LESSON 9 Proofreading

ORIENTATION
Engage students and remind them of the work that they have been working on with the recount. Inform students that when they write we think faster than we write and can make some mistakes. Display SMART Board activity with "The Windsurfing Dog" extract from "PM Writing: Exemplars for Teaching Writing 4" by Smith and Ciuffetelli. Use the checklist printout (copy on website). Identify any errors with the class and circle them in the text. Going through the text, highlight the different sections of a recount: Title, orientation, series of events re-orientation and personal comment (optional).

GUIDED DISCOVERY
Students break into levelled writing groups and Teacher works with a group that needs extra assistance. Students use the example text and edit the text as groups using the checklist. Students write what they think is good about the recount and what can be improved.

EXPLORATION
Students form pairs and have the opportunity to read their recounts from the previous lesson to each other to identify their own and each others mistakes. Pairs of students say what they liked about the story and suggest improvements. Students can brainstorm ideas of a picture that would suit their story, when published and can draw a picture or take a photograph.

REFLECTION
Remind students that they will be publishing their work in the next lesson and presenting their work to a school in New Zealand.

 Explain that they will be sharing - What they know about recount and ask them questions about recount. Q: what does a recount start out with? A: A title Q: what are some time connectives? A: after, then, finally etc.

ASSESSMENT
Checklist for proofreading and editing - students hand in Collect work samples of edited recount Peermarking recount Questioning throughout all the phases Q: Whats the most common mistake in a recount? Q: What are some useful time connectives?