Lesson Plan Some Things to Know: Subject: English Grade: Eleventh Content: Writing Process Class Time: 70 minutes

Materials: Write About It journal (Student) 2 copies of the first draft (Student) Peer Review sheets (Teacher) Background: This lesson is part of a larger unit focused the writing process, which will appear around the middle of the first semester. Students in their Write About It journals almost every time the class meets, and they have completed various, shorter writing assignments throughout the year thus far, but this is the first time this year that they will spend an entire unit with one piece of writing. In this unit: While students complete various writing assignments throughout the school year, this unit allows students to spend an extensive amount of time working with one piece of writing, taking it through the entire writing process. Because I want students to know that I see value in the work I assign them and the work they are doing, I am also taking one of my own pieces of writing through the writing process at the same pace as my students. I dont want to complete the same exact assignment as my students for a fear that it might intimidate them when I share my progress if I complete a certain piece with more ease. Regardless, since Im taking my own piece through the writing process with my students, it gives me great opportunities to model practices to my students. In preparation for todays class: Students have written the first draft of their paper. In previous lessons, students have learned about and discussed in depth the Planning and Drafting steps of the writing process. Standards Addressed by this Lesson (Iowa Core): 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. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Objectives: Given six specific examples and the prompting question, Edit or revision? students can accurately identify each example as an edit or a revision with no more than one error. Based on reflection regarding their growth as writers over a short period of time, students can hypothesize the type of writer they may be at the end of the unit as well as hypothesize how they might feel about writing. Based on their understanding of the components of successful writing, students will propose potential for their first revision. The Lesson Write About It (15 minutes) Like most class meetings, students begin by engaging in Write About It (basically, journaling)

Today, students will take a minute or two and read over their first Write About It of the unit in which they were asked to discuss how they felt about writing as well as how/if they perceived themselves as writers. Still keeping in mind their first Write About It of the unit, students will consider the following questions as they complete their writing: o How has your attitude about writing changed? What about your attitude regarding your writing ability? Why do you think this change has occurred? How do you feel about this change? o How would past you who wrote that initial Write About It feel about the completion of your first draft? How would past you feel about your first draft, in general? How does present-day you feel about your first draft?

Introduction to Revision Lecture (25 minutes) Overview of the plan for the day So today were starting going to get started on the next stage in the writing process, which is revision. But before we go any farther, I just want to stop for a minute and remind you that even though the way we are studying the writing process makes it seem linear, it is so far from the truth. There are obviously different stages, which weve discussed, but theres no prescribed order in which writing must take place. Its very possible and likely that you will bounce between the different stages throughout the process of writing one piece. What is Revision? o Think-Pair-Share (5 minutes) Each pair comes up with their definition of revision and writes in on their notecard o Ask students to share their responses I think its safe to assume that most students will have a definition that is more reminiscent of editing that of revising So what Im noticing is that most of you have a definition along pretty similar linesare you all getting that too, or am I totally off base here? Theyll most likely agree that they all seem to have similar definition o Share the OED definition and talk a little bit about how the OED definition seems to be focused on deeper context that their definitions, which seemed to focus on changes to the writing on a more surface level, which is totally fine because those types of changes are important too. TPS (1-2 minutes) o Why do you think there are discrepancies between your definitions and the OED definition? I was wandering around a little bit while you were all talking, and a couple of groups started to kind of get to what Im going to say, which is revision is different than editing. This class is NOT alone in using the two synonymously because most people do all the time, but the fact of the matter is theyre not the same. Revision vs. Editing o Revision: ideas, organization, voice, word choice, sentence fluency Bigger and deeper ideas and changes o Editing: conventions Smaller, surface changes e.g. punctuation, spelling, etc

Okay, lets take a second to stop and think about this. Its not a groundbreaking discover that weve just made here, but it definitely forces us to reconsider the way we think of the writing process, which can be a tough idea to wrap your head around. So I want you to take 2 minutes to discuss with your partner. See if youre both on the same page, and maybe if you can help each other understand something better. Alright, are we all on the same page? Yes? No? Well, lets belabor the topic just a little bit longer and practice differentiating between the two. Name That Technique: Editing vs. Revising o Students will have mini whiteboards to complete this short activity o I will read the different examples and they will hold up their whiteboard to inform me whether they believe the example to be an edit or a revision. o After a few, or maybe all, I will ask a couple students to explain why they chose what they did o I might add something if I feel it needs to be said, or we might just move on to the next one. o This activity is how I will assess students ability regarding the first objective I stated.

Modeling Revision (15 minutes) I would do this on the ELMO or some other type of projector Alright, I brought my first draft with me today as well, and I thought I could use that to give you an idea of how I go about the task of revising my work. We wont go over the entire thing, but Id like us to take a look at it together and talk about one or two revision strategies to start. I have a copy of my draft for each of you, so you can make comments and take notes as well. There are a lot of different ways to go about getting started with the revision process, and it can get overwhelming at times, so I try to always start with a plan in mind, so I have some structure. Usually, after I finish writing, I am in no hurry to sit back down and start revising, which is actually a good thing, and Id recommend that you wait a day or so after youve finished the draft before you start to revise. Like I said, revision can be an overwhelming task to start, so I always start by thinking back to my planning and recalling the purpose with which I began to write, and I write that at the top of my paper. The reason I do this is because my first read through is always about my purpose. I my thesis statement, which should state my purpose and I mark it in some way, so I know where and what it is. Then I go through and I ask myself how the rest of my writing relates to my purpose. I would continue in this respect, pointing out instances where my writing was aligned with my purpose and others where it was unclear as to what its purpose was. This shows students that I too have to go through a process to achieve a decent piece of writing, which I believe would help ease some of the anxiety students feel about writing. Exit Ticket (Remaining 5 minutes or so) Next class, you will begin the revising process with your own work. With that in mind, please respond to the following: 1. When I begin my revising process, I start with purpose, but you dont have to do that. What are some other ways you could begin revising? 2. With which consideration might you begin revising?