9

Lesson

Editing the Rewrite

P
erformance Objective: Working in pairs, SW edit their partner’s written draft
completing at least seven out of ten editing checks on the peer editing checklist.

Resources or Materials Needed: SW need their rewritten narratives and assessment rubrics from the
previous lesson, handwriting paper, a pencil, and an eraser. TW need to prepare his/her rewritten narrative
with editing errors and a completed peer editing checklist that points out the errors in the narrative. TW
also need a SMART board or overhead projector.

Time: 60 minutes.

Step 1: Pre-Instructional Activities: Independently, SW review their rewrites and completed assessment
rubrics from the previous lesson. SW correct the rewrites by incorporating any changes deemed necessary
based on the assessment rubrics.

Step 2: Content Presentation: TW display his/her rewrite and completed peer editing checklist. TW
model using the checklist to edit the rewrite. TW make necessary corrections to the rewrite.

Step 3: Learner Participation: SW work with partners. SW switch papers and use editing checklists to edit
each other’s rewrite.

Step 4: Assessment: TW circulate the room to assess the Peer Editing Checklists (See Appendix I), and
SW complete follow-through activities.

Step 5: Follow-Through Activities: SW return their partners’ rewrites and give them the editing checklists
for their papers. SW review the checklists and the rewrites, observing any editing changes that need to be
incorporated in preparation for publishing the rewrite in the next lesson.

Lesson Plan Summary: The main instructional strategies used in this lesson plan are explaining and
modeling. During the content presentation, the teacher models how to use a checklist to edit a rewrite.
During the learner participation, students work with partners to perform the same task. These instructional
strategies support the Cognitivism learning theories, by helping students to organize knowledge (Ertmer,
1993, p. 52). In addition, corrective feedback is used as a reinforcement to positively impact performance
which is a Behaviorism strategy (Ertmer, 1993, p. 49).
 9
Lesson

Assessment (9):

P
eer Editing Checklist.

Peer Editing Checklist

Directions:

Step 1: Switch papers with your partner. Give your partner your narrative, and
your partner will give you his/her narrative.
Step 2: Read your partner’s narrative.
Step 3: Use the rubric below to edit your partner’s narrative. Read each question.
If the answer is yes, then write a 1 in the right column. If the answer is no, then
write a 0.
Step 4: Add up all the points and write the sum in the last box next to the word,
total.
Step 5: Once you have scored all items, return your partner’s paper and give
him/her this checklist.
Questions: Score 1
point for
each yes
Does each sentence begin with a capital letter?
Do all proper nouns begin with capital letters?
Does each sentence end with a punctuation
mark?
Does each paragraph begin with an indent?
Are all sentences complete sentences?
Does each sentence have the correct subject
and verb agreement?
Does each sentence make sense?
Are most words spelled correctly?
Are the words spaced correctly (not too much
space, but not too little)?
Is the handwriting neat?
Total