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Fourth Grade ELA/Writing 4. Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and audience.
Fourth Grade ELA/Writing 5. With guidance and support from peers and adults,
develop and strengthen writing as needed by planning, revising, and editing.
Understanding(s)/Goals:
Essential Question(s):
Students will understand that:
use a graphic organizer to prewrite steps in a process and create a first draft of
a how-to booklet
use quality checklists and the peer editing process to improve their writing and
create second and third drafts
Introduce the lesson and discuss the essential questions with students (W)
Students analyze other examples of how-to writing, discuss their strengths and
weaknesses and compare and contrast (H, E)
Students generate their own checklist of characteristics that good how-to writing
should include (R, E2, T)
Students work independently to write their own first draft of a process they know
well and can teach to others (E, R)
Students use the checklist generated earlier to evaluate their peers work (E2, T)
Students use second drafts to evaluate the authors process and organization of
steps (E2, R, O)
Students make final revisions based on most recent feedback (R, E2)
Students use computers to type final versions of their how-to booklets (H, E, R)
Student booklets are shared with students in a second-grade class, who evaluate
them and provide feedback on their experiences (W, H, R, O)
Students complete the written end-of-unit self-assessment (W, R, E2)
Teacher leads discussion designed to reflect on the experience; students share
their own reflections and revisit units essential questions (W, R, E2)
Step 1:
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Step 2:
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Step 3:
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Step 4:
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Step 5:
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Step 6:
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Step 7:
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Step 8:
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Sequence
Presentation
Peer Editing
Drawings
Excellent
Writing is in
complete
sentences with
strong words
chosen
Satisfactory
Most writing is in
complete
sentences, a few
strong words
chosen
Writing mostly
shows analytical
thinking; steps
mostly follow a
logical sequence
that readers would
be able to follow
Developing
Some of the
writing contains
sentence
fragments, run-on
sentences and
weak word
choices
Some of writing
displays analytical
thinking; some
steps may be out
of order,
superfluous or
hard to follow
Incomplete
The writing is
composed of
several sentence
fragments and/or
run-on sentences,
no strong words
used
Most of writing
does not show
analytical
thinking; many
steps out of order,
superfluous or
hard to follow
Writing shows
analytical
thinking, steps
follow a logical
sequence that
most readers
would be able to
follow
Work is easily
readable, writing
is neat with
appropriate
capitalization/
punctuation; most
words spelled
correctly
Student gave peer
several
appropriate
suggestions for
improvement;
completed all 6
quality checks
Most of work is
easily readable, 12 capitalization/
punctuation/
spelling errors per
page
Some of work is
easily readable, 24 capitalization/
punctuation/
spelling errors per
page
Most of work is
not easily
readable, 5+
capitalization/
punctuation/
spelling errors per
page
Drawings are
appropriate and
mostly aid in the
readers
understanding of
the steps to be
completed
Some drawings
are superfluous
and/or do not aid
in the readers
understanding of
the steps to be
completed
Drawings are
appropriate and
clearly aid in the
readers
understanding of
the steps to be
completed