Lesson Plan on Editing

Name: Brenna Crawford

Context:

Date and time for which lesson will be taught: Wednesday October 26th, 9:00am

Course name: 6th Grade ELA, Standard Collaborative

Grade level: 6th

Length of lesson: 55 minutes

Description of setting, students, and curriculum and any other important contextual
characteristics: This is a class of 20 students. Many of them have difficulties with paying
attention in class and with stamina while reading or test taking. There is a distinct separation in
that there is a group of students in the class who need more assistance and scaffolding than the
other 12 or so students do. There is a Special Education teacher, Mrs. Walkup, who generally
assists the group of students who need more help. The desks are arranged in two U shapes.
Objectives:
Number each objective to reference in the Assessment section
SWBAT:

Cognitive (know/understand):
The student will know the importance of editing, and that it is a necessary part of becoming a
writer.

Affective (feel/value) and/or Non-Cognitive:

The student will value the input and suggestions of their peers during the Peer Review process.

Performance (do):
The student will be able to edit their own writing for simple spelling and grammar mistakes.
The student will be able to read and edit their peers writing for simple spelling and grammar
mistakes

SOLs: [List with numbers portrayed in the SOL document]

6.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling,
sentence structure, and paragraphing.
d) Maintain consistent verb tense across paragraphs.
f) Use quotation marks with dialogue.
h) Use correct spelling for frequently used words.

CCSs: [List with numbers portrayed in the CCS document]

CCSS.ELA-LITERACY.WHST.6-8.5

With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how
well purpose and audience have been addressed.
Assessments: Methods for evaluating each of the specific objectives listed above.
Please use the sentence stems to describe your assessments. In brackets after each assessment
note the number of the objective(s) from above being assessed

Diagnostic: Students will demonstrate what they already know about editing by talking
as a class about common mistakes to look for in their own papers, and the papers of their peers.
(C1)

Formative: Students will show their progress towards understanding editing by

completing both the self-edit and the peer-edit checklists (C1, A1, P1, P2, Sol 6.8 d,f,h, and
CCSS 6-8.5)

Summative: Students will ultimately be assessed (today or in a future lesson) on the

importance of editing and peer review by. Turning in a completely edited copy of their book
report slides for grading (C1, A1, P1, P2, Sol 6.8 d,f,h, and CCSS 6-8.5)
Materials Needed:
This is just a list of the materials you will need for this lesson to occur. In the Materials Appendix
below, you will include the actual materials or links to what you will be using.
-A pen or Pencil
-Editing Guide
-Computers
-Google Slides Book Presentations
Beginning Room Arrangement:
[Changes in this arrangement that become necessary later will be noted in the plan]
The two U shapes of the desks
Instructional Steps (Procedures): Detail student and teacher actions, discourse, and
behaviors.

1.
[__1_mins.] Bridge/Hook/Opening to lesson:
Ms. C: Today we are going to be developing the writing we have been doing on our book report
slides.
{I will pass out the checklist guides now}
2.

[__10_mins.]

Ms. C: Editing and Proofreading are essential parts of the writing process. ALL WRITERS DO
THEM. I practice them every time I write and send an email, or if I am crafting a long text to
someone important. I dont want spelling and grammar errors in those words. I want to come
across as someone who can write eloquently, and efficiently. If you practice editing and
proofreading enough, they will become second nature to you.
How many of you know some of the basic mistakes to look for when beginning to check over
your writing?
[answers should probably include: lack of punctuation or punctuation errors, capitalization at
the start of sentences, and for proper nouns, spelling errors.]

3. [_15_mins. Of instruction plus 25 minutes editing time]

Ms. C: Okay, so I have this checklist that I passed out to help guide you through the process.
Begin with the first one, and go through all of your slides looking for that one thing. Then go to
the second box and repeat the readthrough and fixing step. I will show you with an example
passage.
I will show you a short example:
Have you ever heard of Millard Fillmore Millard fillmore was born on January 7, 1800.
He grew up to become the 13th precedent of the United States. Before becoming
president, Millard Fillmore served four terms in the U.S House of Representatives. He
was also Zachary Taylors vice president. Zachary Taylor died in offish, making Millard
Fillmore the new president. As president, Millard Fillmore is best-known for the
Compromise of eighteen fifty. This group of laws made decisions about slavery. For
example the laws said that California would be a slavefree state and that runaway
slaves would be returned to there owners.
Answer Key:
Have you ever heard of Millard Fillmore? Millard Fillmore was born on January 7, 1800.
He grew up to become the 13th president of the United States. Before becoming
president, Millard Fillmore served four terms in the U.S. House of Representatives. He
was also Zachary Taylors vice president. Zachary Taylor died in office, making Millard
Fillmore the new president. As president, Millard Fillmore is best-known for the
Compromise of 1850. This group of laws made decisions about slavery. For example,
the laws said that California would be a slave-free state and that runaway slaves would
be returned to their owners.

I will show the students how to go through the list and look at the text for only one specific thing
at a time until they get used to the process and know what to look for.

Now it is time to work on this passage as a class. I will project it onto the board, and we can all
edit it together, using the checklist.

Uncorrected Text:
William Morrison and John c. Wharton invented cotton candy in 1897, but
they kept it a secret intil the 1904 Worlds Fair in st. Louis. An instant
sucess, it costed half as much as a ticket too the fair! Originally called fairy
floss, it was renamed cotton candy in 1920. A sweet treat loved through
out the world, it is called old womans hair in Greece Israel, and India.
Answer Key:
William Morrison and John C. Wharton invented cotton candy in 1897, but they kept it a secret
until the 1904 Worlds Fair in St. Louis. An instant success, it cost half as much as a ticket to
the fair! Originally called fairy floss, it was renamed cotton candy in 1920. A sweet treat
loved throughout the world, it is called old woman's hair in Greece,Israel, and India.

Okay, since we did that as a class, now take 15 minutes to work on your own self-edit checklist
with your slides.
Then, we will do 10 minutes of Peer Review!
[25 minutes of editing] I will float around, answer questions, and generally just help where
needed.

I used passages found on http://www.educationworld.com/a_lesson/every-day-edit/Millard-Fillmore.shtml

4. [__2_mins] Closure:
Ms. C: Okay, what was the hardest part about editing for you all? It is normal to have some
difficulties with it at first, and I want to make sure we work more with and go over the parts that
are tougher.
[Kids share out]

Attention to Individual Student Needs: (Differentiation):

Mrs. Walkup will most likely take our students with IEPs to her room so they can work in a
quieter place, and she can give them more specific scaffolding. I will go stand near Ethan, and

that
to
take
talk

with

and

few

on

make sure
he doesnt
move close
Ryan. I will
a few
minutes to
with Angel,
because he
often
struggles
writing and
needs
motivation,
to be
walked
through a
steps
individually
before he is
ready to
attempt an
assignment
his own.

Technology Use:

The Elmo projector was used to display the editing checklist.

Materials Appendix:

http://www.readwritethink.org/classroom-resources/printouts/editing-checklist-self-peer30232.html