Spring 2016_Writing

Editing Lesson
Name:
Kristin Thompson
School: Bayfield
Elementary School
Grade Level: 3rd
Number of Students in Class: 22
Unit: Personal Narratives
Lesson Duration: Around 50
minutes
Day, Date, and Time of Lesson: October 3, 2016

1. Objective(s):

By the end of the lesson, students will be able to self-edit their paper using the
acronym CUPS to guide them during the process.

2. Colorado Academic Standards:

Content Area: Reading, Writing, and Communication
Standard 3: Writing and Composition
Concepts and skills students master: 3. Correct grammar, capitalization,
punctuation, and spelling are used when writing.
Evidence Outcomes: b. With guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, and editing.

3. Learning Target(s): I will be able to check my writing for correct punctuation,

capitalization, understanding, and spelling.
4. Assessment:
Pre-assessment: Doing the example together as a whole to see where they are at.
Formative assessment at end of lesson: 321 activity: 3 things you learned about
editing, 2 things you did to practice editing, 1 question you still have about editing.

5. Materials:
Document Camera
Butcher paper with paragraph for example.
Highlighters: yellow, orange, yellow, green
CUPS paper: one displayed on doc cam one for each student (23 total)
Students also need: their personal narrative paper
Clipboards
Pencils
Paper for assessment at end
6. Essential Questions or Big Picture Statement:
What is editing?
What do I need to do to make my writing easy to read?
You need to delete the directions from this template!

Spring 2016_Writing
How can I make my reading understandable?

7. Introduction/Anticipatory Set: Talk about how they have been writing

personal narratives and that editing is an important process in the writing process.
(Step 2 below.)
8. ****Step-by-Step Lesson Process:****
1. Gather students in the front of the room. (2 minutes)
2. You guys have been working very hard on your personal narratives for quite a
while now and Id like to teach you a process you can use after you have written
any piece of work! Its called the editing process. Good writers use the editing
process so their readers can read their writing more easily. If I am reading a
personal narrative, and it is unorganized, missing capitals and punctuation, and
some words are misspelled, I may not understand the writing. I want to be able to
easily read all of your papers at the end of this writing process! In the editing
process, we are going to look for four specific things: Capitalization,
Understanding, Punctuation, and Spelling. (Have CUPS paper up on the
document camera & go over what each category means.) (Keep CUPS paper up
on board during entire lesson.) (This is direct instruction: telling the students what
each letter means.) For spelling, I dont want you to look up each word in your
dictionary, but if you think a word may be misspelled or doesnt look quite right,
circle it, look it up in your student dictionary and go from there! (4 minutes)
3. Im going to show you how I think and ask myself questions when I edit then I
am going to need your help to find other mistakes. Here is my paragraph. (15
seconds)
4. Put the writing on the doc cam. (Use the writing that they wrote as a class, with
added mistakes.) (10 seconds)
5. Begin modeling how to edit the first 2 sentences.
6. Now, ask for help from the students. I am going to need your help now. Turn
and talk to a neighbor for 30 seconds and see if there are any other mistakes in
my writing. Remember, we are looking for capitalization, understanding,
punctuation, and spelling. (30 seconds)
7. Do any pairs have an idea of something we can edit? (5 seconds)
8. Call on students for help. If they find a mistake, model how you to highlight/
change it on the paper. (Capitalization: three lines under letter; Understanding:
highlight the whole thing if it doesnt make sense; punctuation: carrot mark with
correct punctuation; spelling: circle the word) (Yellow: capitalization, orange:
understanding, pink: punctuation, green: spelling). Once they have found the
mistakes, ask them if it makes sense in the order it is written. Encourage them to
read it and see if it flows. Guide students by asking questions if they are having a
hard time struggling. (5-8 minutes) (Steps 6-8 are active engagement/guided
practice. Step 9 is also a check for understanding: do they know what they are
You need to delete the directions from this template!

Spring 2016_Writing
looking for? Do they need more instruction/guidance?)
9. Once they have edited all the mistakes: Thank you for helping me edit my
paragraph, you are all such great writers! Now I would like you to edit your papers
today using the highlighters to mark up your paper like we did here. I have a few
tips for you while reading your papers and editing them. Once I go over them and
say go you may get your stuff and begin working. There are 3 whisper phones
that you can use to read your paper to yourself (demonstrate how to use the
whisper phones); you can go in a corner and read your paper to the wall, your
pencil, or imagine a friend or family member there that you are reading to; you
can also read your paper to yourself at your desk or somewhere on the floor;
wherever you feel comfortable! You may use a clipboard if you sit somewhere on
the floor. Please do not sit close to a friend so you do not get distracted! This is an
activity that I want you to work on alone. You have 3 minutes to have everything
you need and sitting in a spot to work. Make sure you each grab a yellow, orange,
pink, and green highlighter, colored pencil, or crayon, clipboard, pencil, and CUPS
handout. I will choose 5 people who are allowed the use the pillows once you are
ready to start working. Once you have picked your spot you are glued there and
cannot move! Ready? Go! (4 minutes)
10. Work time on editing. (20 minutes) (Independent practice.)
11. Walk around during this time; How is your editing going? What are you
editing right now? (This should be pretty independent, though.) (Check for
understanding of process and content! Do they know what they are supposed to
be doing? Do they know what they are looking for?)
12. As you are walking around, look for someone who is really focused on their
work the whole time. 13. 1, 2, 3, eyes on me. *Wait for response*. Can everyone
please bring everything with them and join me back at the front of the class? Ill
give you two minutes to get here! (2 minutes)
14. Allow the above student to share their work with the class under the doc cam.
I noticed that ______ was really focused on their editing today. ______, would you
like to share your editing with the class under the document camera and explain
what you were thinking as you edited? (1 minute)
15. Student shares work. (2 minutes)
16. Thank you for sharing how you thought like a writer during your editing
process, ____! You gave some good ideas to your friends that they can try next
time! (30 seconds)
17. You all worked so hard today! Id like you to take a few minutes now and
write down 3 things you learned about editing, 2 things you did to practice your
editing, and 1 question you still have about editing. (Hand out pieces of paper to
the students and allow them to do this on the floor.) (Assessment.) (3-5 minutes)

You need to delete the directions from this template!

Spring 2016_Writing

You need to delete the directions from this template!

Spring 2016_Writing

CUPS sheets from: http://thepriceofteaching.blogspot.com/2012/12/cups.html

You need to delete the directions from this template!