M01 laws tm4 5700. indd

(pages 18–20)
• Read the introduction aloud. Have students 
reread the model paragraph on page 3 
silently.
• Step 1: Read the instructions aloud. Have 
students read the sample list on page 19. 
Then have them spend fi ve to seven minutes 
brainstorming their own lists. Remind them 
not to censor their ideas. They should write 
anything that comes to mind about the 
topic. 
Variation: 
Do this step as a whole class, or 
have students brainstorm with a partner.
• Step 2: Read the instructions aloud. Then 
have students work through the bulleted 
points. Have them write their main idea and 
list of related points on a separate sheet of 
paper. Collect the papers and check to make 
sure students have understood this step of 
the writing process. (Provide suggestions, 
but do not grade the papers at this time.) 
• Step 3: Read the instructions aloud. Have 
students write their fi rst drafts in class 
or at home. If desired, collect the papers 
and check to make sure students have 
understood this step of the writing process. 
(Again, provide suggestions, but do not 
grade this step.) 
• Step 4: Do this task in class. Read the 
instructions aloud. Have a brief discussion 
about the benefi ts of peer review (the 
writer receives nonthreatening feedback 
from a classmate; the classmate gets 
practice editing and assessing someone 
else’s writing; both the writer and the 
peer reviewer develop the ability to make 
independent judgments about their work). 
Go over the Peer Review worksheet for 
Chapter 1 on page 321 of the Student Book. 
• Have students complete the fi rst three 
bulleted items by themselves. Next, have 
students work with a partner to complete 
the tasks in the last two bulleted items. 
• Step 5: Read the instructions aloud. Go 
over the correction symbols in Appendix D 
on pages 309–311 of the Student Book. 
• If possible, have students edit and proofread 
their fi rst drafts in class. Suggest that they 
do these steps separately. (That is, they 
should make content changes fi rst and 
proofread afterward.) Remind students to 
use the Writer’s Self-Check on page 322 of 
the Student Book. You may wish to collect 
students’ fi rst drafts and self-checks to 
check their editing, proofreading, and self-
assessment skills. 
• Step 6: Read the instructions aloud. Have 
students do this step in class or at home. 
Collect the papers and use the Writing 
Assignment Scoring Rubric on page 40 of 
this Teacher’s Manual to evaluate them. 
Decide if you will give a letter grade. 
SELF-ASSESSMENT 
(page 20)
• Go over the Self-Assessment with the class. 
See Options for using the Self-Assessment 
on page 5 of this manual. 
EXPANSION