed changes (e.g., writing guide, adult, peer, criteria and/or checklist, thesaurus). -
- G8W1.2 - Component 1.2: Produces draft(s). W -
- G6W3.1.2 - 3.1.2 Uses an effective organizational structure.
· Writes unified, cohesive paragraphs (e.g., topic sentence with logically presented details; spatial order; chronological order).
· Constructs an introduction using varying approaches (e.g., question, statistics/interesting facts, brief history).
· Constructs an ending/conclusion that goes beyond a repetition of the introduction (e.g., a summary, an interesting fact, echo from the beginning of the piece).
· Varies leads, endings, and types of conflicts in narratives.
· Sequences ideas and uses transitions to link events, reasons, facts, and opinions (e.g., degree transitions, such as most important and least important, within and between paragraphs).
- explanations (e.g., cause and effect, point-by-point comparisons)
- persuasion (e.g., least to most important arguments)
- narratives (e.g., flashback)
- poetry (e.g., stanzas/chorus) -
- G8W1.3 - Component 1.3: Revises to improve text. W -
- G6W1.1.1 - 1.1.1 Applies more than one strategy for generating ideas and planning writing.
· Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., brainstorms a list, selects relevant ideas/details to include in piece of writing).
· Maintains a journal or an electronic log to collect and explore ideas; records observations, dialogue, and/or description for later use as a basis for informational or literary writing.
· Uses a variety of prewriting strategies (e.g., story mapping, listing, webbing, jotting, outlining, free writing, brainstorming).
· Gathers information from a range of resources and uses an organizer to analyze, synthesize, and/or evaluate information to plan writing. -
- G6W3.1.1 - 3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.
· Narrows topic with controlling idea (e.g., thesis statement or sentence that states the narrowed topic — “The ancient Romans contributed to technology in many ways.”).
· Selects details relevant to the topic to extend ideas and develop elaboration (e.g., multiple examples, anecdotes, statistics).
· Uses personal experiences, observations, and research to support opinions and ideas (e.g., data relevant to the topic to support conclusions in mathematics, science, social studies, and literature; appropriate anecdotes to explain or persuade).
· Varies method of developing character (e.g., how the character looks, talks, acts, and thinks) and setting (e.g., develops setting as character changes location) in narratives. -