SarahBeth Barnosky Informational Text Lesson Plan Writing Mini Lesson: Proofreading and Editing Grade: 4 Time: 20 minutes

Standards: W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Objective: Students will be able to use editing symbols while proofreading their work and the work of their peers. Materials: Autobiography written by me (in smart board file) Biographies that the students have written in class previously Chart listening common editing symbols

Lesson Sequence: 1. Lesson Introduction/Anticipatory Set (Engagement) Boys and girls, for the past few days, we have been working on biographies. I have been observing and you have been doing a very good job. Sometimes, when we are working very hard, we may make some mistakes. It is always a good idea to go back and read what we have written. What if we want to change something, or make corrections? What tools could we use so that we would not have to erase and start all over again? 2. State Objective and Purpose Today, we are going to learn about proofreading and learn some symbols that will be very useful when editing our work. These tools are very useful when we dont want to erase and re-write. It is especially helpful when we plan on typing our work afterward. First, we are going to look at some examples that I have provided, and we will learn some useful tools. 3. Teach and Model Have the smart board on and ready to write. Ask the students what are some mistakes they might make when writing their first drafts. o Students may say things like I need to make a new paragraph or I need to add punctuation or I forgot to make this letter capital. Write down the common mistakes as the students are saying them. I will provide a sentence with a mistake from my own autobiography and show students the symbols they can use to correct the mistakes. Bring up example on the smart board:

o I was born on september 20 1990. I weighed weighed 7 pounds and 8 ounces. I had brown hair and brown ees. I am the oldest child in my family. When I was 5, I loved when my parents would read to me. I will then go through step by step and point out the grammatical errors that were made in this sentence. I will show them that the word September should have a capital s. To show this, you put 3 small lines under the letter that should be capitalized. I will then show that the word weighed is placed in the sentence twice. To delete a word, simply place one line through the unwanted word with a circle at the end (will model on board so students see what I mean). I misspelled the word eyes. I would simply circle the part that is misspelled. Model this for students on the board. The last sentence doesnt seem to fit in this paragraph, so we need to put it in a new paragraph. Right before the first word of the sentence, draw a capital C and put 2 vertical lines through it. This symbol means that we start a new paragraph beginning with this sentence. Ask if anyone has any questions so far. If no, ask for other instances in which we might need to edit. Point out that editing isnt just about punctuation and spelling, but can also include grammatical errors, such as run-on sentences and questionable word choice. For these instances, we would abbreviate the words representing the problem. For example: R-O is run-on and WC stands for word choice.

4. Guided Practice I can see that you are becoming a little more comfortable with these. Lets try some together. Here is another example from my autobiography. Read it to yourself first, and then decide what needs to be fixed and how we can edit these mistakes. Provide example on the smart board. o I went to spotswood high school I played soccer and ran track and I acted in the plays. I was alsoo in the choir and honors honors choir. I was also the Vice president of the international club. I reely likeded school. When I went to college I studied Spanish. Have students read the sentence to themselves first. Call on students to ask what editing needs to be done. Once the student has answered, have the student come up to provide the appropriate editing mark. Once we have gone through all of them, be sure to ask again if there are any questions. Address any confusion or mistakes. 5. Independent Practice/Assessment You are doing so well with these! Now, I would like you to try editing some of your own work. I would like you to take out your first draft of your biographies that you have been writing. Now I would like you to use these editing marks to correct the first two paragraphs of your biography.

Remind students that just because they have mistakes doesnt make them a bad writer. All writers make mistakes, and that is why we proofread and edit before handing in assignments. Keep a chart on the board of the common symbols so that students have something to reference. 6. Closure Did you have a hard time using these symbols when working on your own? Do you find them useful? When editing, you may want to use a different colored pen from the original writing in order to determine what needs to be fixed. Now, who can tell me why we proofread and edit? Why is it important? When do we use these symbols? 7. How will you know the lesson has been successful? You will be able to determine whether the lesson has been successful if the students are able to use the editing symbols and apply it to their own writing. They will also be sure to proofread before handing in assignements. 8. How will I know students if students are successful? I will know if the students are successful if they can properly use these symbols when editing their biographies.