McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Teacher: Rachel Chadwick

Date: February 9, 2015

Title of Lesson: Editing Writing (Day 1)

Cooperating Teacher: Ms. Kristi Harts

Core Components
Subject, Content Area, or Topic
The Writing Process
Student Population
22 students in each class;
5-6 gifted students in each
VBOs and SOLs
ELA.3.8 The student will edit writing for correct grammar, capitalization, punctuation, and spelling.
ELA.3.8.1 Demonstrate command of the conventions of standard English grammar and usage
when writing. ELA.3.8.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing. (SOL 3.8; 3.10; 3.12)
Learning Objectives
TSW be able to:
Differentiate between the process of revising and editing
Develop and understanding of the editing process and what editing is.
Use singular possessives
Correctly capitalize beginnings of sentences, proper nouns, and titles.
Correctly use commas, periods, exclamation marks, and quotation marks in sentences.
Virginia Essential Knowledge and Skills
VDOE Technology Standards
English Language Proficiency Standards (ELPS)
Materials/Resources
*Venn diagram to compare/contrast revising and editing
*PowerPoint on editing
* Can You Correct These Sentences? Worksheet for students to use during the PowerPoint
instruction
Safety (if applicable)

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Time
(min.)
5 min

Process Components

*Anticipatory Set
TTW introduce the process of editing by giving students a blank Venn diagram.
Their job, in 5 minutes, will be to fill this in by comparing and contrasting revising
and editing based on what they know. This will only serve as a way to active prior
knowledge. TTW not go over this right away.
*State the Objectives (grade-level terms)
Today we will be learning about the process of editing and how we use it to fix our
writing. I want you to take what you already may know about editing and use it as
we practice correcting some sentences today throughout our learning.
15 min
*Instructional Input or Procedure
TTW then present a PowerPoint presentation on the editing process. This is
designed to introduce students to the main components of editing, and also serve
as a pre-assessment to see what students already know and what needs to be
taught more. Before starting the PowerPoint, TTW ask students to think-pair-share
to the question What is editing. TSW also complete the worksheet Can You
Correct These Sentences? as practice while going through the PowerPoint. The
sentences on this worksheet are shown on the PowerPoint and will be reviewed by
the teacher and students.
During
*Modeling
instructional TTW model the process of editing by reemphasizing the way students edit
input
sentences as they come up to fix them. TTW also provide further elaboration on the
teaching concepts throughout the lesson.
Throughout
lesson

10 min

*Check for Understanding

TTW check for understanding through questioning throughout the entire lesson
about editing and what punctuation, capitalization, and word usage/grammar
entails. Students responses will dictate what the focus for the rest of the week is in
terms of teaching editing.
*Independent Practice
TSW complete the Can You Correct These Sentences worksheet during
instruction with the PowerPoint. They will first edit the sentences in the following
categories (one at a time throughout the lesson): punctuation, capitalization, and
word usage/grammar. After they are given 3-5 minutes to edit the sentences in
pencil, TTW call on individual students to come to board and fix the sentences that
are also on the PowerPoint. At this point, the students can check their work in red
pen to make any changes to what they edited. This will be collected so that the
teacher can see what they initially understood about editing, and what they had to
fix.

5-8 min

Closure
After giving students 5 minutes to complete closing activity, TTW collect and use it
as a basis for continued instruction the next day.

Throughout
lesson

Assessment
No formal assessment; TTW only make anecdotal records of student responses
and how well they did on Can You Correct These Sentences? worksheet.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

TSW share results of their Venn diagram and sentences worksheet collaboratively with the
members of their table.
Visual- TTW teach using a PowerPoint presentation that visually displays information.
Auditory- TSW participate in a discussion regarding the differences between revision and editing
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

and will be called on to explain how they edited sentences to the class by fixing them on the
PowerPoint slides.
Classroom Management Issues (optional)
Use name sticks to call on students to share ideas
High five management technique to call students back together
Use timer to pace how long students are given to work on worksheet
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

After completing this lesson, I feel that my students were successful in meeting the objective.
Many of them already had prior knowledge when it came to editing and were eager to share their
ideas. I felt that the integration of technology increased students engagement and allowed them to
connect to the learning in a successful way. They were motivated and excited to learn. However,
for the purpose of time, I would have possibly allowed more time to go through the PowerPoint
instead of focusing on students prior knowledge with the Venn diagram.
*Denotes Madeline Hunter lesson plan elements

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.