The teacher will give students copies of the rubric, then have them evaluate some sample editorials based on the rubric. Afterward, they will have time in class to finish their editorials (due at the beginning of the next class period).
- Students will assess other student writing based on the rubric provided.
- Students will finish their own papers with 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 grading the paper on that rubric and go over what each section means.
2. Evaluate the editorial — 20 minutes
Ask students to put away their copies of the rubric, then put them into groups of three to four. Pass out copies of an example editorial for each student and a copy of the rubric for each group. Have the groups read the editorial and score it using the rubric.
When groups are finished, go through each section of the rubric and ask the groups how they graded the editorial. Explain the score you would give and why. Make sure the students have a clear idea of what you are looking for in a piece of writing.
3. Work time — 25 minutes
Remind students their editorials are due next time. If students finish their drafts during class, or are already done, they can self-assess using the rubric and start revising their editorials accordingly.