Students will use research to compose a written paper. The students will write descriptive, relevant, and interesting paragraphs for the purpose of describing. The writing will be organized with main ideas and supporting details. The information will be organized in a clear and easy-to-follow manner. This lesson is Part 4 of the “Writing” series.
Created by Keli Jacewitz, November 2007
Based on an original lesson by Charla Jenkins, Jane Long Middle School
Objective(s): The student will use a checklist to produce the final draft for their “Writing to Describe: From Best to Worst” writing assignment.
Writing/Purposes. The student writes for a variety of audiences and purposes and in a variety of forms. Write to inform including to explain, describe, report, and narrate.
Writing/Grammar/Usage. The student applies standard grammar and usage to communicate clearly and effectively in writing. Write in complete sentences, varying the types including compound and complex, and use of appropriately punctuated dependent clauses. Edit drafts to ensure originality and variation in sentence structures.
Prerequisite Skills: Basic reading and writing skills.
Journal – Using the TIDES website, find the document “Francis Bingham Land Tract 1824.” You may want to type this up and hand it our separately. It may be difficult for students to read this particular document directly from the TIDES site.
In their journal, have students respond to the following questions. What could the author have done to improve their descriptive writing? What information would you have added? How can this article be improved? Was the purpose of this article to describe? If not, what is the purpose of this article?
Review everything students have done leading up to this point (research/prewriting, graphic organizer, paper outline, and rough draft). Discuss expectations for the class before they begin writing their final drafts. Go over/review your expectations for the final draft. Review the sample paper if necessary (heading, title, double-spacing, etc.).
Modeling: Using the overhead of the “Final Draft Checklist,” show students how they can utilize this tool so that they turn in the best possible final draft.
Check for Understanding: Allow students time to ask questions to clarify anything they do not understand. Have one or two students repeat your expectations/instructions to the class.
Guided Practice: Review/remind students that they need to be using their writing rubric and sample paper to guide their writing. Discuss with students how to use these tools (and the checklist) to aid them in their writing.
Closure: Have students turn to their elbow partner and explain to each other why/how to use the “Final Draft Checklist.” Remind students that final drafts are due by the time they leave class for the day.
Independent Practice: The students will complete their final drafts to be turned in by the end of the class period/block.
Enrichment: If students finish early, they may create an illustration to accompany their paper. If time allows, students can type up their paper on the computer.
Remediation:Assessment/Rubrics: Research packet and final draft.
Final Draft Checklist – 1 per student
Overhead of the Final Draft Checklist
Teacher laptop
Projector
