During my unit, Power, Leadership and Change, my students write a literary response essay about the novel, Animal Farm. My goals are to improve their thesis and topic sentence development, along with their quote integration. Here are the steps we have taken during the writing process. Now that I am looking at the final products, I realize I still have work to do; therefore, I am adding a new step and continuing the revision process.
1. Thesis Throwdown
I have six prompts to choose from and students work in Lit Circles to develop thesis statements for each prompt. See my post about this step here. The idea was inspired by Catlin Tucker’s blog post. Check it out!
2. Rough Draft Document w/ Model Essay
I use Doctopus to share a document that breaks down each step of the essay (this can be done w/ Google Classroom). On the document, I have a model RTL essay about another piece of literature written by a previous anonymous student. After Thesis Throwdown, students work on their RTL introductions on this document.
3. Introduction Gallery Walk
The next morning, I get to school early and print six anonymous introductions written the night before by the students (I have access because I sent out the Docs via Doctopus; you can do this w/ Google Classroom). I attach these to what I call my “parking lots” and Lit Circles walk around critiquing the introductions. I then randomly ask one to two students per Lit circle to share our “areas of growth” as introduction writers. I then require students to open up their Google Documents and revise, paying attention to these “areas of growth.”
4. Topic Sentence Class Give and Get
Once students have revised introductions, they write their body paragraphs one at a time. After writing their first body paragraph, I print out anonymous topic sentences written by my students the night before (a class set- 35 different topic sentences). As a student enters the class, I hand them a topic sentence. During the Give and Get, students try to meet up with as many students as possible to get feedback on how best to revise the topic sentence assigned to them. After about five minutes, students report to their Lit Circle parking lot and decide whose topic sentence has the most room for growth (this may or may not be a topic sentence written by a group member). They then attach it to their parking lot and revise it as a group. Representatives from each Lit Circle then share the original sentence and revised version. After this process, students then sit down, open their Google Documents and revise their own topic sentences that were written the night before. Finally, I assign the writing of their next body paragraphs with time to write in class.
5. Quote Clash
This activity is much like Thesis Throwdown. The goal is to help students write clear quote sandwiches as evidence to prove their thesis statements. I share a Google Document with the Lit Circles that has room for six quote sandwiches. I then one at a time display a quote on the screen and Lit Circles have six minutes to write a quote sandwich (context, smoothly integrated quote, and analysis). When the timer goes off, a secretary then posts the quote sandwich on the class Padlet wall. Groups then must vote for the quote sandwich that is the strongest. If their vote matches mine, they earn a bonus point. Throughout the process, I stop to discuss strengths and areas of growth of the quote sandwiches posted to the Padlet wall. This activity occurs before a revision day, where students then must review and revise their quote sandwiches, paying close to attention to pointers discussed during Quote Clash.
6. GoFormative Assessment and Revision
I love using GoFormative to have students score class writing and make revisions. I will add screenshots of student writing and ask students to score with a rubric (4 point scale) to see if they have the ability to recognize what makes strong writing. I screenshot samples of low, middle and high writing and ask students to explain their scores and/or revise the sample writing to make it stronger.
7. Score w/ Student Goobric
On the day the RTL was due, students used the Student Goobric extension to self-assess their writing with our school Literary Response rubric. This was my first time trying it out and we did have some hiccups, but for those students that had no technical issues, it was beneficial to give time for reflection. The students that had technical issues used a printed version of the rubric, which is not as convenient for me, since I have to have these with me while I am grading. With the Student Goobric extension, wherever I am with my technology, I have the ability to see their self-assessment.
On this day, I also had them highlight their thesis statement and topic sentences and leave me a feedback question with a comment explaining which activity helped their writing the most. I will use this feedback to guide my lesson planning during our next writing process.
8. Offering Feedback with Kaizena
Because my students left me specific questions about their essays, I wanted to be sure I spent time giving adequate feedback. However, I realized as I started the process that this was going to be quite time consuming (130+ students). I tried opening the documents and offering feedback with the Google Voice Typing, but I found that it often misspelled my words, which was even more time consuming to fix. My Digital Learning Coach mentioned Kaizena, so I played with it this weekend. I sent out a Remind 101, offering students a few bonus points if they joined my Kaizena classes. I also added the shortcut addon to my Google Document app (this allows me to add student papers to Kaizena even if a student hasn’t added himself/herself to my class yet). Yesterday, I offered feedback to at least 40 students from home. I LOVED the voice comments capability and the ability to add lessons. There are curated lessons, but you can also add your own. I have links to my favorite videos/pdfs/web resources for skills such as quote integration, analysis, thesis statement writing, etc. With my added lessons, I can highlight the students’ text in their essay and quickly provide them with a link to the resource.
Because what’s most important to me is my students’ writing growth, I am going to extend the due date after I have provided feedback to ALL my students in Kaizena…this is a long Writer’s Lane, but I am sure the walk will be well worth it!