End of Unit 2 Assessment, Part 2: Revising the Informative Essay | EL Education Curriculum

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ELA 2012 G8:M3A:U2:L19

End of Unit 2 Assessment, Part 2: Revising the Informative Essay

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Long Term Learning Targets

  • With support from peers and adults, I can use a writing process to ensure that purpose and audience have been addressed. (W.8.5)
  • I can use correct capitalization, punctuation, and spelling to send a clear message to my reader. (L.8.2c)

Supporting Targets

  • I can use feedback from others to revise, edit, and improve my essay.
  • I can use correct grammar and punctuation in my essay.

Ongoing Assessment

  • Unbroken structured notes, pages 345-353 (from homework)
  • End of Unit 2 Assessment, Part 2End of Unit 2 Assessment, Part 1 (students may complete in class or finish for homework)

Agenda

AgendaTeaching Notes

1. Opening

A. Engaging the Writer: Review Feedback on Essay (9 minutes)

2. Work Time

A. End of Unit Assessment, Part 2: Complete Final Draft of Essay (35 minutes)

3. Closing and Assessment

A. Preview Homework (1 minute)

4. Homework

A. Read pages 354-356 (top), the summary of pages 356-361, and pages 363-376 and 377-380 in Unbroken. Complete the focus question and vocabulary on the structured notes.

  • In this lesson, students revise and edit their End of Unit 2 Assessment (Informational Essay and Commentary: The Invisibility of Captives during WWII)
  • based on your feedback.
  • In advance: Grade students' first essay drafts using the rubric.
  • Post: Learning targets.

Vocabulary

edit, revise; incognito (356), imperatives (355), lucidity (363), paradox (366), cleave (367)

Materials

  • Students' draft Informational Essays (from Lesson 16, returned in this lesson with teacher feedback; see Teaching Notes at the end of Lessons 16-18)
  • Sticky notes (three per student; ideally three different colors)
  • Unbroken (book; one per student)
  • Document camera
  • End of Unit 2 Assessment, Part 2: Informational Essay Prompt (from Lesson 16; one to display)
  • Computers
  • Unbroken structured notes, pages 354-380 (one per student)
  • Unbroken supported structured notes, pages 354-380 (optional; only for students who need more support)
  • Unbroken Structured Notes Teacher Guide, pages 354-380 (for teacher reference)
  • Informational Essay Prompt and New York State Grade 6-8 Expository Writing Evaluation Rubric (from Lesson 15; use this to score students' essays)

Opening

OpeningMeeting Students' Needs

A. Engaging the Writer: Review Feedback on Essay (9 minutes)

  • Write "edit" and "revise" on the board. Ask:

* "What is the difference between revising and editing?"

  • Listen for students to say that revising is making changes to the essay's ideas, organization, evidence, etc., while editing is making changes to spelling, grammar, punctuation, etc. As students offer these ideas, list them on the board underneath the words "revise" and "edit."
  • Explain that students will work on both of these skills to improve their essays today. Distribute students' draft Informational Essays with teacher feedback and three sticky notes to each student.
  • Ask students to silently review the feedback on their first draft.
  • Post the following directions:

1. On one sticky note, make a list of the top three things you must revise in your essay.

2. On another sticky note, make a list of the top three things you must edit in your essay.

3. On the last sticky note, write down any questions you have for me about your essay.

4. Stick the sticky notes to your desk so I can see them when I come around to help you.

  • Some SPED or ELL students may need more scaffolding to revise and edit. Consider giving their feedback as a set of step-by-step instructions. For instance:
  • REVISE: Your essay is missing transitions. Add a transition sentence at the end of each paragraph that leads into the next paragraph.

1. EDIT: The circled words are misspelled. Get a dictionary and use it to correct the circled words.

2. EDIT: The underlined sentences are run-ons. Find them and correct them by adding a full stop and capitalizing the first letter of the new sentence. 

Work Time

Work TimeMeeting Students' Needs

A. End of Unit Assessment, Part 2: Complete Final Draft of Essay (35 minutes)

  • Be sure students have their text, Unbroken. Using a document camera, display the End of Unit 2 Assessment: Informational Essay Prompt (from Lesson 16).
  • Tell students that they have the rest of the class period to work on revising and editing their essays. Explain that you will come around to check in with them as they work. Create a "Help List" on the whiteboard and invite students to add their names to it if they need more help. Remind students that their revision is due at the end of class today.
  • Revisit expectations for using computers.
  • Assign computers, and then prompt students to open the word processing program and make revisions and edits.
  • While circulating, converse with students based on what they wrote on their sticky notes.
  • When a few minutes are left, ask students to print or email their work to you.
  • Consider checking in first with students needing extra support to ensure they use their time well.
  • For students who need more time, consider focusing their revisions and edits on just one paragraph or just one section of the rubric.
  • Have independent activities ready for students who finish working early.
  • Consider extending the deadline for students who need extra processing or writing time; give them an opportunity to finish at home or come in after school to complete their revision.

Closing & Assessments

Closing

A. Preview Homework (1 minute)

  • Congratulate students on their hard work, and remind them that this final draft marks the end of Unit 2. In Unit 3, students will continue to explore the idea of "becoming visible again," which they began thinking about in Lessons 17 and 18.
  • Distribute the Unbroken structured notes, pages 354-380, as well as the Unbroken supported structured notes, pages 354-380, keeping a copy of the Unbroken Structured Notes Teacher Guide, pages 354-380 (for teacher reference). Clarify that students will read only certain sections of a longer part of the text (not all 35 pages).
  • Preview the reading homework. Read the focus question aloud:

* "On page 365, Hillenbrand writes, 'No one could reach Louie because he had never really come home.' What finally brings Louie home?"

Homework

Homework
  • Read pages 354-356 (top), the summary of pages 356-361, and pages 363-376 and 377-380 in Unbroken. Complete the focus question and vocabulary on the structured notes.

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