To review criteria for workshop procedures in preparation for workshop on Friday; to look at, analyze, and evaluate a sample P1B essay.
Reviewing sample essays will provide students with potential models for their own writing, and preparing carefully for workshop will help students be able to give quality feedback to one another.
Transition: Develop a transition here.
Begin by dividing the class into five groups, and assign each group one of the following P1B elements:
You may wish to put the following instructions on an overhead to help keep the groups focused and on task. Each group should spend the first ten minutes or so establishing a list of evaluative criteria for the P1B element that they've been assigned. Let them know that their criteria will need to be specific, and that they'll be using them to evaluate a sample essay shortly. Remind them that they can use their PHG and their notes from class as resources to help them generate their criteria. Have the groups write their criteria on an overhead.
Once the groups have established their criteria, circulate around and check their lists over briefly to make sure that they haven't forgotten anything important. After you check the lists, have the groups pull out copies of the sample essay and tell them that the next part of their task is to evaluate it based on the criteria they've established. How well does the sample essay map out and unpack its claim? How effectively has the writer used evidence to develop their evaluation of the original article? Ask the groups to "grade" the sample essay based on their based criteria, and to have at least three reasons for the grade they've given it.
Ask each group to come up, present and explain their criteria, the grade they gave the sample essay, and why the decided on that grade.
Wrap this activity up by pointing out that not only is the process the students just engaged in is very similar to your own grading practice, it also gives them a solid indication of what they should be working toward as the get their own essays ready for workshop.
Transition: Develop a transition here.
Have students take out and read their assignment sheet for P1B. Ask them if they have any new questions/concerns. Tell them that they have now gained the tools to successfully complete this assignment and highlight any important requirements. You may also choose to review all portfolio materials that you plan to collect so students can start to organize their work and prepare to turn it in. If you have a workshop policy (i.e. paper grade is lowered for missed workshops), remind them of this as well.
Transition: Develop a transition here.
Take a few minutes to remind students of the criteria for workshop (those developed during the last workshop). For example, they should be honest, specific, and thorough with their comments. Since you will have already collected their comments from the last workshop (with P1A) you might share some effective student comments you came across. Put these on an overhead and ask students to explain why these comments are so effective. If you choose to, you may also tell students that you will evaluate workshop comments (counted as homework or part of the portfolio grade). This will be more work for you but will also ensure that students put more thought and effort into their commenting.
