Beacon Lesson Plan Library

What Kind of Student Do You Want to Be?

Leslie Briggs
Santa Rosa District Schools

Description

Students write an essay which answers the question, “What kind of student do I want to be?”

Objectives

The student organizes information before writing according to the type and purpose of writing.

The student drafts and revises writing that -is focused, purposeful, reflects insight into the writing situation;-conveys a sense of completeness and wholeness with adherence to the main idea;-has an organizational pattern that provide for a logical progression of ideas;-has support that is substantial, specific, revelant, concrete, and/or illustrative;-demonstrates a commitment to and an involvement with the subject;-has clarity in presentation of ideas;uses creative writing strategies appropriate to the purpose of the paper;demonstrates a command of language (word choice) with freshness of expression;has varied sentence structure and sentences that are complete except when fragments are used and purposefully; andhas few, if any, convention errors in mechanics, usage, and punctuation.

The student produces final documents that have been edited for-correct spelling;-correct punctuation, including commas, colons, and semicolons;-correct common usage, including subject/verb agreement, common noun/pronoun agreement, common possessive forms, and with a variety of sentence structures,including parallel structure; and-correct formatting.

Materials

-Pen/pencil
-Paper
-Writing prompt / topic
-Planning Sheet for Essay
-FCAT Writes! Scoring Guide
-Overhead projector
-Vis a Vis markers
-Adhesive notes

Preparations

1. Print copies of handouts from the file attachment.
2. Create a transparency of each handout or make copies for each student.
3. Create an essay for students to peer edit. Teacher should write about what kind of teacher he/she wants to be.
4. Plan cooperative groups.
5. Gather supplies: Post It Notes, vis a vis markers, overhead projector, etc.

Procedures

Day One
Teacher discusses the topic of setting long and short term goals. Examples: Short term-saving money to buy an outfit, C.D., a video game, etc.; Long term-making the A/B honor roll, earning high points on Accelerated Reader, making a sport’s team in high school, going to college, etc. The teacher lists the student responses on the board or overhead, and the students strategize how to accomplish the different goals.

After the discussion is complete, the teacher assigns an expository composition using the topic, “What kind of student do you want to be?” The teacher hands out the planning sheet or displays it on the overhead and discusses how the essay will be scored using the FCAT Writes! Scoring guide.

Students complete the planning sheet and essay for homework.

Day Two
1. Teacher reviews previous day’s activity.

2. Teacher assigns students to cooperative groups.

3. Teacher instructs the students to share their writing with group for peer-editing. The directions are as follows: students pass papers to the right; read the paper and write comments on sticky notes about the paper. (The comments should be focused on “How can I improve this paper?”)

4. Teacher models an example of his/her own writing on the overhead for an example of how to complete the cooperative learning activity.

5. Students complete the cooperative learning activity.

6. Students review noted comments and rewrite essay.

7. Teacher assesses each essay. (See assessment.)

Assessments

The student's final essay is evaluated using the holistic scoring guide for FCAT Writes! The areas for evaluation include Focus, Support, Organization, and Conventions on a scale of 1 to 6 with 6 being the “best” writing.

Extensions

This activity works well if completed at the beginning of the school year. The teacher will learn a lot about his/her students, and the lesson becomes a good diagnostic for assessing a student’s strengths and weaknesses in writing.
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