Kristin Hibler, Winter 2000
Woodring College of Education
Western Washington University
IT444C: Quiz Works Lesson Plan
Lesson Objective:
Students will correct punctuation, spelling, and grammatical errors in a piece of their writing.
Necessary Materials:
1. Writing materials (pen/pencil/paper, or computer)
2. SideKeys and QuizWorks
3. Different colored pencils/pens for revising if desired
Opening:
Give students a 10-minute freewrite. The topic could be open, or you could give them a freewrite such as "The best thing about _______________ is __________________."
Lesson Body:
Areas to look for errors:
1. Punctuation
2. Capitalization
3. Spelling
4. Does each sentence make sense?
Each student examines their piece of writing looking for errors in each of the above areas.
Do this one area at a time (for example, on the first run through look only at punctuation)
Students revise their papers according to the corrections they have made. (Keep the rough drafts.)
Students exchange papers and complete step 1 with their partner's paper.
Upon the return of the papers, students re-write their papers once again.
Students choose two sentences from their original draft that were modified, write them on a separate piece of paper with the corrections, and turn them into the teacher.
Before moving on to the next part of the lesson, the teacher must input the incorrect sentences into the QuizWorks game.
1. Type in the sentences each student gave you as the questions.N
2. Next, type the word "correct" in the field for the correct answer, and "incorrect" for the incorrect answers. The students will be required to produce an acceptable correction, instead of simply selecting it. (NOTE: If your students are not advanced enough to successfully produce the answer, consider making it a selection game by typing in the correct sentence as the correct answer, and incorrect sentences as incorrect answers.)
3. Be sure that the time allowed to respond to each question is sufficient to allow for written or verbal responses (whichever you will ask for in the game).
Lesson Closing:
Now it’s time to play the game.
1. Divide students into pairs. Give each pair a SideKeys control.
2. Begin the game. Students buzz in when they are able to revise the given sentence.
3. Students respond verbally or in writing by producing the correct sentence. All corrections must be correct and all corrections must be present.
4. When students produce a correct answer, ask them to select the letter that says, "correct." This will give them the appropriate points.
Evaluation:
Students will be evaluated on the corrections of their original work. Below is a rubric, which should be used as a general guide. Because this lesson is naturally adaptable to skill level, the teacher should use their discretion.
5
* Virtually all errors were corrected in each of the areas.
* Student clearly responded to all corrections suggested by self and peer.
* Two sentences were contributed and corrections are complete and accurate.
4
* Most errors were corrected in each of the areas.
* Student clearly responded to all corrections suggested by self and peer.
* Two sentences were contributed and corrections are complete and accurate.
3
* Some errors were corrected in most of the areas.
* Student responded to some/most corrections suggested by self and peer.
* Two sentences were contributed, but corrections are somewhat incomplete or inaccurate.
2
* Few errors were corrected in few areas.
* Student responded to few of the corrections suggested by self and peer.
* Two sentences were contributed, but corrections are absent.
1
* Virtually no errors were corrected in few/any areas.
* Student did not respond to corrections suggested by self and peer.
* Two sentences were not contributed.
0
* No written product produced
Modifications:
For students with low skill level in this area:
1. Ask them to focus on one of the areas when looking for errors (for example, just find spelling errors).
2. Pair them with a student of higher skill level.
3. Ask them to only find errors in a particular section of their writing, if it seems that correcting all of it would be too time consuming.
For students with high skill level in this area:
1. Give them more to look for. This exercise focuses on mechanical errors. Questions like: What words are strong in this piece? How could you make your point better? Are the transitions smooth?
2. Pair them with a student of lower skill level.
3. Ask them to write more than other students, or elaborate on what they have written.
Woodring College of Education
Western Washington University
IT444C: Quiz Works Lesson Plan
Lesson Objective:
Students will correct punctuation, spelling, and grammatical errors in a piece of their writing.
Necessary Materials:
1. Writing materials (pen/pencil/paper, or computer)
2. SideKeys and QuizWorks
3. Different colored pencils/pens for revising if desired
Opening:
Give students a 10-minute freewrite. The topic could be open, or you could give them a freewrite such as "The best thing about _______________ is __________________."
Lesson Body:
Areas to look for errors:
1. Punctuation
2. Capitalization
3. Spelling
4. Does each sentence make sense?
Each student examines their piece of writing looking for errors in each of the above areas.
Do this one area at a time (for example, on the first run through look only at punctuation)
Students revise their papers according to the corrections they have made. (Keep the rough drafts.)
Students exchange papers and complete step 1 with their partner's paper.
Upon the return of the papers, students re-write their papers once again.
Students choose two sentences from their original draft that were modified, write them on a separate piece of paper with the corrections, and turn them into the teacher.
Before moving on to the next part of the lesson, the teacher must input the incorrect sentences into the QuizWorks game.
1. Type in the sentences each student gave you as the questions.N
2. Next, type the word "correct" in the field for the correct answer, and "incorrect" for the incorrect answers. The students will be required to produce an acceptable correction, instead of simply selecting it. (NOTE: If your students are not advanced enough to successfully produce the answer, consider making it a selection game by typing in the correct sentence as the correct answer, and incorrect sentences as incorrect answers.)
3. Be sure that the time allowed to respond to each question is sufficient to allow for written or verbal responses (whichever you will ask for in the game).
Lesson Closing:
Now it’s time to play the game.
1. Divide students into pairs. Give each pair a SideKeys control.
2. Begin the game. Students buzz in when they are able to revise the given sentence.
3. Students respond verbally or in writing by producing the correct sentence. All corrections must be correct and all corrections must be present.
4. When students produce a correct answer, ask them to select the letter that says, "correct." This will give them the appropriate points.
Evaluation:
Students will be evaluated on the corrections of their original work. Below is a rubric, which should be used as a general guide. Because this lesson is naturally adaptable to skill level, the teacher should use their discretion.
5
* Virtually all errors were corrected in each of the areas.
* Student clearly responded to all corrections suggested by self and peer.
* Two sentences were contributed and corrections are complete and accurate.
4
* Most errors were corrected in each of the areas.
* Student clearly responded to all corrections suggested by self and peer.
* Two sentences were contributed and corrections are complete and accurate.
3
* Some errors were corrected in most of the areas.
* Student responded to some/most corrections suggested by self and peer.
* Two sentences were contributed, but corrections are somewhat incomplete or inaccurate.
2
* Few errors were corrected in few areas.
* Student responded to few of the corrections suggested by self and peer.
* Two sentences were contributed, but corrections are absent.
1
* Virtually no errors were corrected in few/any areas.
* Student did not respond to corrections suggested by self and peer.
* Two sentences were not contributed.
0
* No written product produced
Modifications:
For students with low skill level in this area:
1. Ask them to focus on one of the areas when looking for errors (for example, just find spelling errors).
2. Pair them with a student of higher skill level.
3. Ask them to only find errors in a particular section of their writing, if it seems that correcting all of it would be too time consuming.
For students with high skill level in this area:
1. Give them more to look for. This exercise focuses on mechanical errors. Questions like: What words are strong in this piece? How could you make your point better? Are the transitions smooth?
2. Pair them with a student of lower skill level.
3. Ask them to write more than other students, or elaborate on what they have written.