The editor’s workshop: A role-playing activity
This lesson plan requires two 80-minute blocks and it follows a creative writing unit. Accordingly, students will have with them a one-page creative piece prepared in advance for this activity. Using their creative work, students will identify both the successful and unsuccessful features of their writing piece in peer-groups using a premade question sheet.
Day one Students engage in a brief recap on the essential elements of story development (5-10 minutes) using a pollanywhere.com survey. Following the overview, the teacher delivers a 30-minute mini-lecture, with a Prize. In the lecture, the teacher explains how an editor looks for structural, grammatical, style, and mechanical elements in another person’s writing. In addition, the lecture also covers …show more content…
This portion of the activity provides students with immediate peer feedback during the development process, while simultaneously this portion of the activity acts as a stopgap for teacher-directed feedback. Both types of feedback allow students to make any necessary adjustment to improve their learning. Second, the editor 's workshop, which targets the big idea of the LO, provides students with three opportunities for learning to occur as a result of feedback. First, partners provide each other with immediate feedback in both an oral and written form about their creative pieces and this feedback is rooted in teacher-approved questions specifically chosen to direct learning. Second, in the position of editor and writer, students are practicing the art of useful feedback. Finally, the teacher provides feedback that students receive on their packages at the end of the activity, which are individualized comments about student 's revision abilities. Students can apply these comments to other work of their own in the
This lesson plan requires two 80-minute blocks and it follows a creative writing unit. Accordingly, students will have with them a one-page creative piece prepared in advance for this activity. Using their creative work, students will identify both the successful and unsuccessful features of their writing piece in peer-groups using a premade question sheet.
Day one Students engage in a brief recap on the essential elements of story development (5-10 minutes) using a pollanywhere.com survey. Following the overview, the teacher delivers a 30-minute mini-lecture, with a Prize. In the lecture, the teacher explains how an editor looks for structural, grammatical, style, and mechanical elements in another person’s writing. In addition, the lecture also covers …show more content…
This portion of the activity provides students with immediate peer feedback during the development process, while simultaneously this portion of the activity acts as a stopgap for teacher-directed feedback. Both types of feedback allow students to make any necessary adjustment to improve their learning. Second, the editor 's workshop, which targets the big idea of the LO, provides students with three opportunities for learning to occur as a result of feedback. First, partners provide each other with immediate feedback in both an oral and written form about their creative pieces and this feedback is rooted in teacher-approved questions specifically chosen to direct learning. Second, in the position of editor and writer, students are practicing the art of useful feedback. Finally, the teacher provides feedback that students receive on their packages at the end of the activity, which are individualized comments about student 's revision abilities. Students can apply these comments to other work of their own in the