1. Revising and Editing

2. Learning Targets:
I can use reading strategies to access, interpret, and record information. I can develop and support a thesis with accurately cited supporting evidence. I can convey my thinking in complete sentences using proper writing conventions. I can develop a written response to what I have read, viewed or heard.

3. Opener:
On your paper, Define the word “revise” and define the word “edit” When you have finished, find someone across the room. Share your definitions and create new definitions for both terms. Then, go back to your seat.

4. Revising vs. Editing
Use random method to call upon 3-4 students, write these on the board. Then, give dictionary definitions. Discuss the differences and which definitions apply to writing.

5. Revising vs. Editing Revise: verb revised, revising. Edit: verb
to amend or alter: to revise one's opinion.
to alter something already written or printed, in order to make corrections, improve, or update: to revise a manuscript.
Edit: verb
to collect, prepare, and arrange (materials) for publication.

6. Order of Concerns Handout

7. Revising vs. Editing Revising: High and Medium Order of Concerns
Thesis, Writing Style, Plagiarism, Topic Sentences, Evidence and claim support, Passive Voice, Organization, Engaging Vocabulary, Purpose, Cohesive, Use of Sources, Flow
Editing: Low Order of Concerns
Grammar, Punctuation. Spelling, Tense errors

8. Example Peer Edit
Peer Editing Example (video link)
Common Peer Editing Mistakes: (video Link)
Peer Editing Guide (Handout)

9. Group Practice
Using the Peer-Editing guide, practice as a class using the example paragraph.

10. Your Turn:
Put students into groups of 3-4, Preferably random or teacher-selected. Students will complete the peer editing process with the paragraphs from the group. If a student does not have a paragraph, he/she can *write one during this time? *participate as a peer editor?

11. Revisions
Using the peer edit feedback and looking at the rubric, revise your paragraph. Type your revised paragraph, creating a final draft and staple it to the top of your rough draft.

12. Most Improved
Get into your revision groups. Read BOTH the rough and final drafts of your group members. Determine the “most improved” paragraph. Give this one to your teacher. The teacher will read each “most improved” to the class and the class will determine the winner of the “most improved” category.

13. Closer:
On the same paper as your final paragraph, answer the following questions:
Write down one skill from today’s lesson that you feel good at.
Write down something from today’s lesson that you want to improve on.
Rate yourself on the learning targets. For each learning target, explain why.