Katherine Hansen

Wednesday, February 24, 2016

(50 minutes)
GRADE LEVEL: 10
STANDARD STATEMENT:
CCSS.ELA-LITERACY.W.9-10.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach, focusing on addressing what is most significant for a specific purpose and
audience.
CCSS.ELA-LITERACY.W.9-10.6

Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology's capacity to link to other information and
to display information flexibly and dynamically.
CCSS.ELA-LITERACY.W.9-10.3

Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.RI.9-10.4

Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices
on meaning and tone (e.g., how the language of a court opinion differs from that of a
newspaper).
OBJECTIVE(S):
In this lesson, students will apply the knowledge that they have gained about the parts of a short
story to provide feedback on a partners work. This form assessment will determine whether
students have gained an understanding of the parts of a short story and know how to apply it.
Students will use the feedback from their peer reviews, and their knowledge of the short story to
begin their polished final draft. As a class, we will also be discussing vocabulary for the text
Why Read Shakespeare? in preparation for tomorrows lesson.

LEARNING TARGETS:
I can use the knowledge I have gained about the parts of a short story to provide
constructive feedback to my peers.
I can use feedback from my peers to edit and polish a final draft of my short story.
I can identify keywords and phrases found in Why Read Shakespeare?

PRE-ACTIVITY
(2 minutes)
Review todays learning targets and agenda.
(15 minutes)
Students will complete the vocabulary thinking map for Why Read Shakespeare?
found on page 203 of their textbooks.
As a form of assessment and practice, students will create a sentence using each of their
vocabulary words. Students will need to pay attention to the part of speech each word
belongs
to in order to ensure that their sentence makes sense. To prompt students to think about
tomorrows lesson I have asked them to answer a question by stating one thing that they know
about William Shakespeare.
ACTIVITY
(25 minutes)
In pairs, students will complete peer review sheets detailing what they will be graded on in their
short stories. Students will read their partner's stories and put a checkmark on the list for every
element that they find in the story. If there is an element on the list that needs to be revisited,
students will circle it and state what needs to be looked at or revised. Students will provide their
own feedback based on their knowledge of the parts of a story, by creating one question they have
about the story, giving one positive thing they found, and giving one piece of constructive
criticism.
POST-ACTIVITY
(Remaining class time)
Students will be given any remaining class time to begin typing their final drafts of their short
stories on Chromebooks. Final drafts should be in Times New Roman, double spaced, and in 12pt
font. Remind students that their final drafts are due tomorrow with the following items: Parts of a
story maps and brainstorming, rough draft, and peer review sheets.
CLOSURE
(2 minutes)
As a class, we will review todays learning targets.
ASSESSMENT
Peer Review Sheets
Rough Draft
Vocabulary Thinking Map and Sentences