1. Warm-Up Create a T-chart on p. 25 (take half the page). Brainstorm…..
Good Writing
Bad Writing

2. Peer Editing Advice P. 25 (use the bottom half of the page)
Give some positive feedback. Be constructive but focus on at least 3 things that make the writing GOOD.
Give some constructive feedback on what makes the writing BAD – or at least what needs to be better. Confused about how to say it nicely? 
The issue
How to say it nicely
Spelling Mistakes
1. Circle misspelled words on the paper. (Don’t tell them out loud about every one.)
2. “You have some spelling mistakes. Do you want help with them?”
Paragraph Mistakes
“I think you meant to indent here. I got confused when you began a new topic without a new paragraph.”
Boring
“I think this story could use a few more exciting events.”
Hard to read
“I really want to know what you’re saying here, but it is hard for me to read your writing.”

3. What I’m Supposed to Do… what does this standard mean?
ELACC9-10W2: 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. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic)

4. Today’s Task
You have 45 minutes to finish drafting your in-class essay. Remember: 4 paragraphs, 1 about each life lesson. GIVE EVIDENCE from “God Grew Tired of Us,” at least one other text we looked at in this unit, and your personal life or the real world. Your 5th paragraph should state which lesson is overall the most important/most prevalent in our unit, and convince me about why it’s the most important.
When time is up, you’re going to trade your essay with someone else and do a quick peer edit, keeping in mind what we just talked about.

5. Summarizer
Look through the edits and suggestions you got from your peer.
Identify THREE things you could do immediately to improve your writing.
List them on the post-it note.