Learning Target:

I can utilize feedback provided to

me to improve my writing.
Brain Starter: Respond to one of the following questions.
A. What kind of feedback do
you usually get on your
writing? Is there a pattern?
What can you do to stop this
pattern?

B. Do you usually take

feedback with you to your
next writing piece? Why or
why not? Explain. #integrity

Mini Lesson:
Taking Teacher Feedback Into Action!
Teachers write feedback on your work for a
reason! They want you to take their advice
and put it into action. Some of us are
already doing this, others need a little push!
Today we are going to take the feedback we
were given on our The Dreamer Literary
Critique and use it right away, by re-writing
a paragraph with this feedback in mind!

Mini Lesson:
Taking Teacher Feedback Into Action!

1.Examine your letter and your rubric.

2. Think of the feedback your teacher/classmate has
given you. Think: What does this say about my about
my writing? What do I still need to be doing?
3.Examine the rubric. Which component is your
weakest?
4. Place yourself in 1 of the 4 categories for worktime.

More Relevant
Text Details

More
Explanation of
Text Details

Need to use
RATED to
Organize Text
Details

I was
absent!
Im still
drafting!

Work Time: Actionable Feedback Revision

Examine your letter for one of the following categories
of feedback.
More Text Evidence

More Explanation
Using RATED
Still Drafting

Revising based on our Rubric & Feedback!

1.Examine your letter and your rubric.
2. Think of the feedback your
teacher/classmate has given you. Think:
What does this say about my about my
writing? What do I still need to be doing?
3.Examine the rubric. Which component is
your weakest?
4. Place yourself in 1 of the 4 categories for
work-time.

Now, use the language of the feedback and

the resources provided, to help you revise
for this category.

Closing: Choose one of the following to

respond to in a well-developed paragraph.

A. Examine your
essay. How has it
evolved from your
work today? How has
using actionable
feedback helped
you?

B. Have you
mastered todays
Learning Target?
Why or why not?
Give specific
details!

Standards/Grouping/Assessments
Learning Target: I can use the feedback from my graded assessment to identify an area of my writing that
needs improvement. I can use the language of my feedback and writing resources to guide my revision.
Essential Questions: How can we use text evidence to support our ideas? How can we effectively respond to
literature?

Standards Addressed:
CCSS.ELA-Literacy.W.6.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 here.)
CCSS.ELA-Literacy.W.6.1.b
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.6.1.d
Establish and maintain a formal style.
CCSS.ELA-Literacy.W.6.2.a
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and
cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Grouping:
Student use teacher feedback to self select from the following groups:
Text Evidence
Explanation
RATED
Extension
Differentiation:
Students will be working based on their individual feedback provided by the teacher. Students who provide a verbal conference will have theirs
during the first 5 minutes of work-time. Writing is not times for anyone.
Assessment:
The revised body paragraphs from work-time are collected and compared to the body paragraph from before todays work.