Lab Day 2, Essays Due!

(look at that, I’m a poet and don’t know it! or do I?)


  • ELAGSE9-10W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Learning Target: I will finish writing my communism essay and peer edit a friend’s; I digitally turn in my essay.

Opening Session: An Editing Checklist to run through before you turn your paper in!

Work Session: Welcome to the lab for day 2! Today your goal is to finish typing your essay.

1st block: I’m going to give you the same timers you had yesterday so you can go through and systematically finish or edit each of your paragraphs:

  • 10 minutes for your introduction
  • 15 minutes for your first body paragraph
  • 15 minutes for your second body paragraph
  • 15 minutes for your third body paragraph…
  • …and the rest of class to work on a conclusion, a fourth body paragraph, or to revise your earlier paragraphs.

Honors: You guys should be more or less done with your essays, so you will do some peer editing. I want you to go on to our shared Google Drive folder, and open up a document that was uploaded by a friend in the class. This is important! You MUST turn on “Track Changes” in Word and use the Comment feature to peer edit!!! You are NOT supposed to just type over your friend’s essay. You need to make absolutely sure you’re using track changes and comments to do your editing!!

While you’re peer editing, I want you to check for the following things:

  • Is the essay written in the proper font and style (12 point Times New Roman double spaced, no extra spaces, no bold, italics only where needed)?
  • Is the MLA heading correct (Student Name, Teacher Name, Class Name, Date)?
  • Is there a centered title? No other formatting besides centering?
  • Indented paragraphs?
  • Does the author write in first person – I, me, me, you, us, we, our, your, etc.? If you find first person, suggest an alternate way to phrase things in a comment!
  • Does the author use contractions (don’t, can’t, won’t, etc.)? If you find any contractions, type out the complete words.
  • Are there any points in the essay where the author is unclear or drifts away from his or her main purpose? If so, put a comment on the paper and make a suggestion for fixing it.

At the end of class, make sure everything is saved and uploaded to Google Drive!

Closing Session: Essay Reflection TOTD – how did this essay go? What grade do you think you will get?

Assessment: Essays will be graded

Differentiation: Process (scaffolding questions); product (varied length as needed; quote requirements increased or decreased as needed).


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