Digital Storytelling
James R. Diaz, Wendy O' Leary,
Stephen Openshaw
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AUTHOR’s NAME: Stephen Openshaw
TITLE OF THE LESSON: Review Elements of a Paper
TECHNOLOGY LESSON (circle one): No
DATE OF LESSON: October 31, 2008
LENGTH OF LESSON: 50 Minutes
NAME OF COURSE: English II
SOURCE OF THE LESSON: Wendy’s original lesson on the elements of a paper.
TEKS ADDRESSED:
(15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(A) write an analytical essay of sufficient length that includes:
(i) effective introductory and concluding paragraphs and a variety of sentence structures;
(ii) rhetorical devices, and transitions between paragraphs;
(iii) a thesis or controlling idea;
(iv) an organizing structure appropriate to purpose, audience, and context;
(v) relevant evidence and well-chosen details; and
(vi) distinctions about the relative value of specific data, facts, and ideas that support the thesis statement;
CONCEPT STATEMENT:
The structure of a paper consists of five paragraphs. They are the introduction, three body paragraphs, and the conclusion. The paper should contain an opening statement, a thesis statement, topic sentences, supporting points, restated thesis statement, and a conclusion.
PERFORMANCE OBJECTIVES:
- Students will review the structure of a five paragraph essay.
- Students will analyze a fellow student’s paper to identify the elements of a paper.
- Students will use constructive criticism from their teacher and peers to revise a draft of a paper.
RESOURCES:
SAFETY CONSIDERATIONS:
SUPLEMENTARY MATERIALS, HANDOUTS:
- Pens
- Paper
- Student Rough Drafts
- Overhead Projector
- Overhead of a sample paper
- Overhead marker
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Engagement |
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Time: ________ |
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What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
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Have a prompt written on the board and ask the students to do a “quickwrite”.
The prompt reads “Create a quick outline of a fairy tale that you remember form your childhood.” |
What was the beginning, middle, and end of the tale you chose?
How are these different parts of the story separated naturally in the story? |
Varies depending on which tale the students chose.
Once upon a time opening, and a happily ever after ending. |
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Exploration |
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Time: ________ |
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What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
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Explain to students that they will be identifying the elements of a sample paper
The sample papers the will used will be the students’ rough drafts of the papers that they are working on.
Break students up into groups of three and have them trade papers so that no student has their own work.
Ask students to identify the parts of a paper that they recognize in the sample they have.
Then ask each student to share what elements they recognized with the original author of the draft. |
What elements did you find in your sample paper?
Did the author of your sample have all the correct elements of a paper?
What, if any, parts was your sample missing?
Do you have any suggestions for the author of your sample? |
The author forgot to include a conclusion.
The author did not have clear thesis statement. |
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Explanation |
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Time: ________ |
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What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
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Teacher will project, with the overhead, a page from a rough draft of a paper written by a student in another class.
Make sure that the name author of the paper is concealed.
With and overhead marker edit/critique the page by annotating on the text.
Model how to correctly review a peer’s work. Explain what the students should be looking for when they read a paper.
Ask if the students understand how they are expected to review a person’s work.
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Do you see why I made this comment on this paper?
Do you see any mistakes that I am correcting that you commonly make?
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Elaboration |
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Time: ________ |
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What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
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Have students stay in their groups and keep the sample paper that have been analyzing.
Tell each student to re-read the paper they have and look for things they think would help improve the paper.
Students are asked to create a list of comments that they think will be a useful critique of the author’s paper.
Have the students give their list of comments to the author of the paper.
Have a quick discussion time between the reviewers and the authors. |
What kinds of things did you find in the paper you reviewed?
Did you agree with the comments that your reviewer gave you?
Did the reviewer of your paper have good explanations on why they made the comments they made? |
The author misspelled a lot of words.
The author had a clear thesis statement and followed the five paragraph form.
I didn’t agree the comment my reviewer made but I did respect his explanations. |
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Evaluation |
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Time: ________ |
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What the Teacher Will Do |
Probing Questions |
Student Responses Potential Misconceptions |
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Students will revise their own rough drafts using the feedback that they have received from the teacher and their peers.
Ask students to bring a copy of their revised drafts to class next time. |
What kind of feedback did you get from your peers?
Do you agree with this feedback? Why or Why not?
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I don’t agree with feedback that I received from my classmate |
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