NF UNIT P1 Day 5

Day 5

Image result for Revision

Poem A Day:

None- wasn’t feeling inspired… still can’t think of anything…


Students came to class today with a draft of their nonfiction analysis.

The objective was for students to evaluate their drafts for “development of ideas” and clarity.

We began today by looking at this checklist.

In pairs, they read through the “Development” section of the checklist and on the left hand side, wrote bullet points of the most important info on the checklist (so that they understood it).

I wrote a draft of an analysis of the model text about Euphemisms. I printed it out and handed copies to the students. As a class we read my first draft (which I wrote in about an hour).  I asked students to get into pairs and underline all the thoughts in the essay that were mine, and to circle all of the thoughts that came from the article I was analyzing (that is why there is so much underlined text in the draft).

Students noticed right away that I did not simply summarize the ideas of the mentor text’s author. I had my own ideas based on what I learned in his article. This was visual for them and got that point across.

Next, students used the development section of the checklist to assess my paper.

Then, as a class, students called out suggestions that I could use to make develop my ideas more. Those suggestions are present in this doc. 

Active Engagement:

Students got out their own drafts and did the same activities with their own work. Then got onto Chromebooks to revise their drafts for development of ideas.


I reviewed the expectations for their second drafts and reminded students that they are due next class.

NF UNIT P1 Day 4

Day 4

Poem A Day:

Emily Dickinson “Tell all the Truth”

Image result for tell all the truth, but tell it slant


Today’s Objective: Students will evaluate the article’s context (Who is the author? The publisher? Advertisers? When is was it published? What was going on in the time and place from where it comes?).

We began by watching this video to prepare for further analysis of their nonfiction articles.

Then, students got out the model text for this unit and worked in pairs to complete this worksheet in order to evaluate the source material they are analyzing.

We share out answers and as a class and I ask the students to determine the credibility of my article based on the activity. They rated it on a scale of 1-10 where 1 is an unreliable source and 10 is totally credible. The students found my article to be anywhere between 5-7. They are critical!

Active Engagement:

Students use their personal choice articles to complete a blank version of the same worksheet. 


Students have analyzed their articles in various ways at this point, paying close attention to different types of details.  For homework, I asked them to use their notes so far to write an analysis. This is due next class. (after a weekend)