Standards: 10.1.2.

a Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and
persuasively. (CCSS: SL.9-10.1)
Learning Target: I can use the rubric and feedback to revise my narrative draft.
OR
I can complete my narrative in order to successfully participate in the online workshop.
Success Criteria:
Ticket out the door: two revision goals based upon feedback given during live class.
Uploaded picture of highlighted rubric from live class.
Materials:
Class copies of narrative rubric
Extra highlighters
Sticky Notes
2-3 printed copies of the workshop instruction
Plan:
Time

What Im Doing

Before
Class

PreActivity

1. Students will spend the next five minutes writing a

Moment of Zen that will ask them to reflect on their
writing process and their look-fors which they were
asked to come to class with. What are you most
proud of in your draft? Think about what you wrote
about stories last week. Why is this story important to
you? What do you want your readers to get from this
story?
o For the students who did not come to class,

Welcome students as they enter. Let them know that

they should jot down a few things they are grateful for
as they find their seat.

Why?

Its important to make sure that students know

that theyre supported in the classroom. Starting
off the day (or period) with a gratitude journal
helps the students sit in a positive mindset.

1. The purpose of this MoZ is to get students to be

thinking about their writing and their writing
process. Im asking them about the theme of their
story because we hit it so hard in the last unit
(and even in this unit) I want them to keep coming
back to it and for them to be able to see it in their
own writing. For those students who didnt write
their narrative yet, Im asking them to think about
their narrative so they will be able to jump right in

Activity

there will be an alternative MoZ. What do you

plan to write about? Why is that story
important to you? How do you plan to budget
your time for your narrative this week? What
questions do you have for me on this project?
What kind of support do you need from me?
Where can I help you?
Play music as the students write.
On the board (slideshow) I will display the list
of feedback norms we set up two weeks ago
in live class. We will briefly go over them
again and then I will begin to explain how the
workshop will commence.

1. I will split the students into their two groups: those

who have completed their first draft and those who
havent. (Amanda, Jayde, Bethany, Harrison,
Courtney, Jade, Jon, Hallie have finished. Abby Hope
Haile, Antonia, Tryan, Jack, and Chloe (at the point of
writing this) have not.)
1. Students who have not finished their first draft
will begin work on that immediately (I will let
them know Ill be over to talk with them
individually to see where they are/what they
need help with after I get the workshop group
going.) No shame. I just want to make sure
youre with us the rest of the week. These
students will complete an online workshop
later in the week to make up the points they
will miss by not being a part of the live class
workshop.
b. Everyone in the workshop group will come to the
front of the classroom and grab a copy of the
workshop rubric (rubric barring the revision and
convention portions, since those are not of pressing

and start writing after the workshop begins with

the group who did finish.
2. Refreshing norms of giving/receiving feedback.
Explaining to students the plan for the live class
workshop.

1. The workshop wont be of much help for the

students who havent finished their first draft.
2. Students are moving throughout the room and
writing down what they want their partner to look
for while reading through their narrative.
3. Students will be given enough time to read
through their partners draft and place them on
the rubric where they believe they are. Im
attempting to create transparency with how the
final draft will be graded. They are focusing on the
three largest part of their grade. They will be
reading, giving feedback, and talking to their
partner about what theyre doing well and how
they can improve.
4.
5.
6.
7. Many of the students will need a structured time
in order to even get going on their drafting. Its
unfortunate that they do not have their drafts
completed by the deadline, but at least half of the

c.

d.
e.
f.
g.

importance at the time) and a sticky note. Once they

are back at their seat, I will ask them to write down
their two look-fors that they want their peers
watching for as they read through their draft. They
will give the sticky note to their partner (partners will
be noted on the slideshow) and then they will open
up their partners Doc on their laptop.
The students will then have 12 minutes to workshop
their partners piece based solely on the first section
of the rubric (Setting/Plot). They will read through that
section of the rubric and then read through their
partners piece, highlighting where they believe their
partners narrative to be in that section of the rubric.
They will leave one glow and one grow comment
in the comment section, and then they will talk to
their partners about their thinking behind grading
them the way they did.
Students will switch partners, handing their original
sticky note with their look-fors to their new partner.
(Partners will be noted on the slideshow.)
The students will have 12 minutes to repeat step 3
but this time while looking at the second section of
the rubric (characters.)
Students will do the same thing with the third section
of the rubric.
While students are working on their workshops with
their partners, I will be circulating the room, helping
both the groups workshopping and the group working
on their narrative. I will keep an eye out for students
who are struggling to get started.
1. Tryan, Chloe, and Haile will most likely need a
lot of pushing to get going (if they dont have
their narratives up yet.)
2. Abby is a perfectionist and needs to be in the
mindset of progress is better than perfect. If
she has a completed draft, Ill move her into

class had it finished and turned in, so I know my

instruction wasnt what is causing the missings.
(Jack and Antonia are a surprising addition to this
group. They usually have their work in.)

the workshop group.

3. Theres a possibility that Antonia has her
narrative done. The document opened blank,
but she had it in before anyone else. Could be
a funky file. She will be moved into the
workshop group if this is the case.
4. Jack has expressed a want to work by
himself. He is also doing an alternate
assignment since hes already gone over
most of what I want the students to get out of
this narrative assignment (story-shaping,
story elements, show dont tell, etc.) in my
Creative Writing class. Ill have a printed
version of his rubric (that focuses on
symbolism) for him to self-assess if he so
chooses. If he wants to hop over into the
workshop, he may, but hell have to be paired
with someone who can understand the
different rubric. (Bethany maybe? Or Jayde.)
5. Hope, if she still has not turned her draft in,
most likely knows what shes doing but needs
the structured time to do so. She began
working on this assignment during office
hours last week, but it appears that she never
finished.
b. Students will get the rubric their partners have been
working with back and they will have a few minutes to
go over what their partners highlighted/wrote in their
glows/grows. They will then write down two takeaways on a half-sheet of paper. One takeaway will be
what they walked away with from the actual
workshop experience. The second will be one thing
that they believe they should focus on in the revision
draft based on what their partners wrote.
Closing

1. Students will complete one of three Tickets Out The

1. TotD is individualized based upon where the

Door: 1) I completed the full workshop: Take a look

at your feedback/rubric. What section are you going
to focus on first while revising? Why? 2) I
completed some of the workshop: What are your next
steps for revision? How will you fill in the workshop
gaps you missed? 3) I didnt complete any of the
workshop: How will you budget your time for
completing your first draft and/or for the online
workshop? What will be your first step?
2. Before the students leave, I will let them know that
they are to complete a Google Form reflection as well
as upload a high-quality picture of their highlighted
rubric. (Students who did not take part in the
workshop will do this later, after they have completed
the online workshop.) Tell students to log in and
upload the picture tomorrow for October Count.

student ended the lesson. Each question is

getting students not only to reflect on the lesson,
but their next steps toward finishing the project.
2. Reminder for the students that there is more to
complete online. (Wednesday is Count Day,
which is why I would like students to upload
something that day.)

Reflection:
I was really glad that I got the workshop crew going on autopilot so I could really spend a majority of the time on the students
who didnt have a draft.
Jack and Chloe said that they had their draft on another computer. I had a lot of trouble actually getting them going, since I
planned for students to either have it ready or just not have it. Jack got writing, which is the most I can ask for, but I really
couldnt get Chloe working on anything. At least this is giving me more things to look for while planning.
Hope up-and-left without talking to me. Jade let me know that she had a panic attack. I figured she had a plan, but didnt find
her immediately outside of the room. Im going to send her a text later to check in and see what the deal is.
Oh my goodness Im still really struggling with Haile. She staunchly believes that she is not a good writer, which is super
false. I tried to get her writing something, but I dont know if she actually got anything that will help her finish the week strong.
Tryan was writing!