Lesson Eleven: Editing and Feedback

Estimated Timing

90 minutes
Lesson Objectives

Australian Curriculum:

English / Year 6 / Literacy / Interacting with others /
ACELY1709
Content Description:
Participate in and contribute to discussions, clarifying and
interrogating ideas, developing and supporting arguments,
sharing and evaluating information, experiences and opinions
Elaboration:
recognising that closed questions ask for precise responses
while open questions prompt a speaker to provide more
information

English / Year 6 / Literacy / Creating texts / ACELY1715
Content Description:
Reread and edit students own and others work using agreed
criteria and explaining editing choices.
Elaboration:
editing for coherence, sequence, effective choice of
vocabulary, opening devices, dialogue and description,
humour and pathos, as appropriate to the task and audience
QCAA:

Write and create learning area texts,
choosing strategies to organise content
and information (WC6 ii)


Write paragraphs that maintain the pace
or sense of texts, including using
headings, subheadings and logical
structures that support the purpose
(WC6 iv)


Use words and word groups including:
noun groups, phrases and adjectives
to create effective, detailed and accurate
descriptions
adverbs and phrases to show time,
place and cause
verbs and adverbs to intensify
meanings, expand and sharpen ideas
(WC iv)


Review and edit own and others writing,
using knowledge of editing techniques
(WC6 ix)



Select learning area vocabulary that:
adds precision
enhances meaning (WC6 x)




Classroom
Organisation
Teacher led group work
Individual work
Small Group Work

Resources 27 x Culture Journal (Blank, lined workbooks)
Smart Board
Peer Editing Checklist Worksheet (Resource Five)
Compare with Marking Rubric (Resource Six)
Digital Timer
28 colouring pencils, 14 different colours (e.g. two pencils of the
same colour)






Learning Experiences
1. Begin lesson by acknowledging traditional owners of the land.
2. Explain that during the lesson students will be editing their peers work. Students will be split
into pairs and given a Peer Editing Checklist Worksheet to use. students will begin their
summative assessment task of creating their own Dreamtime story.
3. As a class, examine the checklist. Compare with rubric.
4. Explain the editing process: To ensure that your final compositions are of a high quality, it is
imperative that you edit each others work very carefully. Read it aloud, check for accuracy,
paragraphing, grammar, spelling and punctuation.
5. Explain that this session will be used to edit other peoples work. Students will have the
opportunity to mark more than one persons. Multiple checklists are available at the front of
the room.
6. Students will be divided into pairs by selecting a coloured pencil and matching it with the
same colour. A timer will be used to ensure each pair is given a fair amount of time. 20
minutes per editing session.
7. Leave the last ten minutes of the session for students to write a personal reflection in their
Culture Journal.
What did you enjoy about todays lesson?
What mistakes did you notice people made the most in their story?
Based on what you have read from your peers, will you change your story to include more
detail? If so, how?