DRAFT: This module has unpublished changes.

Editing My Personal Narrative Lesson Plan


GOALS
Illinois Learning Goals Addressed:

  • CC.4.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
  • CC.4.W.5 Production and Distribution of Writing: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.(Editing for conventions should demonstrate command of Language standards 1–3up to and including grade 4 on page 29.)

Instructional Goal(s) for Lesson/Unit:

  • Students will be able to understand how to edit their revised personal narratives to put into publishing format.

Specific Objectives for Lesson/Unit:

  • Students will be able to:
    • Determine areas of their personal narratives in which they need to edit.
    • Use proper spelling and grammar.
    • Write a final draft of their personal narratives.

 

MATERIALS

  • Writing Process posters
  • Personal Narrative Drafts
  • Loose leaf paper
  • Pencils
  • Sample piece to edit
  • Elmo projector

 

INSTRUCTION

Introduction (5 minutes):

The lesson will begin with the teacher reminding the students that they have been working on their personal narrative drafts since last week.  She will tell the students that they will need their personal narrative drafts to edit, loose leaf paper, and a pencil.  The narratives will be written on loose leaf paper on one side of the paper only.  They will be turned in at the end of the writing period.

 

Step-By-Step Procedures and Learning Activities (50 minutes):

 

  • The teacher will reference the steps of the writing process and discuss what is expected when editing as listed on the chart.
  • The teacher will remind the students of the small narrative on the wall to make sure they have included their sensory details on the final draft.  The teacher will review sensory details.
  • The teacher will present a sample paragraph from a personal narrative that needs to be edited (using the elmo projector). 
  • The teacher will call on individual students to tell her where changes should be made.  The teacher will remind students that the first letter of sentences should be capitalized, sentences should end with punctuation, proper nouns should be capitalized.  The teacher will very briefly review proper nouns as specific names and places (point to the poster on the wall).  During this time, the teacher will show the students the editing checklist.  They will use their when editing their own drafts.
  • Next, the teacher will tell the students that they will be editing, just like in the example, their own personal narratives.  The teacher will also remind the students again that they will be putting their revised and edited draft into final draft form and turning it in today.
  • Then, students will begin working quietly and independently on editing their drafts (using the editing checklist) and putting them into final draft format.
  • After some independent work time, the teacher will circulate the room and answer individual questions.
  • The teacher will tell students when they have approximately 5 minutes left of writing.

Closure (10 minutes):

The teacher will call the students attention and tell them exactly what is expected of them when turning in their personal narratives.

 

This includes:

  • Putting the final draft on top of the rough drafts
  • The order of papers will be: final draft, rough draft 2, rough draft 1, editing checklist
  • Putting the narratives in the middle of the tables

 

Assessment:

Teacher will observe students participating and paying attention during editing minilesson.  Teacher will observe students working quietly and independently during writing time.  The personal narratives will be graded using a checklist.  The grade will also reflect if students follow directions in turning in their narratives.

 

 

DRAFT: This module has unpublished changes.