Common Core State Standards:

CCSS.ELA-LITERACY.W.8.5
With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how
well purpose and audience have been addressed.
CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others'
ideas and expressing their own clearly.
CCSS.ELA-LITERACY.W.8.3
Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.

Learning Segment Objectives: Summative Assessment:

Students will be able to revise and edit their
own work as well as the work of others.
SWBAT communicate ideas clearly and
cogently.
Students will create a memoir based on their
own personal experience that integrates
techniques and revisions strategies
developed in class.

SWBAT write at long intervals with pauses or

breaks.

Lesson Objectives: Formative Assessment / Checking for

Understanding for this individual lesson:

Students will continue writing a first draft of
their memoir. Students will also learn and
practice a second revision strategy that will
help them shape their final draft.
Student understanding of the topics
discussed in this lesson will be checked in the
following ways:
● The teacher will assess student
progress during “share outs” after
writing.
● The teacher will also be able to check
for understanding and progress by
circulating through the room to
monitor student groups.
● The teacher will monitor
understanding through the exit slips
turned in.
Instructional Materials and Resources (teacher and student):

Materials:
1. Google Slides presentation
2. Student Memoirs
3. Revision Strategy #2 Worksheet
3. The teacher will need access to a promethean board and a Chromebook in order to get
through the day’s lesson.

Anticipatory Set: (Activating Student Background Knowledge, Establishing Rapport and

Motivation)

Transition from Previous Activity:
The teacher will begin today’s lesson in the
following way:
1. Students will take out their Sacred
Writing Time journal entry from the
previous day.
2. Students, for 15 minutes, will continue
drafting a memoir of their choosing.

Conduct/Behavior Expectations: Students are expected to wait at the door

before entering the class. When they do
come in, they are expected to review the
opening slide and begin preparing for class.
Students should stay engaged in the lessons
and participate whenever possible.

Connection to Students: Students are able to choose which

experience they want to write about. Every
student has a story, a culture, a history that
they can share with one another, and this
project gives them the opportunity to do so
while also practicing important writing
technqiues.

Main Portion (body) of the Lesson:

Prior Knowledge: Students, at this point, have completed two Checks for Understanding
weeks of technique modules. They understand how to write
descriptively and create effective setting and/or characters. 1. Who would like to
Students are also used to the expectation of revision and of share a few
sentences from their
developing writing stamina.
writing?
2. [Student name] what
 1. Sacred Writing Time: Students will continue to draft did you notice today
their memoir for 15 minutes to begin class. that was challenging
2. The teacher will lecture briefly on a second revision about writing? What
strategy that students can use in their own writing. about rewarding?
3. [Student name] how
3. Students will practice this technique until the end of
could you add to your
class, turning in their work before they leave.
own writing to make it
better?

Closure:

To close class, the teacher will review the next day’s activities and remind students that they
must complete their modules by Friday.

Differentiation: Meeting Diverse Learning Needs (Based on your Context for Learning)

Whole Class ● All students will be given instruction

visually and auditorily.
● All students will have the opportunity
to receive feedback from peers.

Subgroups ● Students will work in groups to learn

from one another and build upon each
others’ ideas.

Individuals ● Students with IEPs, 504s and English

Language learners will receive
additional conferencing as needed
from one of the three adults in the
classroom.