Before project work begins

Students work on projects and complete tasks

After project work is completed

T-Chart Journal

Graphic Organizer Teacher Observations

Teacher Observations and Anecdotal Notes Journal Project Rubric

Teacher Conference Peer Editing

Peer Reflection Project Rubric

Self-Reflection

Gauge prior knowledge by creating a T-chart comparing literary elements of different writing genres. Review student journal entries, Visual Ranking comments, story idea plans, and story drafts to monitor progress, target areas for instruction, and provide timely feedback. Use the sample conference questions to help students progress through the pre-writing, drafting, and revising process. Throughout the project, make observations, ask questions, and take notes during group meetings and individual writing times to assess student understanding.

Have students use the peer editing checklist to foster discussion during group meetings and to provide feedback to the authors. To help students direct their own learning throughout the project, have them use their initial goal setting, graphic organizers, journals, peer and teacher feedback, and the mystery short story rubric.

Review the students’ response to each other to assess their ability to generalize their learning about qualities of good writing and the role of literary elements in story development. Assess the published mystery using the mystery short story rubric. Ask students to complete a self-reflection at the conclusion of the project.
 

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