A lesson to preview and analyze the rubric followed by work time on students’ reviews
The teacher will provide copies of the review writing rubric, and students will evaluate some sample reviews based on the descriptors. Afterward, students will have the opportunity to reassess their own work and make revisions to their reviews.
- Students will finalize their first drafts.
- Students will assess other student writing based on the rubric provided.
- Students will evaluate their own work with the rubric in mind.
Common Core State Standards
|CCSS.ELA-Literacy.W.11-12.4||Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.|
|CCSS.ELA-Literacy.W.11-12.5||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.|
1. Rubric walk through — 5 minutes
Distribute copies of the rubric. Explain that you will be evaluating the review on that rubric and explain what each section means. Discuss what separates exemplary work from adequate or unacceptable reviews based on the characteristics on the handout.
2. You evaluate the review — 20 minutes
Ask students to put away their copies of the rubric, then divide them into groups of three to four. Provide copies of a sample review for each student and a copy of the rubric for each group. Assign groups to read the review and evaluate it using the rubric.
When groups are finished, go through each section of the rubric and ask the groups to explain their decisions with supporting evidence. Then explain the score you would assign and why. Make sure students have a clear idea of what you are looking for in a piece of writing.
3. Work time — 25 minutes
Remind students that drafts of their papers are due the next day. If students finish their drafts during class, or are already done, they should self-assess based on the rubric and start another round of revision accordingly.