Google (Shared) Docs Lesson/Framework:
Fourth grade English Language Arts:
Topic: Narrative Writing Peer Editing/Revising
Goals: Students will be able to:
Goals: Students will be able to:
- Use technology to write a narrative in a clear and organized way
- Use technology to facilitate revising & editing to then strengthen writing
- Use technology to collaborate with other students and teacher to improve writing
- CCSS.ELA-LITERACY.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
- CCSS.ELA-LITERACY.W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
- CCSS.ELA-LITERACY.W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
- Devices (mobile lab)
- Access to the Internet (Google Docs)
- "Peer Revising Checklist"
- "How-to Peer-Revise using Google Docs"
- have read The Day the Crayons Quit book to engage students
- give students the opportunity to create a "radical" drawing using crayons creatively
- spent considerable amount of time introducing students to narrative writing process
- allowed students sufficient time & support to write their narrative story about their artwork
- Engage: (5 minutes) To begin, ask students what peer editing & revising is. What is the difference between the two? How have they used these two in the past in our own classroom?
- Explore: (5 minutes) Have students talk to their group about ideas on how technology could play a role in the editing/revising process? Have students share some of their ideas with the class, while teacher puts some up on the board.
- Explain: (10 minutes) Tell students that today they will have the opportunity to utilize a familiar tool (Google Docs) with a partner, that will facilitate the process of peer editing/revising. Share the "Peer Revising Checklist", and "How-to Peer-Revise using Google Docs" documents to all of the students and remind them how to "make a copy" and save it to their own drive. Also explain how they need to "share" their narrative with their partner so they can begin revising (instructions on the explanation).
- Elaborate: (25 minutes) Have students begin using the checklist and revising their partner's writing. Tell students that they are welcome to add comments and suggestions as well as corrections presented on the checklist. Remind students to be respectful and courteous to allow for successful collaboration.
- Evaluate/Share: (This activity should be part of the next lesson) After students have finished, they will evaluate their own writing and make the corrections they find necessary (these may or may not include partner suggestions).
- Additional: Students will repeat this activity to complete the "editing" checklist.