Editing (Math Curse) - Revision history

Bobv: /* Handouts/Attachments */

2010-05-31T21:45:31Z

‎Handouts/Attachments

Bobv: /* Handouts/Attachments */

2010-05-26T06:04:20Z

‎Handouts/Attachments

Dfbachhuber at 18:14, 14 May 2010

2010-05-14T18:14:27Z

Dfbachhuber at 17:18, 14 May 2010

2010-05-14T17:18:26Z

Dfbachhuber: New page: === Age ===
=== Materials ===
=== Preparation ===
=== Presentation ===
=== Control Of Error ===
=== Points Of Interest ===
=== Purpose...

2010-05-14T16:39:05Z

New page: === Age === === Materials === === Preparation === === Presentation === === Control Of Error === === Points Of Interest === === Purpose...

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[[Category:Language]][[Category:Language_9-12]]

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 === Handouts/Attachments  ===
-[http://www.wikisori.org/images/4/48/Editing_Lesson.pdf Editing Lesson]
+[http://www.wikisori.org/images/4/48/Editing_Lesson.pdf From The Adventures of Math Girl]
 <br>
 [[Category:Language]] [[Category:Language_9-12]]

@@ Line 56: / Line 56: @@
 === Handouts/Attachments  ===
+[http://www.wikisori.org/images/4/48/Editing_Lesson.pdf Editing Lesson]
 <br>
 [[Category:Language]] [[Category:Language_9-12]]

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 === Presentation  ===
 I. Introductory Activities:<br>• Start by telling students that I started another version of my story (I'm writing a series). Talk to the students about how the first time I write, I just sit down and get my ideas out. I don't really focus on grammar or spelling. But editing is really important if I want people to be able to read and understand what I wrote.
 <br>II. Procedures and Strategies:<br>• Give everyone a copy of my story. Tell them they are going to help me edit my first draft. Give the students about 10 minutes to work on editing individually. Then give them another 10 minutes to discuss editing with a partner (combine edits, talk about questions, etc.)
 <br>• Ask students "what kinds of errors did I make?" Make a list on the SMART Board. The list should include capitalizing, paragraphs, homophones (their, there, they're, for, four, to, too, two, which, witch), "text"/slang spelling, formatting dialogue, and planning page breaks.
 <br>• Ask the students why they think I gave them a draft with these types of errors (responses, because these are common errors). Talk to the students about how everyone makes simple mistakes their first time, but most of us know the correct way to do things.
@@ Line 25: / Line 25: @@
 It's the same thing with the teacher. It's a waste of the teacher's time to fix errors in papers that students know how to fix.
-I know you can fix these types of errors (referring to the list) because you just did, so when you give me your first drafts, these types of errors should already be fixed. If you give me a story to edit with these types of errors still uncorrected, I will give it back to you because you are wasting my time. I have (number of students in your class) papers to edit and I don't want to fix things you or a friend of yours could have fixed.<br><br>
+I know you can fix these types of errors (referring to the list) because you just did, so when you give me your first drafts, these types of errors should already be fixed. If you give me a story to edit with these types of errors still uncorrected, I will give it back to you because you are wasting my time. I have (number of students in your class) papers to edit and I don't want to fix things you or a friend of yours could have fixed.
 === Control Of Error  ===
-Here, the teacher must be prepared to turn back papers than contain errors students know how to correct. This follow-through will establish a climate for conscientious editing.<br>
+Use "Track Changes" to make a complete edit of "From the Adventures of Math Girl." This can serve as a control of error for students. It will provide a graphic measure of a thorough edit, against which students can measure their own thoroughness.
 === Points Of Interest  ===

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 === Age  ===
-<br>
+-12<br>
 === Materials  ===
-<br>
+Enough copies for all your students, of the deliberately error-laden, "From The Adventures of Math Girl" (see "handouts/attachments" below). Students need pencils. You will also need a Smartboard, an LCD, a whiteboard, or a blackboard. <br>
 === Preparation  ===
-<br>
+Students need to know the standard editing marks for adding paragraphs, capital letters, commas, inserting quotation marks, apostrophes, correcting misspellings, and adding or moving text. <br>
 === Presentation  ===
-<br>
+I. Introductory Activities:<br>• Start by telling students that I started another version of my story (I'm writing a series). Talk to the students about how the first time I write, I just sit down and get my ideas out. I don't really focus on grammar or spelling. But editing is really important if I want people to be able to read and understand what I wrote.
 === Control Of Error  ===
-<br>
+Here, the teacher must be prepared to turn back papers than contain errors students know how to correct. This follow-through will establish a climate for conscientious editing.<br>
 === Points Of Interest  ===
-<br>
+The teacher adopts a tone of a busy editor who doesn't have time to waste on careless writing. <br>
 === Purpose  ===
-<br>
+Direct Aim: to teach students how to edit their own work by focussing on common errors<br>
 === Variation  ===
-<br>
+The teacher may write up a draft of her own, and use the same process. Students feel empowered when asked to help a teacher edit her work. <br>
 === Links  ===
@@ Line 39: / Line 53: @@
 <br>
-[[Category:Language]][[Category:Language_9-12]]
+[[Category:Language]] [[Category:Language_9-12]]

Editing (Math Curse) - Revision history

Bobv: /* Handouts/Attachments */

Bobv: /* Handouts/Attachments */

Dfbachhuber at 18:14, 14 May 2010

Dfbachhuber at 17:18, 14 May 2010

Dfbachhuber: New page: === Age === === Materials === === Preparation === === Presentation === === Control Of Error === === Points Of Interest === === Purpose...

Dfbachhuber: New page: === Age ===
=== Materials ===
=== Preparation ===
=== Presentation ===
=== Control Of Error ===
=== Points Of Interest ===
=== Purpose...