Name_______________

The Self-Editing Checklist

Instructions: Using your draft of your informational essay, go through the process of
self-editing using the methods below. Edit page by page using the methods in any
order you choose. Use this sheet and the example on the board to guide your thinking.

Method 1: Areas of Growth and Positives (Blue and Green)

First, identify one area of growth. Put brackets around the sentences it contains
or underline a word that could be stronger or a sentence that has weak structure.
Use a blue pen.
Next, identify one positive area. Put brackets around the sentences it contains or
underline a word that stands out or is strong. Use a green pen.

Method 2: The Statistics of Your Paragraph (Purple)

For each sentence, write the number of words it contains. Then for each
paragraph find the average number of words in each sentence.
*Remember an average is taken by adding every element together and
dividing by the total. Dont be afraid to use a calculator for this part. *
Go back to the paragraph one more time and write down how many times you
have used each type of sentences.
*Remember the different type of sentences are simple, complex, and
compound.*

Method 3: Transitions (Yellow)

Read each transition from one sentence to the next. If the transition is smooth,
put a check next to the first word of the sentence. If a transition is needed, write
a transition that could be used above it.
*For examples of transitions, refer to the transition worksheet from the
previous lesson. *

Method 4: Mechanics (Red)

Read through your paper for any mechanical issues. Some examples of these
could be: capitalization, comma, fragments and run-ons, etc.
*Refer back to your grammar lessons for clarifications on these
mechanical issues. *
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Lesson Subject: English

Information: Time/Place: 55 minutes (1 class period)
Date: Beginning of the semester (after first draft of first major
paper)
Grade Level: 9th Grade
Lesson Title: So You Think You Can Edit?
Topic: Editing your own Writing
Instructional Strategy: Modeling, Close Reading
Unit Title: The Process of Writing
Content: In this lesson, students will be learning a process for self-
editing. This will involve multiple steps and multiple readings
of ones own writing. Self-editing is the process of
deconstructing a piece of writing, finding its positives and
areas of growth, and taking the steps to create an additional
draft.
Materials: Teacher:
- 5 different colored pens: one for each step in the process
- enough so each student has one of each color
- A sample of one of their own informative writings (and a
transparency depending on technology)
- If a projector is used, 5 different colors of expo pens
- A projector or elmo
Student
- 1-2 Clean copies of the latest draft of their essay
Learning Students will edit their papers in 4 different ways.
Objectives: Students will identify three areas of growth and three areas of
proficiency in their own writing.
Students will create their own checklist for self-editing.
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Content Standards: CCSS.ELA-LITERACY.W.9-10.1.C

Use words, phrases, and clauses to link the major sections of
the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.

CCSS.ELA-LITERACY.W.9-10.2.C
Use appropriate and varied transitions to link the major
sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.

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.
Anticipatory Set: The class will start with the teacher going through each
different type of self-editing with one paragraph of their own
writing. Each method will be done one at a time (each with a
different color) with input from both the teacher and the
students. Once each method has been completed, the final
product, with all edits, will be left projected on the screen as
an example for students own editing process. (10-15 minutes)
Procedures: Students will be instructed to take out their own writing,
either a first or second draft of their first major informative
paper. They will then work on editing their papers with the
four methods in any order they choose using the
corresponding colors for the methods. They will do these
methods page by page in order to try every method in the time
provided while also varying ones reading. (30 minutes)

The class will come back together for a discussion on the

different methods, what worked, what didnt, and how the
order of the methods matters. This will be led by the teacher
but will require student voices. (10 minutes)

The last 5 minutes will be used for wrap-up, clean up, and any
individual questions that were not addressed.

*For a more detailed procedural understanding, please see

the attached outline*
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Checking for During the anticipatory set, while different editing techniques
Understanding: are either being introduced or revisited, students will call out
suggestions for editing that specific piece of writing.
- A question to be asked is: Why would you make that
edit? What other edits could be made of this kind?
- This will fall under the comprehension/understanding
level of Blooms Taxonomy.

When students are editing their own work, the teacher will
walk around for individual conferences with students. (Before
this, the teacher will have read at least one draft of this paper.)
- Some questions to be asked are:
- How has your writing improved? (Analysis level of
Blooms Taxonomy)
- What is one area you are very proud of?
- What is one area you would like to change?
(Application level of Blooms Taxonomy)
- Why did you make that specific edit? (Application level
of Blooms Taxonomy)
- What is still missing from your paper? (Analysis level
of Blooms Taxonomy)
- Specifically for method 3, what do these numbers tell
you? (Evaluation level of Blooms Taxonomy)

During the class discussion, students will be asked specific

questions about the different editing methods they have just
encountered and worked with.
- Some of the question to be asked are:
- What are the differences between the methods?
(Analysis level of Blooms)
- Did you like one more than the other?
- What worked for you? What did it take awhile to get
used to?
- What order did you do the methods in? How did this
order effect your editing? Does order matter?
(Synthesis/Analysis level of Blooms Taxonomy)
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Assessment: As a final check for understanding, students will be asked to

finish each method of editing with their own paper. This will
be turned in. (If they need to for spacing, they can move to the
second copy of their paper.)
They will be assessed on the different ways they have edited
their papers, how thorough they have edited, and their use of
all 4 methods.

Additionally, students will be asked to create their own

personal checklist with their methods in the order each
student is most comfortable with along with a brief
explanation as to why they picked that order.
Accommodations: Students who have trouble seeing or hearing can move around
the room to better see the edits being made.

Students who are challenged with writing or writing in smaller

spaces can be given larger print or their own papers with
larger spaces in between each line. Additionally, they can
write their edits on different pieces of paper. If that is still not
enough, students can dictate their edits on a tape recorder or
have a scribe.

Students who have trouble with multi-step processes can have

more in-depth steps written in front of them by the teacher.

Students who are challenged with focus can take breaks in

between each method, checking in with the teacher.

Any additional accommodations will be made for students

with any other needs not met.
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Outline of Lesson

I. Anticipatory Set

A. Have students take their seats and direct their attention to the front of the room.

1. Project one paragraph of ones own writing either via an Elmo or projector.

a) Work through each of the following methods one at a time, briefly

explaining and practicing the method. Take suggestions from the

students.

(1) Method 1: Positives and Areas of Growth (Blue and Green)

(a) Identify one area of growth. Put brackets around the sentences it

contains or underline a word that could be stronger or a sentence

that has weak structure.

i) Use a blue pen.

(b) Identify one positive area. Put brackets around the sentences it

contains or underline a word that stands out or is strong.

(2) Method 2: The Statistics of Your Paragraph (Purple)

(a) For each sentence, write the number of words it contains. Then for

each paragraph find the average number of words in each sentence.

i) Remember an average is taken by adding every element

together and dividing by the total. Dont be afraid to use a

calculator for this part.

(b) Go back to the paragraph one more time and write down how many

times you have used each type of sentences.

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i) Remember the different type of sentences are simple, complex,

and compound.

(3) Method 3: Transitions (Yellow)

(a) Read each transition from one sentence to the next. If the

transition is smooth, put a check next to the first word of the

sentence.

(b) If a transition is needed, write a transition that could be used above

it.

i) For examples of transitions, refer to the transition worksheet

from the previous lesson.

(4) Method 4: Mechanics (Red)

(a) Read through your paper for any mechanical issues. Some

examples of these could be:

i) Capitalization errors

ii) Comma errors

iii) Fragments and run-ons

iv) etc.

(b) Refer back to your grammar lessons for clarifications on these

mechanical issues.

II. Student Practice

A. Students will then practice these methods using the informational handout. They

can complete these handouts in any order.

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1. During this time, the teacher will walk around for individual conferences

about their writing.

a) Some questions to be asked are:

(1) How has your writing improved?

(2) What is one area you are very proud of?

(3) What is one area you would like to change?

(4) Why did you make that specific edit?

(5) What is still missing from your paper?

(6) Specifically for method 3, what do these numbers tell you?

III. Class Discussion

A. During the class discussion, students will be asked specific questions about the

different editing methods they have just encountered and worked with.

1. The teacher will lead this discussion.

a) Some questions to guide the discussion are:

(1) What are the differences between the methods?

(2) Did you like one more than the other?

(3) What worked for you? What did it take awhile to get used to?

(4) What order did you do the methods in? How did this order effect your

editing? Does order matter?

IV. Assignments

A. Before the end of the period, students will be given their assignment due the next

class period.

1. This assignments will be two parts:

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a) Part One: Finish any editing of all methods

b) Part Two: Create a personal self-editing checklist. This checklist can be in

any order. Whatever order is chosen, an explanation must be given along

with the self-editing checklist.