L4+Marcoux,+Jacob

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * UNIVERSITY OF MAINE AT FARMINGTON **

**LESSON PLAN FORMAT **

**__Teacher’s Name __****: **Mr. Marcoux **__Date of Lesson__:** 11/26/2011 **__Grade Level __****: **11-12 **__Topic__:** Persuasive Writing

**__Objectives __**

Students will understand that planning and revision are necessary elements in developing a clear, organized argument.

Students will know how to utilize proper grammar, punctuation, and formatting.

Students will be able to analyze writing and point out strengths and weaknesses. **__Common Core State Standards (CCSS) Alignment __**

//Production and Distribution of Writing: //
 * //Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. //
 * //<span style="font-family: 'Times New Roman',serif;">Develop and strengthen writing as needed by planning, revision, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. //

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Rationale: This lesson will show students the benefit of revision and will force them to analyze their writing through a critical lens. This process will force them to strengthen what they have already; making a far more coherent piece that is organized and appropriate to their task. **__<span style="font-family: 'Times New Roman',serif;">Assessment __** **<span style="background-color: white; font-family: 'Times New Roman',serif;">Formative (Assessment for Learning) **

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Section I – checking for understanding during instruction:

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will each pick the largest weakness they have found in their piece and write it down on a piece of paper. The teacher will then pick out four upper upperclassmen (must be from a study hall, or have a teacher’s permission) who have shown a profound ability to write and revise; they will be referred to as 'experts'. The teacher will choose 4 revision topics that he/she feels the class is struggling with, and will assign each topic to one of the visiting 'experts'. Students, with what they have written down on their paper, will go to the 'expert' whose topic most closely addresses that issue. The experts will share what they know about the topic and then open up space for students to ask specific questions that are relevant to the topic. On the same sheet of paper students ought to take notes on what they learn. Each student will then return to their table group and share what they learned with their group.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Section II – timely feedback for products (self, peer, teacher):

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">The teacher will collect the students question/note sheets and assess what the students recorded processing through the experience. This should give the teacher vague ideas as to what each of the students are struggling with. Also, the activity they are doing will provide the students with immediate feedback from their peers, and will help them grasp whatever it is they are struggling with.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **Summative (Assessment of Learning)**

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will, with a partner, create a comic life discussing how they could improve their writing through revision and editing. Each student should select a favorite piece of work and go over it with their partner, analyzing and discussing how it could be made better. Their comic life should introduce the piece of work they have selected, discuss where they and their partner feel their strengths and weaknesses are, and come up with some plausible solutions as to how they could make it stronger.

**__<span style="background-color: white; font-family: 'Times New Roman',serif;">Integration __**

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **Technology:** Students will use comic life software to create a virtual comic book that discusses the strengths and weaknesses in their paper. **<span style="font-family: 'Times New Roman',serif;">Other Content Areas: ** **__<span style="font-family: 'Times New Roman',serif;">Groupings __** <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Section I - Graphic Organizer & Cooperative Learning used during instruction
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">English:
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Writing dialogue
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Revision
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Editing
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Analytic reading
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Art
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Creative design

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">The graphic organizer is a "Garden Gate" chart and will be used to help students organize the different issues they find in their selected pieces. The cooperative learning activity is a rendition of the "circle the sage" activity; however, it will incorporate competent upper-class English students. Students will each pick the largest weakness they have found in their pieces and write them down on a piece of paper. The teacher will then pick out four upper upperclassmen (must be from a study hall, or have teacher permission) who have shown a profound ability to write and revise; they will be referred to as 'experts'. The teacher will choose 4 revision topics that he/she feels the class is struggling with, and will assign each of the topics to one of the visiting 'experts'. Students, with what they have written down on their paper, will go to the 'expert' whose topic most closely addresses that issue. The experts will share what they know about the topic and then open up space for students to ask specific questions that are relevant to the topic. The students are required to take notes on the same paper that their question is on. Each student will then return to their table group and share what they learned with their group.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Section II – Groups and Roles for Product

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Student roles in the group for the "circle the sage" activity will simply be to communicate what they learn with the members of their groups. Students will also be assigned a partner by the teacher, and, in teams of two, students will create their comic life. The purpose of having students work together is so that they can get someone else's perspective concerning the strengths and weaknesses of their paper **__<span style="font-family: 'Times New Roman',serif;">Differentiated Instruction __**

<span style="background-color: white; font-family: 'Times New Roman',serif;">MI Strategies **<span style="font-family: 'Times New Roman',serif;"> Modifications/Accommodations **
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Verbal: Students will work together with a partner to discuss the different strengths and weaknesses of their selected works.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Logical/ Mathematical: Students will reorganize and analyze the different strengths and weaknesses of the piece they select and the piece of their partners.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Visual/ Spatial: The hook will provide a visual representation of revision.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Naturalist: Weather pending, the class can move outside after showing the video.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Intrapersonal: Students will have the opportunity to analyze their piece individually when filling out the garden gate chart.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Interpersonal: Students will be working in groups, and the evaluation activity will be done as a whole class.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Bodily/ Kinesthetic: Students will move to different areas in the room during the evaluation activity.

<span style="background-color: white; font-family: 'Times New Roman',serif;">Plan for accommodating absent students:

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students are responsible to either email the teacher or establish a time to meet with the teacher in order to receive a brief summary of what was missed, along with any graphic organizers handed out in class. Each student will be assigned a partner at the beginning of the year, it will be the responsibility of peers to see their partners after an absence. If both partners are absent then both students will schedule a time to sit down and meet with the teacher to discuss what they missed. **<span style="font-family: 'Times New Roman',serif;">Extensions **

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Type II technology: Students will use ComicLife software to create a virtual comic book; discussing the strengths and weaknesses in their paper.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Gifted Students: There will not be a need for a gifted student’s facet to this assignment; with revision and writing students can always go further; there are merely different levels of ability. Gifted students will be able to grow to the same degree as students who are struggling.

**__<span style="font-family: 'Times New Roman',serif;">Materials, Resources and Technology __** **__<span style="font-family: 'Times New Roman',serif;">Source for Lesson Plan and Research __** **__<span style="font-family: 'Times New Roman',serif;">Maine Standards for Initial Teacher Certification and Rationale __** **//<span style="font-family: 'Times New Roman',serif;">Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //** // Learning Styles //
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">free access to comic life software
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">laptops
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">chargers
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">projector
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">internet access
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">handouts
 * //<span style="font-family: 'Times New Roman',serif;">Circle the Sage activity: //
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Kagan, Dr. Spencer. "Cooperative Learning." //Class Activities That Use Cooperative Learning//. 1994. Web. 19 Oct. 2011. <[]>.
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Garden Gate Handout: []
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Video for hook: []
 * <span style="font-family: 'Times New Roman',serif;">Gosik, Karen. "Materials for Students: Writing the Academic Paper: Writing: Considering Structure & Organization." //Dartmouth College//. Dartmouth College, 12 July 2005. Web. 23 Oct. 2011. < __<span style="color: blue; font-family: 'Times New Roman',serif;">[|http://www.dartmouth.edu/~writing/materials/student/ac_paper/write. shtml] __<span style="font-family: 'Times New Roman',serif;">>
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Self-analysis definition: []
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Audience: []
 * <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Purpose: []

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> //Clipboard:// Students will be given a structured outline for the assignment and will have a clear statement of expectations

<span style="font-family: 'Times New Roman',serif;"> //Microscope:// Students will be required to analyze a piece of writing their own collection as well as a classmates.

<span style="font-family: 'Times New Roman',serif;"> //Puppy:// Students will list strengths in one another's writing pieces and will work together in creating their comic-lifes.

// Beach Ball: //<span style="background-color: white; font-family: 'Times New Roman',serif;"> Students have the freedom to choose whatever piece of former writing that they would like, and they are free to design their comic life in whatever way they would like.

<span style="font-family: 'Times New Roman',serif;"> //Rationale:// This lesson has lots of room for creativity for those students who thrive through spontaneity, as well as lots of structured guidelines for those students who need to know the step by step procedure of their expectations. This lesson will also require that students work together and build each other up through affirmations and constructive criticisms, this meeting the need of the sensitive, personable students. Throughout the entire lesson students will be required to look at the deeper meaning of a piece, and to break it down with an analytic eye. **//<span style="font-family: 'Times New Roman',serif;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //** //<span style="background-color: white; font-family: 'Times New Roman',serif;">Content Knowledge: //

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> Students will know how to utilize proper grammar, punctuation, and formatting. <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will be able to analyze writing and point out strengths and weaknesses. //<span style="background-color: white; font-family: 'Times New Roman',serif;">MLR or CCSS: //

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Production and Distribution of Writing. //<span style="background-color: white; font-family: 'Times New Roman',serif;">Facet: //<span style="background-color: white; font-family: 'Times New Roman',serif;"> Perspective
 * //<span style="background-color: white; font-family: 'Times New Roman',serif;">Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. //
 * //<span style="font-family: 'Times New Roman',serif;">Develop and strengthen writing as needed by planning, revision, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. //

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> //Rationale:// Students will create writing that is considerably more developed, and organized for their purpose and audience. This will all be done as they learn the importance of planning, editing, revision, and rewriting. **//<span style="font-family: 'Times New Roman',serif;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //** //<span style="background-color: white; font-family: 'Times New Roman',serif;">MI Strategies: //

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Verbal: Students will work together with a partner to discuss the different strengths and weaknesses of their selected works. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Logical/ Mathematical: Students will reorganize and analyze the different strengths and weaknesses of the piece they select and the piece of their partners. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Visual/ Spatial: The hook will provide a visual representation of revision. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Naturalist: Weather pending, the class can move outside after showing the video. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Intrapersonal: Students will have the opportunity to analyze their piece individually when filling out the garden gate chart. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Interpersonal: Students will be working in groups, and the evaluation activity will be done as a whole class. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Bodily/ Kinesthetic: Students will move to different areas in the room during the evaluation activity. //<span style="background-color: white; font-family: 'Times New Roman',serif;">Type II Technology: //<span style="background-color: white; font-family: 'Times New Roman',serif;"> Students will use comic life software to create a virtual comic book that discusses the strengths and weaknesses in their paper. **//<span style="font-family: 'Times New Roman',serif;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //** // Formative: //

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Section I – checking for understanding during instruction

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Student's will each pick the largest weakness they have found in their piece and write it down on a piece of paper. The teacher will then pick out four upper upperclassmen (must be from a study hall, or have teacher permission) who have shown a profound ability to write and revise; they will be referred to as 'experts'. The teacher will choose 4 revision topics that he/she feels the class is struggling with, and will assign each topic to one of the visiting 'experts'. Students, with what they have written down on their paper, will go to the 'expert' whose topic most closely addresses that issue. The experts will share what they know about the topic and then open up space for students to ask specific questions that are relevant to the topic. The students are required to take notes on the same piece of paper that they wrote their question on. Each student will then return to their table group and share what they learned with their group.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Section II – timely feedback for products (self, peer, teacher)

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">The teacher will collect the students question/note sheets and assess what the students recorded processing through the experience. This should give the teacher a vague idea as to what each the students are struggling with. Also, the activity they are doing will provide the students with immediate feedback from their peers, and will help them grasp whatever it is they're struggling with.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> //Summative://

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Students will, with a partner, to create a comic life discussing how they could improve their writing through revision and editing. Each student should select a favorite piece of work and go over it with their partner, analyzing and discussing how it could be made better. Their comic life should introduce the piece of work they have selected and where they and their partner feel their strengths and weaknesses are.

<span style="font-family: 'Times New Roman',serif;"> //Rationale: Student's will be assessed all throughout this lesson, as they will hand in their notes from the Circle the Sage activity, they will assess one another in conversations with their partners, and they will assess themselves as they try and develop a real sense of ownership over their individualized pieces.// <span class="apple-converted-space" style="font-family: 'Times New Roman',serif;"> **__<span style="font-family: 'Times New Roman',serif;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman',serif;">: ** <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Day one:

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Free-write activity: Prompt- how do you feel about revision? Is it useful? Why? (10 minutes) <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Hook: Show Rubik's Cube video and explain that puzzles are very similar to revision. It requires a constant reorganizing of ideas, sometimes it will require that you completely start over and try again and that it takes time and thinking. Also, point out that if it's going to be done the right way than it's going to take time, and that the first way you go about doing it will almost always be the least effective. (5 minutes) <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Introduce assignment: Students will, with a partner, to create a comic life discussing how they could improve their writing through revision and editing. Each student should select a favorite piece of work and go over it with their partner, analyzing and discussing how it could be made better. Their comic life should introduce the piece of work they have selected and where they and their partner feel their strengths and weaknesses are. (5 minutes) <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Assign partners: prior to the class the teacher should assign partners. Have students get up and sit with their partners (5 minutes) <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Picking a piece: Have student pick a piece that they want to unpack. It can be anything, from any class; however, it must be a major piece of writing. (15 minutes) <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Garden Gate Graphic Organizer: After students have picked a piece, have them swap with their partner. Have them go through each other's piece and pick out 3 strengths and weakness and record them on the Garden Gate chart that the teacher will pass out. (30 minutes) <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Talk it out: have the students share their observations with one another, and if they finish early tell them they can begin working on their comic life. (10 minutes) <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Day Two: <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Free-Write activity: What is the best thing you've ever read? What about it made it good? Do you think the author revised? (10 minutes) <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Circle the Sage: The cooperative learning activity is a rendition of the "circle the sage" activity; however, will incorporate competent upper-class English students. Students will each pick the largest weakness they have found in their piece and write it down on a piece of paper. The teacher will then pick out four upper upperclassmen (must be from a study hall, or have teacher permission) who have shown a profound ability to write and revise; they will be referred to as 'experts'. The teacher will choose 4 revision topics that he/she feels the class is struggling with, and will assign each topic to one of the visiting 'experts'. Students, with what they have written down on their paper, will go to the 'expert' whose topic most closely addresses that issue. The experts will share what they know about the topic and then open up space for students to ask specific questions that are relevant to the topic. The students are required to take notes on the same piece of paper that they wrote their question on. Each student will then return to their table group and share what they learned with their group (30- 45 minutes) <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Give students the remainder of the class to work on their comic life activities with their partners. <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Homework: Finish Comic Life **__<span style="font-family: 'Times New Roman',serif;">Section One __** The classroom will be organized in clusters of 4 desks. The Clusters will be sporadically placed about the room, allowing for open space and a relaxed setting. This will be an effective tool during revision and evaluation exercises. Students will understand that planning and revision are necessary elements in developing a clear, organized argument. This will be an important piece of students development as writers; often time essay writing and writing assignments are scene as nothing more than another letter grade. This end oriented perspective causes students to see editing and revision as a monotonous, and often results in them doing the bare minimum. The purpose of this assignment is to get them to see the larger picture; that their writing belongs to them and it is a way for them to express themselves. The hope is that through this lesson students will take ownership of their work and try to piece it together in the best possible manner, as it is a reflection of their thinking and their learning. The hook of this lesson will be a YouTube video of a Rubik’s Cube being assembled and solved. The purpose of this hook is to show students that writing is very much like a puzzle; it is very rarely done right the first time, and sometimes it requires that one starts over completely. Just like with a Rubik's cube, it can take a very long time for a writer to ever be completely comfortable with his/her final piece because it will rarely feel right, and if it does, then you probably ought to start over. ** Where, Why, What, Hook, Tailors: Verbal, Visual/Spatial, Musical, Natural, Interpersonal. ** **__<span style="font-family: 'Times New Roman',serif;">Section Two: __** <span style="background-color: white; font-family: 'Times New Roman',serif;">Students will know how to use proper grammar, punctuation, and formatting. Students will need to dig deep into their piece and pull out the weaknesses and strengths in order to really develop a cleaner, stronger paper. Students will use a garden gate chart to organize 3 weaknesses and 3 strengths that they find with the paper, and they will need to think about how they are going to fix those issues. Students will then participate in a modified version of a Circle the Sage activity. Students will each pick the largest weakness they have found in their piece and write it down on a piece of paper. The teacher will then pick out four upper upperclassmen (must be from a study hall, or have teacher permission) who have shown a profound ability to write and revise; they will be referred to as 'experts'. The teacher will choose 4 revision topics that he/she feels the class is struggling with, and will assign each topic to one of the visiting 'experts'. Students, with what they have written down on their paper, will go to the 'expert' whose topic most closely addresses their issue. The experts will share what they know about the topic and then open up space for students to ask specific questions that are relevant to the topic. The students are required to take notes on the same piece of paper that they wrote their question on. Each student will then return to their table group and share what they learned with their group. The teacher will observe the different groups as they interact, carefully observing the various difficulties the class has. After all students have finished sharing what they learned with their table group they will hand in the paper with their notes and issue. The teacher will go through these and check to see how students are handling the material; making any suggestions he/she feels are necessary. ** Equip, Explore Rethink, Revise, Tailors: Verbal, Intrapersonal, Interpersonal, Visual/Spatial, Bodily/Kinesthetic, Logical/ Mathematical. ** **__<span style="font-family: 'Times New Roman',serif;">Section Three: __** <span style="background-color: white; font-family: 'Times New Roman',serif;">Students will be able to analyze writing and point out strengths and weaknesses. Student's will be paired with a partner at the beginning of the lesson, and with their partner they will pick a specific piece, that they have already written, that they would like to work with. The genre of this piece does not matter. Each student will individually create a comic using Comic Life on their laptops, and in this comic life they will discuss the strengths and weaknesses of their chosen piece. The "Circle the Sage" activity will help them to see some of the ways that their piece can be improved, and they can use what they learn in that activity in their comic life. The purpose of pairing students with a partner is to allow for different perspectives as students go through their pieces. It will be helpful for students if they have their partner go through their piece; writing down his observation and then the student can incorporate those into his comic life as well. Students will also demonstrate their learning after the circle the sage activity as they share what they learned with their table groups; this will force them to think critically about the content, and about their piece. **<span style="font-family: 'Times New Roman',serif;"> ** Explore, Experience, Rethink, Revise, Refine, Tailors: ** ** ** Visual/Spatial, Intrapersonal, Interpersonal, Bodily/Kinesthetic, Logical/ Mathematical **

**__<span style="font-family: 'Times New Roman',serif;">Section Four: __**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">Students will be self-assessed as they go through their work by themselves and develop their knowledge through their exploration. Students will also be able to learn from each other, as this assignment incorporates a great deal of peer review and peer revision. The teacher will also evaluate the student based upon their notes following the Circle the Sage activity, and will obviously assess their final product. The teacher will be looking for, within the comic lifes, that the students have identified three weaknesses and three strengths, and suggestions as to how the paper could be improved. The garden gate chart that they filled out earlier can be a very effective resource as they complete their comic life. ** Evaluate, Tailors: Interpersonal, Intrapersonal, Visual/ Spatial, Logical/ Mathematical ** **__<span style="font-family: 'Times New Roman',serif;">Content Notes __** **<span style="font-family: 'Times New Roman',serif;">What is Revision? ** <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Often times, students will confuse revision with editing, and although editing is a part of the revision process is plays only a minor role. Revision is, in large part, self-analysis. It requires a writer to sit down with his/her piece and decide whether or not they have communicated what they originally intended, and in the way they intended to do it. It deals with things like organization, voice, grammar and usage, and argument.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">*Because revision incorporates an infinite amount of content knowledge, I have only included a fraction of the potentially needed content knowledge. **<span style="background-color: white; font-family: 'Times New Roman',serif;">What is Self-Analysis? **

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Each of us observes different things and often time’s people will establish entirely unique interpretations, resulting in different reaction. The purpose of this lesson is to teach students to unpack what they observe, and to then interpret what they see to others so that they can better understand their interpretations themselves. Our reactions can often be a result of past experiences or even our world views, and it is important for students to learn that just because something is different and even potentially contradictory to what they interpret, it doesn’t necessarily mean that either party is wrong.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **Organizing ideas:**

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">Organizing ideas in a manner that is fluid and understandable is an important aspect in developing an argument. The teacher should explain his or her students that the effectiveness of a well-organized argument. There is no absolute manner in which a paper ought to be organized; however, there are some effective strategies.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> The typical 5 paragraph essay: intro with thesis followed by three main points in consecutive order, and then a conclusion. <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Start with an introduction, state a main point through an topic sentence and then compare and contrast ideas that drive that point home. Do this as many times as necessary before moving on. <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Introduction strategies: <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Thesis first- this can be a good strategy because it introduces the reader to the main idea immediately <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Thesis last- this can be affective because it allows for a bit of suspense as the author builds up to his key point <span style="font-family: 'Times New Roman',serif; font-size: 130%;">Funnel intro- starts broad and ends at the main idea.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;">*Writing is open to all manners of creativity and students must consider what is going to work best. Arguments are not something that need to be done to formula.

<span style="font-family: 'Times New Roman',serif; font-size: 130%;"> **Audience:**[] <span style="font-family: 'Times New Roman',serif; font-size: 130%;">“When we talk to someone face-to-face, we know just who we are talking to. We automatically adjust our speech to be sure we are communicating our message. Many writers don't make those same adjustments when they write to different audiences, usually because they don't take the time to think about who will be reading what they write. To be sure that we communicate clearly in writing, we need to adjust our message--how we say to and what information we include--by recognizing that different readers can best understand different messages.” <span style="font-family: 'Times New Roman',serif; font-size: 130%;">“When we talk to someone face-to-face, we always know just who we're talking to. We automatically adjust our speech to be sure we communicate our message. For instance, when we talk to three-year olds, we shorten sentences and use simpler words. When we talk to college professors, we use longer sentences and more formal language. <span style="font-family: 'Times New Roman',serif; font-size: 130%;">“In short, we change what we say because we know our //audience//. Interestingly, many writers don’t make the same adjustments when they write to different audiences, usually because they don’t take the time to think about who will be reading what they write. But to be sure that we communicate clearly in writing, we need to adjust our message--how we say it and what information we include--by recognizing that different readers can best understand different messages. <span style="font-family: 'Times New Roman',serif; font-size: 130%;">”Let’s say you’ve just had a terrible experience with Parking Management and decide to write a letter to //The Collegian// to complain about this campus service. As you think about writing your letter to //The Collegian//, you’ll need to think not only about audience but also about **//why//** you are writing to those readers. Do you want simply to tell your story? Do you want to argue directly for a change in policy? Do you want to raise fellow students’ consciousness about a problem so that the student senate will eventually take up the issue? Depending on your goal, you might write a narrative, an argument, or a causal analysis. Which approach is most likely to be effective with your readers? Writers need to consider //both audience and purpose// in writing because the two elements affect the paper so significantly, and decisions about one will affect the other” **<span style="font-family: 'Times New Roman',serif;">Purpose: **<span style="font-family: 'Times New Roman',serif;"> [] <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 130%;">“The first question for any writer should be, "Why am I writing?" "What is my goal or my purpose for writing?" For many writing contexts, your immediate purpose may be to complete an assignment or get a good grade. But the long-range purpose of writing is to communicate to a particular audience. In order to communicate successfully to your audience, understanding your purpose for writing will make you a better writer.” <span style="font-family: 'Times New Roman',serif; font-size: 130%;">“All readers have expectations. They assume what they read will meet their expectations. As a writer, your job is to make sure those expectations are met, while at the same time, fulfilling the purpose of your writing. Once you have determined what type of purpose best conveys your motivations, you will then need to examine how this will affect your readers. Perhaps you are explaining your topic when you really should be convincing readers to see your point. Writers and readers may approach a topic with conflicting purposes. Your job, as a writer, is to make sure both are being met.” **__<span style="font-family: 'Times New Roman',serif;">Handouts __** <span style="font-family: 'Times New Roman',serif;"> <span style="font-family: 'Times New Roman',serif;">
 * <span style="font-family: 'Times New Roman',serif;">Garden Gate Organizer
 * <span style="font-family: 'Times New Roman',serif;">Assignment Description