Springfield College

Lesson Plan Guidelines

Teacher: Kendra LeMay
Subject: ELA/Writing
Title of Lesson: Editing a Narrative

Date: September 18, 2014

Grade Level: 3
Lesson Length: 55 minutes

Overview of the Lesson

Lesson Summary:
In this lesson, the students will be practicing their editing skills in a draft work.
Lesson Objectives: The students will be able to
a) The students will be able to edit 3 mistakes in their narrative drafts (for example:
capitalization, spelling, punctuation)
Materials/Equipment to be Used in Teaching the Lesson:
Poster paper with prewritten paragraph
Marker
Students writing drafts
Pencils
Massachusetts Framework Standards:
3.W.5
With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing.
Enduring Understandings: These are the ideas students will remember forever.
Big Ideas: the writing process (prewriting, drafting, revising, editing, publishing), the
writing traits (ideas, voice, organization, conventions, sentence fluency, word choice,
presentation)
Concept Ideas: capitalization, punctuation, spelling
Essential Questions:
What is does editing mean in the writing process?
What steps in the writing process have we completed so far?
Content
Factual Content:
The students will learn how to begin the editing process in their draft.
Vocabulary:
Tier 1: words, letters, paragraph, corrections
Tier 2: text, editing, revising
Tier 3: insert, indent
Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills
The students will be practicing their editing skills in a draft that they had previously written.
The students will reread their writing pieces to ensure that the editing corrections are
complete.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

Springfield College
Lesson Plan Guidelines
Assessment: (Reading, Writing, Speaking, Listening)
The students will have to correct 3 mistakes in their draft papers using editing skills.
Performance tasks: The students will correct 3 mistakes including correcting punctuation,
capitalization, and spelling.
Informal Assessments: I will be continuously walking around the classroom to ensure that the
students are making the accurate corrections using their editing skills. I will also prompt the
students to reread a sentence if they are having trouble finding a mistake. A couple of students
will also be given the opportunity to use the document camera to show the class what mistakes
they had corrected in their papers.

Action/Instructional Procedures
Phase
Anticipatory Set
(Hook)

Procedures/Transitions

Explanation

a. Ask the students What part of the writing process are we

working on today?
b. Stop and think about some mistakes you could fix in your
drafts. What are they?
Procedures: Each procedure should:
a. The students will be called to the rug by shirt color (navy blue,

white, or light blue) for crafting time (10 minutes).

b. The teacher and students will review the objective of the lesson,

which will be written on the daily agenda

c. During crafting, the students will review the steps in the writing

process that have already been covered (prewriting, drafting, and

revising)
d. What did we do during the prewriting step? What did we do
during the drafting step? What did we do during the revising
step?
e. Ask the students what the next process is in the writing process
and examples of what needs to be corrected in this step
f. Use the example that is already written on the poster paper
(paragraph on sports) (the students and teacher have already
worked on this paragraph, so it will be familiar to them)
g. The students will help correct this writing piece using their
editing skills
h. Once the students have helped correct the sports writing piece,
the students will be told what the expectations are of them when
they are at their seats
i. The expectations include: working independently and correcting 3
editing errors in their papers
j. Crafting will then end and the students will be called back to their
seats by shirt color again

Springfield College
Lesson Plan Guidelines
k. During composing meaning, the students will work on editing
their drafts
l. Composing meaning will last from 20-25 minutes. This will give
the students time to find 3 editing mistakes in their work
m. The teacher will set the timer to give the students a set amount of
time to complete their work
n. Once the timer goes off, the students will raise their hands and
stop writing
o. During reflection (3-5 minutes), the teacher will ask the students
what were some mistakes that needed to be edited?
p. Check for understanding (2-3 minutes): have some students use
the document camera to show the class where they edited their
work
Closure

The students will answer the question what were some mistakes
that needed to be edited?
Some students will come use the document camera to show and
share their work with the class and explain what corrections they
made.

Homework/Extension
Activities

The lesson will continue into the next day where they will be
completing their draft by implementing the last writing process step:
publishing.