Name: Mrs.

Kagan Grade 9: Literature for the Ages

Lesson Plan Title

Revising the Rebirth of Scrooge

Goals
-Students will learn about the process of self and peer revision and editing
-Students will read actively to evaluate writing quality and effectiveness
-Students will employ the writing process to effectively argue a claim

Objectives
-Students will recall elements of revising content and editing mechanics in preparation for peer
essay review.
-Students will examine peer-written work for quality and effectiveness as outlined on a provided
checklist.
-Students will evaluate written arguments and propose changes towards an improved product.
-Students will accept feedback on their work and modify their writing as needed.

Discipline and Topic

The discipline is High School English. This lesson is part of a full year curriculum studying
timeless literature and basic plot structures. This particular lesson set would occur in the middle
of the year and utilizes writing workshop practices that have been taught in prior units.

Target Population
This lesson session will be taught to 9th Grade English I students on a college prep level track.

Curriculum Alignment
This lesson session satisfies the following NYS Common Core Standards:

CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.W.9-10.1.D
Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.

CCSS.ELA-LITERACY.W.9-10.1.E
Provide a concluding statement or section that follows from and supports the argument
presented.

CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1-3 above.)

CCSS.ELA-LITERACY.W.9-10.5
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.

CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCSS.ELA-LITERACY.W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.

Lesson Description
2-3 Class Days

Online Classwork:
-View Peer Revision Power Point Video Lecture
-View Additional Peer Revising/Editing Video
-Complete Schoology Quiz
-Preview Peer Review Worksheet

In-Class Activity: Peer Revision

-Review Revising and Editing process briefly
-Answer any outstanding questions regarding lecture materials or peer review process
-Continue Writing Workshop- Students pair and share essays with classmates for peer editing
and revision. Google doc sharing is recommended, but print exchanges are permitted as well.
Students complete the Peer Review Worksheet for each essay they examine. This is done in
addition to commenting on the essay itself and conducting a mini-conference following the
review. The teacher joins peer conferences to ensure productive commentary and to assist with
edits. Students should submit peer review worksheets (completed for their essay) with the final
essay at the end of the week.
Supplemental Materials/Links
Peer Revision Video
Revising and Editing Prezi
Quiz provided on Schoology.

Assessment of Students
Students will be assessed both formatively and summatively over an additional two writing
workshop days. Prior to class, students will complete a quiz assessing basic revision and editing
issues. Students will be also be assessed on their contribution to the peer review process by
submitting the worksheet checklist with commentary and through teacher observation during
peer conferencing. Final essay submissions will be evaluated using the given rubric.

Evaluation of Lesson
This lesson will be considered successful if 80% of students demonstrate understanding of
revising and editing skills by earning 85% or better on the pre-class quiz.
The lesson will be successful if 90% of students engage in the workshop forum with 80% of
students having a completed an essay scoring 85% or better using the given rubric.

Rationale for using the medium

This session contains several online components including a teacher-made video lecture, a Prezi
link, a Schoology quiz, and a worksheet for in-class activities. Each of these digital resources
serves a purpose towards my expressed objectives and corresponds to a level of thinking on
Bloom’s taxonomy. For this lesson, “Presentation tools allow teachers to communicate ideas
and lessons through the use of text, graphics, and sound asynchronously” (Rice, 2014, p.69). The
video lecture and Prezi link provide the necessary “recall” and “remember” content for revising
and editing writing. This information may also present new ideas to young editors, achieving
Bloom’s “understand” level as well. According to the research of Lo and Hew (2017), students
can become disengaged when watching long, factual instructional videos. For this reason, the
provided Powerpoint video is relatively short (about 12 minutes) and employs the
“personalization principle” that suggests “the presentation in videos should be spoken in a
conversational style” (Lo and Hew, 2017, p.15).

The “Ask a Question” forum allows students to ask questions about the lecture materials. As in
Session 1, students can answer each other’s questions or the teacher can provide responses
online or in-class the next day.

The quiz requires direct application of revising and editing knowledge. Online quizzes give
students the flexibility to test when they are prepared; however, external resources are accessible
to students quizzing independently, so all responses may not truly reflect internalized
information. There is also no guarantee that the students are quizzing independently rather than
with friends outside of class. The in-class writing workshop applies the online learning concepts
to further monitoring student understanding
The worksheet provided will be completed during class with peers, but it can be previewed
ahead of time. This activity meets the higher order thinking skills of “analyzing” and
“evaluating” as students review and comment on each other’s writing. Providing all of these
resources as homework allows for maximized writing process time in class.

References:
Lo, & Hew. (n.d.). Lo and Hew Research and Practice in Technology Enhanced Learning (2017)
12:4. Retrieved November 7, 2019, from
https://blackboard.albany.edu/bbcswebdav/courses/2199-ETAP-639-
7168/Readings/Module 6/A critical review of flipped classroom challenges in K-12
education.pdf.

Rice, K. (2012). Making the Move to K–12 Online Teaching: Research-Based Strategies and
Practices. New York, NY: Pearson