Teacher: Kendra LeMay

Subject: ELA/Writing
Title of Lesson: Revising 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 revising skills in a draft work.
Lesson Objectives: The students will be able to
a) The students will be able to revise one sentence, phrase, or word in their narrative
drafts.
Language Objective
a) Students will be able to engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and
texts, building on others ideas and expressing their own clearly.
Language Differentiation for Proficiency Levels:
Level 5 Objective
The student will be able to give examples of revising in the writing process.
Level 3 Objective
The student will be able to name the revising step in the writing process.
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: word choice, word order
Essential Questions:
What does revising 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 revising process in their draft.
Vocabulary:
Tier 1: words, letters, paragraph, corrections
Tier 2: text, revising, prewriting, draft

Tier 3: insert, indent

Critical Thinking Skills Reading, Writing, Speech, Listening, Other
Critical Thinking Skills
The students will be practicing their revising skills in a draft that they had previously
written.
The students will reread their writing pieces to ensure that the revised corrections are
complete.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)
Assessment: (Reading, Writing, Speaking, Listening)
The students will have to correct the underlined word(s) in their draft papers using revising
skills.
Performance tasks: The students will revise the underlined word(s) in their draft.
Informal Assessments: I will be continuously walking around the classroom to ensure that the
students are making the accurate corrections using their revising skills. I will also prompt the
students to reread a sentence if they are having trouble correcting the word(s). 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 revisions 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 and drafting)

d. What did we do during the prewriting step? What did we do
during the drafting step?
e. Ask the students what the next process is in the writing process
and examples of what needs to be revised 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

revising skills
h. There will be two lines underlines for the students (this is what
they will see on their drafts) that the students will need to revise
during crafting
i. 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
j. The expectations include: working with a buddy (on yellow) and
revising the underlined word(s) in their draft
k. Crafting will then end and the students will be called back to their
seats when the teacher reads off their names
l. The students will take their papers back to their seats
m. During composing meaning, the students will work on revising
their drafts with a buddy
n. Composing meaning will last from 20-25 minutes. This will give
the students time to revise their underlined word(s) and help a
buddy
o. The teacher will set the timer to give the students a set amount of
time to complete their work
p. Once the timer goes off, the students will raise their hands and
stop writing
q. During reflection (3-5 minutes), the teacher will ask the students
what were some revisions that were made? Give examples.
r. Check for understanding (2-3 minutes): have some students use
the document camera to show the class where they revised their
work
Closure

The students will answer the question what was the revision that
needed to be made?
Some students will come use the document camera to show and
share their work with the class and explain what revisions they
made.

Homework/Extension
Activities

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