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. First they identify formal and informal register. Then they evaluate how authors choose register, tone, and voice for the audience. Next they examine word choice by analyzing passages to determine the intended audience. Finally they write a book review for two different audiences.
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 review common rules for capitalization and comma usage. Then they learn and apply rules for usage of semicolons. Finally, students edit a passage for capitalization and punctuation errors.
Commonly Confused Words
Students define commonly confused words and create a visual clue for remembering the usage. Then students write sentences with the words learned. Finally they edit a passage and correct the spelling and usage errors.
The Art of Editing
Students review run-ons and how to edit them. Then they identify and edit verb tenses. 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 read a poem, then they learn PAST strategy to analyze a prompt about the poem, and they are directed through a shortened writing process to compose an assessment essay. Then they repeat the process independently for a second passage.