Britini Fricke

Lesson Date: November 8th, 2018

Writing Workshop: Editing Small Moment Writing with a Checklist

1. Title or Topic of the Lesson and Grade Level: Editing with a Checklist, Grade One

2. Lesson Essential Question(s): How can students use an editing checklist to go back and edit their
writing?

3. Standards:
NJSLSA.W3. Write narratives to develop real or imagined experiences or events using an
effective technique, well-chosen details, and well-structured event sequences.
NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting,
and/or trying a new approach.

4. A. Learning Objectives and Assessments:

Learning Objectives Assessments

The student will be able to compose a
small moment writing piece and use the
editing checklist to enhance their writing
pieces.
The students will be able to explain their
own writing as well as provide feedback to
others to help improve their partners
writing.
The teacher will assess the students by
having the students review their writing
and checking off the items on their
checklist as they go by. The teacher will
make sure that the students are using
their checklist and remind the students
half way through the lesson to use this
checklist.
The teacher will assess the students by
having students turn and talk to their
partner and discuss their small moments.
The teacher will also assess the students
based off of the positive feedback that
they provide their partner.

4. Materials:
 Editing checklist
 Pencils
 Chart Paper
 Writing Folders
 Writing Pieces
 Marker
 Teacher Sample of Writing

6 . Pre-lesson assignments and/or prior knowledge: Prior to this lesson, the students will be
working on their writing samples about small moments. Each day the students are given something to
focus on with their writing. This past week the students will have focused on adding details to their
writing and drawings. The students will also have looked at writing in different books and use those
techniques in their own small moment pieces.
7. Lesson Beginning: The students will start off at their seats and the teacher will call the students
by their tables to join her on the carpet. The teacher will call the tiger table, the cheetah table, eagle
table, and lion table to the carpet. The teacher will instruct the students to sit next to their partners. The
teacher will begin this lesson off by reviewing with the students what they learned during last writing
workshop class.

8. Instructional Plan:
 The teacher will begin with gathering the students on the carpet next to their partners.
 The teacher will then tell the students to turn and talk to their partner about what they
learned last time during the workshop.
o The students should be discussing how the teacher added more details about how
they could add emotions to their story. The teacher will give the students about 2
minutes to do this. Ideally, this this should take no more than 3 minutes to complete.
 The teacher will tell the students to face the teacher when they are done and they will tell
the students to raise their hands and share what they discussed.
 The teacher will then tell the students that when a writer is ready to publish their work, they
proofread to ensure that the writing is easy to read. The teacher will explain that one way to
do this is by using an editing checklist that reminds them of all they need to know about
helping readers read their stories.
 The teacher will then explain that when you go back and fix your writing it is called editing.
 The teacher will then have her prepared story on chart paper. There will be three pages that
will be written down on the chart paper. The story will be written as if the teacher was a
first grader:
o Page One: One day I playde with the bubls outsid it wuz so fun.
o Page Two: Then my sister came outsid she sed can I play with you? I sed yes. She
strted bloing bubls all over the bakyrd.
o Page Three: Then my brothr came outsid to blow bubls too. He strted POPING
them. I said no don’t pop the bubls but then my sister POPT them too and I popt
them. We were so happy becus it was so fun but then we had to go in.
 The teacher will read her writing to the class first and then she will take out her editing
checklist. This should take about 3 minutes. The teacher will say:
o “Now that we read the story, I am going to take out my editing checklist and see
what I can change.”
o The teacher will explain each four components of the editing checklist:
 I put spaces between my words.
 I checked the word wall.
 I spelled tricky words the best I can. I wrote letters for most of the sounds.
 I used ending punctuation and capital letters to start sentences.
 I can read my writing and my friend can read most of my writing without my
help.
 The teacher will edit the first page and model how the editing process works to the students.
 The teacher will then ask the students to help her revise her second and third page with the
following check list. This should take about 7 minutes.
o What are some changes that I can make to make sure I am following my check list?
 The teacher will then call the students to return back to their seats based off of what color
shirt they are wearing. The teacher will tell the captains to grab their groups writing folders
and to start on their writing.
o For example, “If you are wearing a green shirt you can return to your seat”.
 The teacher will then call a group of struggling students in the back to work with her on this
editing checklist.
 The teacher will give the students about twenty minutes for writing workshop. The teacher
will also work to help student’s independent needs.
 Half way through the writing session the teacher will demonstrate and compliment a
student’s writing piece. The teacher will compliment how the student used their editing
checklist and revised their writing.
 During this time the teacher will also remind the students what they should be focusing on.
The teacher will tell the students that they should focus on using their editing checklist to
check their writing.
 To conclude the lesson, the teacher will have the students share their writing pieces with the
person next to them. The students will be instructed to give one compliment to their
partners. The teacher will explain to the students that they have to describe a particular
thing that they liked about the writing. For example:
o The students may compliment how they used punctuation at the end, how they
describe their feelings, or how there are a lot of details to their writing.

o Differentiation: This lesson will accommodate to a variety of different learners. The

teacher will pull a small group in the back for students who are struggling with their
writing. The teacher will give the students one on one attention and help them with what
they need to work on. For example, I may notice that one student does not have spaces
between his/her words, the teacher would tell the student to focus on changing one thing
in their writing. The teacher has the student work on one goal and then the students
would continue to work towards that goal. This is how the teacher will help struggling
learners. This lesson will accommodate to auditory and visual learners. The teacher will
model how to use the editing checklist and this will help visual learners. The teacher
will also explain the instructions and read a student’s writing piece. The teacher will
compliment the student and this will help other students learn as well. This will help the
auditory learners in the classroom. The teacher will tell the students that we can always
add something to our writing and that writing is never fully done. This will solve the
issues for early finishers.

o Questions:
What did we learn about last time during writing workshop?
How can I improve my writing by using my editing checklist?
Did I spell tricky words the best I can? If not, how can I sound out the letters in the
word to write all my sounds?
How can I use some of the techniques my partner uses to edit and revise my own
writing?

o Classroom Management: The teacher will have the two paper passers pass out the
writing checklists to the students. The captains of each table will get their tables writing
folders. The teacher will also use a clapping prompt, and 123 eyes on me to get the
students attention. There may be some students who have trouble focusing. In order to
solve this dilemma, the teacher will remind the students to have all eyes and bodies
faced toward the board.
 o Transitions: The students will originally start off at their seats and the teacher will call
the students to the carpet by their tables (the tiger, cheetah, lion, and eagle table). Once
the students are at the carpet the teacher will introduce to the students that today they
will be editing their small moment pieces. The teacher will transition the students back
to their seats by calling the captains to get their writing folders. The teacher will then
call the rest of the students to their seats based off of their table. The teacher will tap a
student’s shoulder and that indicates to join the teacher at the back table. After writing
is done the students will return to their seats and share with the person next to them
their writing pieces.

9. Closure: The teacher will have the students share their writing pieces with the person next to
them. The students will be instructed to give one compliment to their partners. The teacher will explain
to the students that they have to describe a particular thing that they like about the writing.