LESSON SIX: Putting It All Together: Revision
Assemble portfolios. Make corrections to individual pieces.
GRADE-LEVEL EXPECTATIONS ADDRESSED
Use details from the text(s) to analyze and evaluate the author's use of
information and logic to express his or her ideas through word choice.
W2F In composing text, use a variety of sentence structures.
W3E Compose texts for:
variety of career and workplace communications (e.g., job application, resume,
cover letter, college application essay, thank-you note, follow-up note, forms,
brochure and/or concise directions)
§ various audiences and purposes, selecting and applying appropriate format, style, tone and point of view
LESSON MATERIALS AND SPECIFIC CLASSROOM ARRANGEMENT
§ Materials – suggestions for publication of the portfolio include:
o File folder
o Three-hole punched folder
o Small three-ring binder
o A computer lab setting is suggested so students can easily make changes to the various letters included in the portfolio.
Review the writing process with students—especially focusing on
revision. Ask students how they could improve the various job search artifacts
in their job portfolio. Students focus on
word choice, sentence structure, and stylistic effect while revising their previous artifacts.
Students create a job portfolio based on all unit writing activities.
Allow students to use the class period to make corrections to their previously
completed artifacts. Students assemble the
job portfolio in this order: cover letter, job application, resume, and letter of recommendation.
Formative Assessment: Students complete a job portfolio including the following
elements: cover letter, application, resume, and letter of recommendation.
Students use the
Summary Assessment scoring guide to assess another student’s job portfolio. After completing the scoring guide, students write the author of the portfolio identifying strengths and weaknesses in the artifacts.