Ratiocination Revision Lesson

Unit Working Title: Respect: How do we do it?

Unit Big Idea (Concept/Theme): Respect

Unit Primary Skill focus: Personal Writing

Week ___2___ of 3; Plan #____6____ of 9; [90 mins.]

Plan type: ____Full-Detail _X___Summary

Content Requirement Satisfied:

(Note: Refer to the list in the document called Concept Unit Lesson Plans)

Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],

followed by Specific lesson objectives (lettered) being taught in this lesson:

SWBAT:
Cognitive (know/understand):
1. Respecting themselves includes respecting the work that they do.

a. Revising their work demonstrates respect for their work.

B. Creating attainable personal goals will help create ownership of the work

c. Progress monitoring creates ownership of material.

2. Real respect is a continuous/everyday action.

a. Reviewing another peers work requires respect for the other person.

Affective (feel/value) and/or Non-Cognitive:

5. _Students will value being a part of a respectful classroom community.

a. Students will feel comfortable sharing their ideas with their classmates.

b. Students will value their own work and that of others.

c. Respecting others helps to create a positive learning community.

Performance (do):
7.__Students will be able to identify respect as it relates to people, ideas, and literature.
C. Students will be able to ask critical questions about their own writing.
8.__ Students will be able to communicate their ideas about respect and what it means.

A. Students will be able to communicate through writing.

b. Students will be able to express their ideas orally.

SOLs: [List with numbers portrayed in the SOL document]
_8.8 The student will edit writing for correct grammar, capitalization, punctuation,

spelling, sentence structure, and paragraphing.

f) Use quotation marks with dialogue and direct quotations.

CCSs: [List with numbers portrayed in the CCS document]
CCSS.ELA-LITERACY.W.8.5
With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well
purpose and audience have been addressed. (Editing for conventions should demonstrate
command of Language standards 1-3 up to and including grade 8 here.)
Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.

Diagnostic Formative Summative

Exit Ticket: Students will
submit a brief explanation of
their next steps for
revising/editing their papers. I
will use this exit ticket to see
that students found a place
that they could improve their
writing. (1bc).
I will write down the students
chosen area of improvement
from the exit ticket and look
for signs of revision in that
area on their final summative
assessment. (1a, 7c, 8a).

Students will submit a

personal writing goal update
and reflection. I will use this
update to help me understand
student understanding of
progress monitoring and goal
setting. (1bc).

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement:

[Changes in this arrangement that become necessary later will be noted in the plan]
Students can choose their seating in the pods set in the classroom.
Revision Workshop
*Print student drafts before class.
1. [10 mins.] Bridge/Hook/Opening to lesson:
Do-Now: Students will respond to the question What is the difference between editing and
revising? After students think and write for themselves, then they will have a chance to discuss
as a whole-class. I will then ask the next question: Why is it important that we revise?

2. [30 mins.] Ratiocination Revising/Editing Session

I will guide student revisions of their work by talking them through step-by-step. Steps that I will
focus on. As I guide students, student use colors to make edits on their hard copy of the drafts.
a. Write a list of the first words of your sentences. Check work variation.
b. Underline each sentence in different colors. Check Sentence Length. Check for
end punctuation.
c. Circle meaningless words like a lot, really, very, great, nice, stuff
d. Underline be verbs like is, was, are, were, am
e. Mark compound sentences. Is there a comma?
f. Square dialogue. Is it punctuated properly?
g. Star descriptive language. Are the descriptions using strong adjectives?

3. [20 mins.] Begin Revisions/ Conferences

a. Students have 30 mins to workshop their work. They will use the ratiocination
edits that they did to guide their revision workshop. I will work to monitor the
room and answer questions as students work. I will also conference with students
that I did not conference with the day before using the conference notes to check
for understanding of the revision process and to note progress
4. [5 mins] Share with peers
a. Students will work with their peers to share their ideas and revisions that they
made. Students will ask a specific question that they want their peers to respond
to about the revision process.
5. [10 min] Teacher Model Personal Goal Update
a. Students will find their copy of their personal goal. They will share their goal with
their partner. I will explain the personal goal update purpose to students. After
explaining the purpose, I will present a model of an update to my personal goal.
The personal goal update will include the following: a copy of the personal goal,
how Ive grown so far towards that goals, and how I know that I have grown.
6. [10 min] Students create a Personal Goal Update
a. Students will use information from my model of a personal goal update to write
their own personal goal update. They will work on a document that is sent out
through Google Classrooms, and they will submit that document at the end of the
class or at least by midnight.
7. [5 mins] Closure:
a. Exit Ticket: On a post-it note, students will write their next step in the writing
process to prepare for their final piece. I will collect the post-it notes at the end of
the block.
Differentiated Instruction to accommodate one or more of my profiled students:
(This is where you identify specific aspects of this lesson which have been differentiated in order
to address the needs of one or more of your profiled studentsidentify them by name)
In this lesson, I will ask Jamie to sit close to the front of the class so that she can pay attention. I
will also give her a cup to keep her pencils in when she is not using them. This will help her to
avoid playing with the pencils which can be distracting.
After giving instruction, I will talk to Roberto to scaffold the process. I will provide a step-by-
step sheet for him that gives him the process with a little more description than the directions on
the slideshow.
I will conference with LaQuan during his revision to discuss his process and to check to make
sure that he is completing work. I will also try to encourage him to push himself.

Materials Needed (list):

Do-Now
Colored Pencils
Slideshow to guide ratiocination
Ratiocination Printed Guidelines
Conference Notes
Post-it