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Bronx Green Middle School Realistic Fiction Unit(Viewing, Reading, Writing, Speaking)

Start Date: Tuesday, October 12, 2009End Date: Friday, October 29, 2009

REMINDERS:

Concepts to be covered: What realistic fiction is Reading and writing realistic fiction Visualization Story elements

Characterization Text features and structures Read and listen to realistic fiction Realistic fiction vocabulary

Realistic fiction is story that has a beginning, middle and end. It can be based on real events. Realistic fiction is set within the past 20 years. There are no talking animals or unrealistic events, characters or actions. Realistic fiction stories usually have a problem, well developed characters and a general sequence of events. Final Project: Students will write a realistic fiction story based on notebook entries. PLEASE ENCOURGAE STUDENTS TO INCORPORATE THEY CULTURE INTO THEIR WRITING

Criteria Chart:These are the minimum requirements for the unit. You may add to this, you may turn this into a rubric. Let the kids know about this at the beginning of the unit so they are aware of it. Use it as part of your assessment for the unit.

1. Read and respond to a variety of realistic fiction stories.2. Write a realistic fiction story that has a beginning, middle and end.3. Write a realistic fiction story that has well developed characters. 4. Revise your realistic fiction story for dialogue and language.5. Edit your realistic fiction story for spelling, punctuation and capitalization.

Literacy Workshop:During the workshop we will be:

Reading and analyzing realistic fiction – whole class, small group and individually Sharing a read aloud Working individually and in groups Focusing on comprehension strategies Writing realistic fiction Discussing the text features and structures of realistic fiction Focusing on the organizational feature of paragraphs (begin a new paragraph when the topic, time or place changes. If children

able, include dialogue paragraph changes) This will be done through shared reading, read alouds, independent reading and discussion. Mini lessons will utilize

modeled and shared writing as well as link to the reading mini lesson/tasks for the day.Resources:

Realistic Fiction Titles that may include: Define Normal by Julie Ann Peters, The Outsiders by S.E. Hinson, Parrot in the Oven by Victor Martinez, and Tyrell by Coe Booth

1 Bronx Green Middle School: Realistic Fiction Unit, 2010 - 2011 Developed by: Kristin Crowley, Debbie Showers, Mercedes Vazquez

15 INSTRUCTIONAL DAYS

You need to monitor your pacing to stick to the dates of the unit. Just a reminder that while the vast majority of our students begin the school year on the first official day of school, a few students return at a later date, usually by the end of the first week. You will need to catch these students up so that you do not get behind in your pacing. Even though it is a suggested timeline and suggested lessons, please don’t deviate too much from the content because the unit is structured to meet the 7th standards for literacy and build upon the units that students have engaged in during the last year.

ELA StandardsReading Standard 2: Students will read, write, listen, and speak for literary analysis and understanding.• Recognize that one text may generate multiple interpretations• Interpret characters, plot, setting, and theme, using evidence from the text• Identify the author’s point of view, such as first-person narrator and omniscient narrator• Recognize recurring themes in a variety of literary works• Determine how the use and meaning of literary devices (e.g., symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing) convey the author’s message

or intent• Recognize how the author’s use of language creates images or feelings• Read silently and aloud from a variety of genres, authors, and themes• Identify questions of personal importance and interest, and list works of literature that addresses them• Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in their own lives• Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text• Compare a film, video, or stage version of a literary work with the written version

Reading Standard 4: Students will read, write, listen, and speak for social interaction.• Share reading experiences with peers or adults; for example, read together silently or aloud with a partner or in small groups• Consider the age, gender, social position, and cultural traditions of the writer• Recognize conversational tone in social communication• Recognize the types of language (e.g., informal, culture-specific terminology, jargon, colloquialisms, and email conventions) that are appropriate to social communication

Writing Standard 2: Students will read, write, listen, and speak for literary response and expression.• Write original literary texts to

- develop a narrative, using an organizational plan such as chronology- sequence events (e.g., rising action, conflict, climax, falling action, and resolution) to advance a plot, with assistance- develop complex characters and create a setting- use literary devices- maintain a consistent point of view that enhances the message- select a genre and use appropriate conventions, such as dialogue, rhythm, and rhyme, with assistance- use language that is creative

• Maintain a writing portfolio that includes imaginative, interpretive, and responsive writing

Writing Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.• Present clear analysis, using examples, details, and reasons from text• Present a hypothesis and predict possible outcomes• Select content and choose strategies for written presentation on the basis of audience, purpose, and content• Explain connections between and among texts to extend the meaning of each individual text• Compare and contrast literary elements in more than one genre and/or by more than one author• Maintain a writing portfolio that includes writing for critical analysis and evaluation

Writing Standard 4: Students will read, write, listen, and speak for social interaction.• Respect the age, gender, social position, and cultural traditions of the recipient• Develop a personal voice that enables the reader to get to know the writer• Write personal reactions about experiences, events, and observations, using a form of social communication• Identify the social communication techniques of published writers• Maintain a portfolio that includes writing for social communication• Use the conventions of email

Speaking Standard 2: Students will read, write, listen, and speak for literary response and expression.• Present interpretations and support them through specific references to the text• Explain social, historical, and cultural features of literary text• Present original literary texts, using language and text structures that are inventive; for example,

- use conventions of the literary genre, such as story, poem, and play- use an introduction that catches and excites the interest of the listener

• Ask and respond to questions to clarify an interpretation or response to literary texts and performances

Speaking Standard 4: Students will read, write, listen, and speak for social interaction.• Respect the age, gender, social position, and cultural traditions of the listener• Provide feedback by asking questions• Use courtesy; for example, avoid sarcasm, ridicule, dominating the conversation, and interrupting• Use culture-specific language, jargon, and colloquialisms appropriate to the purpose and the listener

Listening Standard 2: Students will read, write, listen, and speak for literary response and expression.• Interpret and respond to texts on a variety of themes from different genres and authors• Listen to class lectures, and small group and classroom discussions, to comprehend and interpret literary text• Recognize different levels of meaning in presentations• Identify how the author's choice of words/characterization and use of other literary devices affect the listener's interpretation of the oral text, with assistance• Recognize that the meaning of the spoken word can vary on the basis of tone, volume, pitch, and rate• Recognize how the posture, facial expression, and gestures of the speaker or actor are used to evoke a response• Identify questions of personal importance and interest and seek to address them by listening to and interpreting films, plays, and dramatic readings• Recognize social, historical, and cultural features in presentations of literary texts, with assistance

Listening Standard 4: Students will read, write, listen, and speak for social interaction.• Participate as a listener in social conversation with one or more people who are friends or acquaintances• Respect the age, gender, social position, and cultural traditions of the speaker• Listen for more than one level of meaning• Withhold judgment• Appreciate the speaker’s uniqueness


Suggested Pacing:

SESSION 1

Reading Lesson:

Focus: 5 story elements

ReadingRead Aloud: As per your selections (See books listed on page one for suggestions)

Mini Lesson: Every story has 5 elements: introduction, rising action, climax, falling action, conclusion. Review the elements.

Independent Work: Students to create a story mountain with the characters in the book you have chosen.Students read independently.

Share: Students share the elements of the story they have discovered in their own books

Writing Lesson:

Focus: Sequencing.

Mini Lesson: How do we sequence a story? Model ways in which we can sequence a story. Give example of a story that is out of order and have the students put it in order.

Independent Work: Students will plan their realistic fiction story, using story mountains and character traits from earlier this week.

Share: Share changes to their writing

SESSION 2

Reading Lesson:

Focus: Comparing and Contrasting


Mini Lesson: How does an author compare and contrast? Use examples from your independent read aloud. Identify clue words that indicate a compare and contrast (i.e. – between)

Independent Work: Students read independently.

Share: Students clue words they have found in their books.

Writing Lesson:

Focus: Sequencing.

Mini Lesson: Introduce the rubric and criteria for the realistic fiction unit. Students will go over the rubric and what is expected of them. Review the criteria for the unit. Address all questions regarding the rubric. Publishing Deadline: Next 25, 2008

Independent Work:Students will continue to work on their stories.

Share: Students share drafting experiences.

Chart: Clue words for compare and contrast

SESSION 3

Reading Lesson:

Focus: Point of View


Reading Mini Lesson: Introduce Point of view 1st

person narrative, 3rd person, 3rd person omniscient. Chart the three different P.O.V.’s and their differences

Independent Work: Students read independently.

Share: Students clue words they have found in their books.

Writing Lesson:

Focus: Point of view.

Mini Lesson: What point of view are you writing in? Why do we need to be consistent?

Independent Work: Students will continue to work on their stories.

Share: Students share the point of view they are writing in.

Chart: P.O.V.

SESSION 4

Reading Lesson:

Focus: Text to text, self, world connections


Reading Mini Lesson: Making connections.What are text to text, text to self and ext to world connections? Discuss and chart with examples.

Independent Work: Students read independently looking for connections. Turn and talk and share with the person next to you your connections.

Share: Students share connections found.

Writing Lesson:

Focus: Planning writing.

Writing Mini Lesson: Planning writing using a story mountain. Model with your own story (or Define Normal) introduction, rising action, climax, falling action, conclusion.

Independent Work: Students to create a story mountain with the character in their story.

Share: Share out the elements of the story mountain

SESSION 5

Reading Lesson:

Focus: Reading for details


Independent Reading 30 minutes of independent silent reading

Reading Mini Lesson:Reading for details.Why are details important? Which ones are more important? Which ones help drive the story?Independent Work:Student identify important and unimportant details in their text with stickies or by using a stop and jot in their reading notebooks.

Share: What are some important and less important details in your independent reading book.

Writing Lesson:

Focus: Thinking vs. doing

Writing Mini Lesson: Planning the inner mountain. Develop the ways in which the character may think or feel and how the character is perceived - basic introduction of stereotypes. Independent Work: Students to create a story mountain with the character in their story.

Share: Share out the elements of the story


mountain.

Chart: Thinking vs. DoingSESSION 6

Reading Lesson:

Focus: Internal thinking.

Mini Lesson: Develop an understanding of internal thinking. Discover the differences between how someone thinks and feels and how the two connect i.e. – “I’m tired of this class, I am going to tell the teacher I am sick.”

Independent Work: Students read independently. Turn and talk and tell the person next to you how the character in your book felt one way but did something else.

Share: Retell some of the examples of turn and talk.

Writing Lesson:

Focus: Story Mountain Mini Lesson: Develop an understanding of internal thinking. Discover the differences between how someone thinks and feels and how the two connect i.e. – “I’m tired of this class, I am going to tell the teacher I am sick.”

Independent Work: Students write independently. Turn and talk and tell the person next to you how the character in your book felt one way but did something else.


SESSION 7

Reading Lesson:

Focus: Characters Feelings

Mini Lesson: Reading for character feelings. How does your character feel? How do you know? What clues does the author provide to give the reader a clue (inferencing skills)

Independent Work: Students read independently. Turn and talk and tell the person next to you how the character in your book felt one way but did something else.

Share: Stop and Jot on their independent reading.

Writing Lesson:

Focus: Adding details about your character Mini Lesson: Using your writing as a basis think about ways in which we can let our readers know about our character without directly telling them. (Lesson should encourage inferencing with in their writing)i.e. – instead of writing, “he is 18” the author writes “he was nervous about his first time in a voting booth.” Independent Work: Students will write independently working on adding specific details about their character to the story without taking away from the plot or adding unnecessary details.

SESSION 8

Reading Lesson:

Focus: Character traits

Mini Lesson: Reading for character traits. How are they defined in the book? Why are they important? What do they tell us about the character? How can we use them when we predict and infer? Use read-aloud to identify traits as a model

Independent Work: Students read independently. Identify the traits of their characters in their book.

Share: Class share on a the specific traits of their character (look for bold words and praise them)

Writing Lesson:

Focus: Problem and Solution

Writing Mini Lesson: Conflict/Resolution. Use problem from read aloud. Define the problem and the solution. Students identify the elements and how they fit into the story map for their own story.

Independent Work: Students develop one problem and solution. They add it to their story and their map.

Share: Share problems/solutions.

SESSION 9

Reading Lesson:

Focus: Character traits vs. character emotions

Mini Lesson: What is the difference between a character trait and how the character feels. Use read aloud to model and identify differences.

Independent Work: Students read independently. They identify the differences between their characters traits and emotions.

Share: Turn and talk – one in pair gives a word and the other determines whether it is a trait or emotion.

Writing Lesson:

Focus: Revising for dialogue Mini Lesson: Revising for dialogue. Elements of dialogue and quotation marks.

Independent Work:Students will use quotations to revise their work and add dialogue.

Share: Share an example of dialogue.

Chart: Text to text, text to self and ext to world connections

SESSION 10

Reading Lesson:

Focus: Character changing overtime.

Mini Lesson: Create a timeline using read aloud to look at how the character changes over time and how the author identifies changes.

Independent Work: Students create their own timeline of one of their characters in their independent reading book changing over time.


Writing Lesson:

Focus: Revising for details.

Mini Lesson: Revising for details. Adding details and removing unnecessary information. Give examples of how to make a sentence more interesting. Give examples of information that is not needed.

Independent Work:Students will revise for details.

Share: What was one sentence that you changes to make it better. Why did you change it?


Share: Think, pair, share, on a particular problem you are having with your story.

SESSION 11

Reading Lesson:

Reading/WritingRead Aloud: As per your selections (See books listed on page one for suggestions)

Focus: Characters actions led to consequences (good and bad)

Mini Lesson: Provide examples of how each action a character makes is either good or bad in terms of the story. Provide examples with the read aloud.

Independent Reading 30 minutes of independent silent reading Read for this and identify characters action and whether they are good or bad in terms of the outcome of the story.

Writing Lesson:

Focus: Revising for bold words

Mini Lesson: What is revising? Introduce the word graveyard. Use more age appropriate words

Independent Work:Students will revise their work to remove words that are not interesting or bold.REVIEW STRONG WORDS LIST.Finish drafts if not done.

Share: Share changes made giving example of original passage or word and the changes.

Homework: Bring in

SESSION 12

Reading Lesson:


Focus: Characters actions or inactions lead to consequence

Mini Lesson: Provide examples of how doing something or not doing something can affect the outcome of the story. (i.e. – shot someone or not shot someone)

Independent Reading 30 minutes of independent silent reading. Read for this and identify characters action are good or bad.

Writing Lesson:

Focus: Editing

Mini Lesson: Editing lesson for the day. Introduce editing marks and chart the symbols and their meaning.

Independent Work:Students will begin to edit their work using editing marks.

Share: What were the editing skills for the day? Give examples.

Chart: Editing Marks

SESSION 13

Reading Lesson:


Focus: Main vs. Secondary characters

Mini Lesson: Compare and contrast main vs. secondary characters. What is the fundamental difference? How do the secondary characters affect the main and vice versa.

Independent Reading 30 minutes of independent silent reading. Read for secondary characters and how they affect the main character.

Writing Lesson:

Focus: Peer Editing

Mini Lesson: Peer – editing. How do we edit someone’s work? Explain routine and procedure and expectations. Chart editing marks

Independent Work:Peer edit someone else’s work and complete checklist. Continue to edit work.

Share:What does peer-editing look like? What was easy what was hard?

Chart: Editing Marks

Homework: Bring in goodies for the publishing party. Take home invitations

SESSION 14

Reading Lesson:


Focus: Secondary characters

Mini Lesson: Generate a list and determine how they affect the story using your story as an example.

Independent Reading 30 minutes of independent silent reading. Read for secondary characters and their action or inactions good and/or bad.

Writing Lesson:

Focus: Publishing and Reflecting

Mini Lesson: Teaching students how to turn a draft into a published piece of work. Model with your own work. Show examples of different pieces of work and identify which one is published correctly based on the rubric and which one will lose points.

Independent Work:Students will begin to publish their work.Early finishers make invitations.

Share: Publishing celebration planning. Decide on the rules of the publishing party. Explain expectations. Who is going to share, why, roles for the students to do.

Chart: Do’s and Don’ts at

SESSION 15

Reading Lesson:


Focus: Tying up loose ends

Mini Lesson: What ways do author tie up lose ends in their books – generate a list – students should think about their own books – Do they tie everything up? Does everything get resolved?

Independent Reading 30 minutes of independent silent reading. Students identify lose ends that have been resolved and others that have not.

Writing Lesson:

Focus: Publishing Celebration

Mini Lesson: Model completing reflection. Review celebrating do’s and don’ts. Model with students how to give feedback. Review with students the feedback forms which were discussed yesterdayReview with students how to speak publicly

Independent Work: Students will set up for the publishing party. Students will share their work with each other. Students will provide feedback as per the rules for feedback previously discussed. Complete portfolio reflection


pocket dictionaries a publishing partyShare: Discuss the highlights (and lowlights) of the publishing party.

CLEAN UP!!!

Realistic Fiction UnitGrade 7

SupportingHandouts



Note: To facilitate differentiation, forms marked A should be given to students that are performing on a higher level (based on your assessments.) Forms marked B should be given to students that are performing on a lower level (based on your assessments.)

Writing Unit:Writing Unit: Realistic Fiction Realistic FictionSome of the best writing comes from what you know. Often time’s writers will write about places, situations, and characters that almost seem real. Even though they are fictional, these stories are easy to relate to and interesting to read. For our next writing initiative we are going to write a realistic fictional story that incorporates many of the elements of realistic fiction that we are have read about in Define Normal by Julie Ann Peters.

Using the scenario below to help you begin to develop a character and find a focus for your story:

The floors shined with the first month of school luster that is only seen in Next. The cleanliness, a courtesy of the hard working custodian staff who takes pride in the place where they work. The walls were crisp with fresh paint covering up all the markings and drawing made by last years less then talented artists. The bulletin boards, each with a unique message, dotted the hallway with colorful invitations to “read more”, “study harder”, and “think outside the box.” Like most schools in New York City, the hallways were loud, a combination of students chatting, subways rolling, horns honking, and the unnerving sound of a siren screeching by. Even though this school looked like every other school in the city, it was different. In this school the walls held secrets which were kept locked away by the students who spent seven hours a day inside.

Remember that a good realistic fiction story is creative and includes lots and lots of details. Do not explain what is happening in your story – DESCRIBE IT!!! Your character is your story so make him or her come to life!!!

Below is a checklist you can use to make sure you have included all the elements needed to write a stellar realistic fiction story. Remember to not rush through the writing process. Each step is important and only allows you to better your work.

Writing Element Date Completed Story Mountain (including internal mountain) Rough Draft Editing and Revisions Peer Edit Teacher Conference Published Work

The length, details, problem, and solution of your final story are up to you. Just make sure it includes enough details to make sure the reader is not left wondering what happened!!!!

Please make sure to hand this checklist in with your final work. All work, complete or incomplete is due on Next 25, 2009.

Name: ________________________________ Date: __________________Class:_________________________________ ELA: Realistic Fiction

Realistic Fiction Rubric4

Exceeding the Standard3

Meeting the Standard2

Approaching the Standard

1Below the Standard

SEQUENCING

Your writing is very well organized. One idea or

scene follows another in a

Your writing is pretty well organized. One idea or scene may seem out of

Your writing is a little hard to follow. The transitions are sometimes not clear.

Your writing seems to be randomly arranged. Their

does not appear to be an order

logical sequence with clear transitions.

place. Clear transitions are used.

Many details are out of place.

to your writing. Details are all over the place.

DIALOGUE

You correctly incorporated dialogue into your story and correctly inserted quotation

marks.

You incorporated dialogue into your story but one or

two of your quotation marks may be wrong.

You have some dialogue in your story but many of your

quotation marks are used incorrectly or they are

missing.

You have no dialogue in your story or the dialogue in your

story does not have any quotation marks.

STORY ELEMENTS

All five story elements are included in the story and

supported with vivid details.

All five story elements are present in your story and are supported with good details.

One or two of the story elements are missing and/or

details which support the story elements may be

missing

You are missing two or more story elements in your story.

The elements in your story are not supported with details.

INTERNAL THINKING

You have included internal thoughts in each

scene/chapter. The reader can picture what the main

character is thinking.

You have included internal thoughts in each scene/chapter.

There are 1 or 2 internal thoughts in each

scene/chapter that are not significant to the story.

You do not add internal thoughts to your story.

PROBLEM AND SOULTION

You have a clear problem and solution in your writing.

They are both interesting and create a lot of depth to

your story.

You have a clear problem and solution in your story.

You have a problem and solution in your story but it is not totally clear how the

problem is resolved or what the solution is.

You are missing a problem and/or solution in your story.

CONVENTIONS

You made no errors in grammar, spelling,

punctuation, capitalization that distract the reader from

the content of the story.

You made makes 1-2 errors in grammar, spelling,

punctuation, capitalization that distract the reader from

the content of the story.

You have between 4 and 6 errors in spelling, punctuation, and

capitalization that distract the reader from the content

of the story

You have 7 or more errors in spelling, punctuation, and

capitalization. Your mistakes are a serious distraction from

the overall story.

CHARACTER

Details about your character make it clear to the reader who they are and how they feel. He/She is interesting and makes reader want to

read more.

The reader has a good understanding who the

character is and how he/she feels. On occasion it may

be unclear why your character did or felt

something.

It is not always clear to the reader why the character says or feels the way they

do. Often times it is difficult to understand how the character is thinking or

feeling.

The reader is unable to understand important details about your character. There are little to no details about how the character thinks or

feels.

PRESENTATION

The published work of your writing is readable, clean,

neat and attractive. It is free of erasures and crossed-out

words. It looks like the author took great pride in it.

The published work of your writing is readable, neat and attractive. It may have one

or two erasures, but they are not distracting. It looks like the author took some pride

in it.

The published work of your writing is readable and some of the pages are

attractive. It looks like it might have been done in a

hurry.

The published work of your writing is not neat or

attractive. There are erasures, white-out, rips, or crinkles in the final piece. It looks like

you have no pride in the work that you do.

NAME: ____________________________ DATE: _______________ FINAL GRADE: ________

TEACHER COMMENTS:

_____________________________________________________________________________________________________________________________________________

Editing Marks

Name: ________________________________ Class:______________________

Date:__________________________________ ELA: Editing Marks

Name: ________________________________ Class:______________________Date:__________________________________ ELA: Revising Checklist

Revising ChecklistRevising the draft of your work is an important step before you publish your work. This is the time for you to LOOK AGAIN at your work and find places to use stronger word choices, look for ways to vary your sentence and paragraph structure, and make sure that you do not use the same words or phrases over and over again.

Using the following checklist, go through your draft and revise your work. Remember, your draft is supposed to have X’s, crossing out, arrows, additional sentences and words and mistakes. It should look MESSY!!!Materials:

Blue or black pen Colored pencils Highlighters

Revision Tasks CompletedRead your paper out-loud. Are you missing any words? Go back and add missing words now (remember you use the /\insert symbol when you are making additions to your writing.)

Highlight your topic sentence statement. Does it relate to your main idea? Re-read your introduction. Does it draw your reader in? Put a smiley face next to your introduction if it does. If it doesn’t, go back and make changes in a colored pencil.

Underline, in colored pencil, every single transitional word in your essay. Put an X through IS, ARE, WAS, WERE. Replace as many as possible with more descriptive words in pen.

Look for words you have used more than five times. Replace them with more descriptive words (Use a colored pencil)

Using a pen, remove any sentences that do not support your thesis statement. If you do not have any unnecessary sentences, put a triangle on the top of your paper.

Cross out any sentence that begins with And or Because. Rewrite them in colored pencil. If you do not have put a check at the beginning of your draft.

Using the lines below, write the first word of each of your paragraphs. Do any words repeat? If they do, replace it with another descriptive word in colored pencil.

____________________________________________________________________________________________________________________________________________________________________________________________________________________

Highlight all the descriptive words in your writing. If you do not have at least two highlighted words in each paragraph, go back and make changes to those paragraphs now. List 7 of those descriptive words on the lines below.

__________________________________________________________________________________________________________

Re-read your conclusion. Is it repetitive? Does it look to the future? Put a star next to your conclusion if it engaging to your readers. If not, go back and make changes in a colored pencil.

Name: ________________________________ Class:______________________Date:__________________________________ ELA: Editing Checklist

Editing ChecklistEditing your work is as important as revising it. Now is the time to CHECK for run-on sentences, missing capitals, spelling mistakes, and punctuation errors.

Editing Tasks Completed

Underline the first letter of each sentence. Are each of the words capitalized? Make corrections now with the correct editing mark.

Check the punctuation of each sentence. Are you missing any? Go back and add it now with a colored pencil or pen.

Read your writing out-loud for run-on sentences. If you could not read a sentence without taking a breath it is probably a run-on sentence. Highlight run-on sentences and break it apart into two sentences.

Highlight all your quotes. Make sure all titles and direct quotations are separated with quotation marks.

Are all your proper nouns capitalized? Go back and underline all of your proper nouns with a colored pencil. Make any corrections.

All words are spelled correctly? Circle any words if you are unsure of the spelling with a colored pencil.

All commas are used correctly? Remember to add them if need be. Put a box around any comma you are unsure of.

Circle your introduction. Put a squiggly line under your conclusion. Do you have sentence variety? Go back to one paragraph and underline each sentence in a different colored pencil. Are the lines different sizes? If yes – GREAT JOB. If no, you need to go back and work on your sentences structure.

Do your nouns and verbs agree? Circle three examples of noun-verb agreement in your paper. (For example I did all my work)Example Number 1.

______________________________________Example Number 2.

______________________________________Example Number 3.

______________________________________

Check for short hand (2, 4, u, b/c, w/, b4, b, c, etc.)? Edit all of your shorthanded writing with a colored pencil. Replace with the actual words.

Check for use of number replacement of letters (i.e. – l3tt3r) Make the necessary corrections with a colored pencil. List any examples of these errors below.

__________________________________________________

__________________________________________________Check your verb tense. Make sure your ENTIRE essay is in the same tense (it should be in the past tense!)What tense is your essay in? __________________________________

Name: ________________________________ Class:______________________Date:__________________________________ ELA: Peer-Editing Checklist (Form A)

Peer – Editing ChecklistBackground: It is almost impossible to see all of your errors. Even professional writers have someone else read their work to make sure that there are no mistakes. This is known as peer editing. A peer editor looks for not only conventional mistakes but checks to make sure your paper makes sense and is easy to read.

Task: Ask someone you trust to peer edit your work. You should pick someone who is going to be honest and give you feedback which you can use to make your work better. You should also make sure whoever you pick is going to take the job seriously and really read and edit your work. Likewise, if someone asks you to peer edit their work, you should give their writing the same attention you would like someone to give yours.

Make sure when you give them your work to edit you also give them your writing. Their comments should be placed in on your writing so you can refer back to their

suggestions. Don’t be afraid to write on their essay. That is what a good editor does. DO NOT bring your essay to your teacher for editing and revisions until you have

revised and edited your work AND you have had it peer edited.

Editors Name: _________________________________________________________________________

Task Still needs more work

Almost perfect

Great Job!!!

Editing TasksAll sentences begin with a capital letter.All sentences end with appropriate punctuation.There are no run-on sentences.All dialogue is set off with commas.All proper nouns are capitalized.All words are spelled correctly or question marks are placed over words if you are unsure of the spelling.All commas are used correctly.There is no shorthand writing (2, 4, b4, u, c, etc.) There is no number replacement of letters.Revision Tasks

I was easily able to identify the thesis statement.The sentences are interesting and vary in length.I was easily able to identify the introduction.I was easily able to indentify the conclusion.There are lots of descriptive words used.All paragraphs support the thesis statement.There are no off-topic sentences.Transitional words are being used to move from one idea to the next.

Name: ________________________________ Class:______________________Date:__________________________________ ELA: Peer-Editing Checklist (Form B)

Peer – Editing ChecklistBackground: It is almost impossible to see all of your errors. Even professional writers have someone else read their work to make sure that there are no mistakes. This is known as peer editing. Peer editing looks for not only conventional mistakes but also checks to make sure your paper makes sense and is easy to read.

Task: Ask someone you trust to peer edit your work. You should pick someone who is going to be honest and give you feedback which you can use to make your work better. You should also make sure who ever you pick is going to take the job seriously and really read and edit your work. Likewise, if someone asks you to peer edit their work you should give their writing the same attention you would like someone to give yours.

Make sure when you give them your work to edit you also give them your work so they can provide feedback.

Peer feedback comments should be placed in on work so you can refer back to the suggestions.

Don’t be afraid to write on the essay. That is what a good editor does. DO NOT bring your essay to your teacher for revisions and editing until you have

revised and edited your work AND you have had it peer edited.

Editors Name: _________________________________________________________________________

Task Still needs more work

Almost perfect

Great Job!!!

Editing TasksAll sentences begin with a capital letter.All sentences end with appropriate punctuation.There are no run-on sentences.All dialogue is set off with quotation marks.All proper nouns are capitalized.All words are spelled correctly or question marks

are placed over words with questionable spelling.All commas are used correctly.There is no shorthand writing (2, 4, b4, u, c, etc.) There is no number replacement of letters.Revision TasksI was easily able to identify the thesis statement.The sentences are interesting and vary in length.I was easily able to identify the introduction.I was easily able to indentify the conclusion.There are lots of descriptive words used.All paragraphs support the thesis statement.There are no off topic sentences.Transitional words are being used to move from one idea to the next.

To be filled out by the peer reviewer and used by the author to make revisions.

1. One aspect of the dissertation that I really liked was _____________________________________________________________________________________________________________________________________________________________________________________________________________________

2. If I wrote the dissertation I would have ________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. One sentence that I would revise is_____________________________________________________________________________________________________________________________________________

4. I would revise this sentence because _____________________________________________________

5. My favorite sentence from the dissertation was __________________________________________________________________________________________________________________________________

6. I really liked this sentence because______________________________________________________

7. One paragraph that I would revise is _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. I would revise this paragraph because ____________________________________________________

9. One paragraph that I really liked was_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10. I really liked this paragraph because _____________________________________________________

Notes and comments (compliments and suggestions):

37th grade literacy - the teachable moments web viewkristin crowley, debbie showers, mercedes...

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