Drafting: The use of word processors and other technology tools for writing is especially useful for students with difficulties. The writing process is fluid and these tools recognize it, allowing students to easily modify previous decisions regarding purpose, audience, and gender and address different learning styles. Show your students how to use technology to create, edit and save their projects in a digital writing portfolio. Thinking aloud on the interactive whiteboard model.

It is also useful for providing students with explicit instructions on how to convert ideas and notes into solid sentences and paragraphs. Strategies include examples of keywords and color-coded phrases that can be combined to form sentences, phrases, model combinations, and teach students to use transition words. Instruct students how to write different types of sentences, paragraphs, and other texts for different purposes and audiences. Use technological tools that support sharing examples of different paragraphs (such as introductions and conclusions) that can be used as models.

It is important for students to understand what it means to write for different types. The use of a blog in class, a podcast, a wiki and / or PowerPoint presentation, can present forms and models of writing, including:

An opening, also called lead
Sentences about
Main and secondary ideas
Closing declarations
Students learn in different ways to offer them a variety of opportunities to reflect on their first project. You can model to think of some of your own writing, for example, or you can ask students to use graphic organizers online. (See UDL Checkpoint 9.3: Developing Self-Assessment and Reflection). Create a category for students (or provide a published topic) to use for self-reflection. Make sure that the item includes the criteria that students will evaluate and model using the topic.

In the class

Fifth year of students Mr. Bradford create a digital key report on women in the American Revolution and during this class, they will practice writing openings or lead phrases to use in their report. M. Bradford recognizes that the reading and writing of his 25 students are very varied, so he plans to offer differentiated support.

Students will participate in various activities in preparation for writing, including reading books, collecting information, taking notes and watching videos. Students will have access to a template that M. Bradford has posted online, to help them write their first project.

The purpose of M. Bradford’s specific lesson is to get students to issue ideas that could be used in a report on women in the American Revolution. This objective is part of the following basic rules of the Common State:

CCSS.ELA-Literacy.W.5.4 Produces a clear and coherent writing in which the development and the organization are appropriate for the task, the purpose and the audience.
Short research projects CCSS.ELA-Literacy.W.5.7 Conduct using multiple sources to develop knowledge by examining the various aspects of a topic.
M. Bradford uses technology through his curriculum. During this lesson, you will use a slate camera and interactive document to demonstrate and model how to write clues. Students will use tablets for viewing online resources, creating clues and lecturing them. Digital portfolios will be used for continuous formative assessment and self-reflection.

Students will be evaluated in several ways. M. Bradford will give you immediate information on your written tracks, and students will be edited using multimedia tools. They will also use online checklists and digital portfolios for self-reflection.

The class plan, described below, details what M. Bradford will do during the three phases of the lesson before writing, writing and after writing.

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