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Instructions: Using your draft of your informational essay, go through the process of
self-editing using the methods below. Edit page by page using the methods in any
order you choose. Use this sheet and the example on the board to guide your thinking.
CCSS.ELA-LITERACY.W.9-10.2.C
Use appropriate and varied transitions to link the major
sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
CCSS.ELA-LITERACY.W.9-10.5
Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing
on addressing what is most significant for a specific purpose
and audience.
Anticipatory Set: The class will start with the teacher going through each
different type of self-editing with one paragraph of their own
writing. Each method will be done one at a time (each with a
different color) with input from both the teacher and the
students. Once each method has been completed, the final
product, with all edits, will be left projected on the screen as
an example for students own editing process. (10-15 minutes)
Procedures: Students will be instructed to take out their own writing,
either a first or second draft of their first major informative
paper. They will then work on editing their papers with the
four methods in any order they choose using the
corresponding colors for the methods. They will do these
methods page by page in order to try every method in the time
provided while also varying ones reading. (30 minutes)
The last 5 minutes will be used for wrap-up, clean up, and any
individual questions that were not addressed.
Checking for During the anticipatory set, while different editing techniques
Understanding: are either being introduced or revisited, students will call out
suggestions for editing that specific piece of writing.
- A question to be asked is: Why would you make that
edit? What other edits could be made of this kind?
- This will fall under the comprehension/understanding
level of Blooms Taxonomy.
When students are editing their own work, the teacher will
walk around for individual conferences with students. (Before
this, the teacher will have read at least one draft of this paper.)
- Some questions to be asked are:
- How has your writing improved? (Analysis level of
Blooms Taxonomy)
- What is one area you are very proud of?
- What is one area you would like to change?
(Application level of Blooms Taxonomy)
- Why did you make that specific edit? (Application level
of Blooms Taxonomy)
- What is still missing from your paper? (Analysis level
of Blooms Taxonomy)
- Specifically for method 3, what do these numbers tell
you? (Evaluation level of Blooms Taxonomy)
Outline of Lesson
I. Anticipatory Set
A. Have students take their seats and direct their attention to the front of the room.
1. Project one paragraph of ones own writing either via an Elmo or projector.
students.
(a) Identify one area of growth. Put brackets around the sentences it
(b) Identify one positive area. Put brackets around the sentences it
(a) For each sentence, write the number of words it contains. Then for
(b) Go back to the paragraph one more time and write down how many
and compound.
(a) Read each transition from one sentence to the next. If the
sentence.
it.
(a) Read through your paper for any mechanical issues. Some
i) Capitalization errors
iv) etc.
mechanical issues.
A. Students will then practice these methods using the informational handout. They
1. During this time, the teacher will walk around for individual conferences
A. During the class discussion, students will be asked specific questions about the
different editing methods they have just encountered and worked with.
(3) What worked for you? What did it take awhile to get used to?
(4) What order did you do the methods in? How did this order effect your
IV. Assignments
A. Before the end of the period, students will be given their assignment due the next
class period.