This is a workshop lesson to evaluate learning during the feature writing unit. Students will review their work from this unit, select work to include in a portfolio, revise as desired and write a reflection on each piece.
- Students will be able to explain, orally or in writing, what they learned in the feature writing unit and how they grew as writers.
- Students will demonstrate growth by providing samples of their own writing from the activities done in this unit.
Common Core State Standards
|CCSS.ELA-Literacy.SL.9-10.4||Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.|
|CCSS.ELA-Literacy.W.9-10.2||Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.|
|CCSS.ELA-Literacy.W.9-10.3||Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.|
|CCSS.ELA-Literacy.W.9-10.4||Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)|
|CCSS.ELA-Literacy.W.9-10.5||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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 here.)|
|CCSS.ELA-Literacy.W.9-10.10||Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.|
Three 50-minute class periods
Students will need all of their work from this unit
Using the “Feature portfolio assignment” as a guide, students should select work and revise it as necessary to show their growth over the course of this unit.
Teacher should adjust requirements for portfolio as needed based on the length of the unit and how many features students actually wrote. There is not a rubric or grading scale for this portfolio. Rather, teacher should put emphasis on students’ narratives in their reflections to demonstrate growth. Teacher should spend class time guiding students in their reflections (rather than revising work) so the reflections are meaningful and include a description of how each individual learned and incorporated that learning into his/her writing.