Students focus on the different steps of the writing process.
The Writing Process unit contains 7 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 an expository essay. Next, they evaluate how the steps of the writing process make their writing clearer, more organized, and more engaging. Finally, students will self-evaluate based on a rubric.
Knowing Your Audience
Students identify and analyze how writers vary their writing depending on the audience. They evaluate how authors choose register, tone, and voice for the audience. Then they examine word choice by analyzing passages to determine the intended audience. Finally they write a passage for a specific audience.
Revising Your Work
Students learn the importance of the revision process. They identify and apply strategies to help improve clarity, development, organization, style, word choice, and sentence variety in their writing.
Capitalization and Punctuation
Students learn and apply the rules for capitalizing abbreviations, initials, acronyms, and organizations. Then they learn comma usage for complex sentences, introductory elements, and transition words and phrases. Finally, they apply what they have learned in original writing.
Commonly Confused Words
Students identify and define commonly confused terms. Then they write their own mnemonic for distinguishing between commonly confused words. Finally they edit a passage and correct the spelling and usage errors.
The Art of Editing
Students learn to identify and edit run-ons and subject-verb agreement in complex sentences. 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.