1 Writing to Inform 11 Writing to Writers Workshop Daily Plan Inform

1. Mini-Lesson Focus: Management Process Trait Conventions

ELACC3W2, ELACC4W2, ELACC5W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

In this lesson, students will have a peer edit their piece using the same editing checklist from lesson #10.

Gather students together to review the editing process. Tell them that they will have a peer go through the same process for their paper today. Ask: “Why do you think we would take the time to do that?” (Sometimes a writer doesn’t catch his/her own mistakes because he/she has read it so much and knows what it is supposed to say.)

Review each step in the editing process:

1. Read aloud each sentence. Circle the beginning letter of each sentence in green. Ask: “What should the first letter of each sentence look like?” (It should be capital!) “What happens if it is lower case?” (We need to fix it!) “That is what good writers do!”

2. Read your whole piece again. Circle each punctuation mark in red. Ask: “What if I come to the end of the sentence and there isn’t a punctuation mark? (Put one there!)

3. Read your whole piece a third time. Put a black dot under each word. Ask: “How do you think this helps us edit our work?” (It helps us to make sure that every word that we meant to write is actually on the paper. Sometimes our brains work faster than our hands and we leave words out.)

4. Now read the whole piece a fourth time, but read from the bottom to the top. Circle any words that you think might be misspelled. Ask: “Why do you think we are reading from bottom to top?” (So that our brain doesn’t automatically read what we think is on the page. It slows our brain down so we can concentrate on spelling.)

You may want to model how it will look, sound, and feel to edit a peer’s work, as opposed to your own. Discuss the importance of being honest, but kind.

Pair students up and allow them to fill in the editing checklist for their partner. They can use the same editing checklist from lesson #10—use a different color for each item and check each box with a different color as well. Circulate and make sure that they are being patient, honest, and fair.

Troup County Schools 2012 2 Writing to Inform 11

2. Status of Class 3. Student Writing/ Teacher Conferring 4. Author Share: Student Teacher

Allow students to share their editing experiences.

Materials Mini-Lesson: 15 minutes Status of Class: 5 minutes Chart paper, overhead, or Promethean board Write/Confer: 25 minutes Markers Sharing: 5 minutes Teacher model of first draft Copy of page 3 for each student

Troup County Schools 2012 3 Writing to Inform 11

When I edit I….

1. Go when I see a “green light”: Circle the first letter of every sentence in the writing piece green.

2. Stop when I see a “red light”: Circle all punctuation marks (.?!) in red at the end of every sentence.

3. Dot and Say: Put a black dot under each word as you read your written piece.

4. Read bottom to top: Circle in blue words you think are not spelled correctly.

Troup County Schools 2012