Students focus on the different steps of the writing process.
The Writing Process unit contains 6 learning experiences.
Learning Experiences (Lessons) in The Writing Process Each learning experience takes about 45 minutes to teach in the device-enabled classroom.
The Writing Process
Students identify and define the steps of the writing process: prewriting, drafting, revising, editing, and publishing. Then they work through the writing process and identify strategies used at each stage, applying the strategies as they write a descriptive essay. Finally, they evaluate how the steps of the writing process make their writing clearer, more organized, and more engaging. Students will self-evaluate based on a rubric.
Revising Your Work
Students identify strategies writers use when revising, and they evaluate how revising can improve their writing. Students practice applying the following revision skills: adding, deleting, and moving sentences for clarity; using transition words for cohesion; combining sentences and using a variety of sentence lengths; and improving word choice for vivid writing.
Capitalization and Punctuation
Students learn and apply the rules for capitalizing abbreviations, initials, acronyms, and organizations. Then they learn comma usage for compound and complex sentences. Next they learn and apply the rules for using italics or underlining for emphasis and titles and how to punctuate dialogue. Finally, they summarize the rules for a younger audience.
Students learn to spell words with diphthongs and r-controlled vowels. Then they learn spelling rules for adding suffixes to various bases. Finally they edit a passage and correct the spelling errors.
Editing Your Work
Students learn to identify and edit sentence fragments, run-ons, and subject-verb agreement. Next they develop an editing checklist. Finally, they edit an excerpt.
Writing for Assessment
Students learn and practice strategies for responding to writing tasks during assessment. First they preview and read a fable, then they learn PAST strategy to analyze a prompt about the fable, and they are directed through a shortened writing process to compose an assessment essay. Then they repeat the process independently for a second passage.