ࡱ> FHE >bjbj ((>   $'n'p'p'p'p'p'p'*A-p'p'o'ooo n'on'oo%&'_Hu^&@B','0'&^.o.,&'o&' :   Writers Workshop: 30 points Learning Targets I can actively listen and participate in a respectful group discussion that includes sharing, reflection and instruction. I can give productive and insightful feedback for revision to my fellow writers. I can use instructive feedback to revise my writing, creating a more concise and engaging, and well-written piece.  Process 1. Read-Aloud: Each student will read his or her piece slowly and loudly to the rest of the class. Then, the author will give the piece to another student to read a second time. During the read-aloud, all other students will be taking notes for feedback. 2. Feedback will happen in two stages. While feedback occurs, it is the authors job to take notes for revision. Stage one: Students will give feedback for improvement in the form of questions- the author may not respond. Ex: Could you use another word for ? Stage two: Students will give positive feedback focusing on specific skills or language choices made by the author- the author may not respond. Ex: I loved the imagery you used when you said I could really connect because 3. Author Response is encouraged, but not mandated at the end. The author may respond to questions, thank fellow writers etc. Teacher Role The teacher will tally and evaluate student responses. It is your writers workshop. The teacher may give additional feedback at times, but this activity is intended to encourage peer revision and feedback. Requirements Reading of ones own work Participating in class discussion 3-8 productive pieces of feedback per session per student Notes for each piece shared Grading Lose 5 points for disrupting, being rude or not listening to the person whose turn it is to speak (and you will be asked to leave class) Gain points for each time you give helpful feedback (tallied at the end) Gain points for turning in your notes at the end of the writers workshop Repeating feedback that has already been given will result in a loss of credit; but elaboration/counterpoints are encouraged Question Stems Why did you decided to Did you need or could you leave out Is your theme What did you mean by I wondered if Is there another word/phrase you could use for Do you need more imagery/description/figurative language in _________ lines/sections because? Could you use a more specific word for.? Can you develop the sensory imagery with (type of imagery smell, sight sound etc.) in (name section)? 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Courier New;Wingdings_ OpenSymbolArial Unicode MSGMicrosoft YaHei5 MangalBhk;jE H!G!24db '9@0?70Writer s Workshop"Pickerington Local School District"Pickerington Local School District,         Oh+'0  8D h t  'Writers Workshop$Pickerington Local School District Normal.dotm$Pickerington Local School District3Microsoft Macintosh Word@`4<@B@ܝ@tjE  ՜.+,0 hp  'Pickerington Local Schoolsb  Writers Workshop Title  !"#$%&'()*+,-./012346789:;<>?@ABCDGRoot Entry FvIData 1TableA.WordDocument((SummaryInformation(5DocumentSummaryInformation8=CompObj` F Microsoft Word 97-2004 DocumentNB6WWord.Document.8