Stage 1- (Desired Results)

Established Goal(s): Include content standards, CCSS, course or program objectives, learning outcomes, etc.

Standard 3: Writing and Composition for 10th grade

3.1.c. Use a variety of strategies to evaluate whether the writing is
presented in a creative and reflective manner (e.g., reading the draft
aloud, seeking feedback from a reviewer, scoring guides).
Understanding(s): Students will understand that(big ideas)

1.The writing process is recursive and

ongoingthere is more to writing that just
writing and being done.
2.Revision is not merely correcting your
grammar, but re-seeing your writing and reworking the content of the writing.
3.Move, Change, Add, and Delete are the main
types of revision that writers use on their
work.
4.How revision strengthens
and clarifies
Students will know:
writing.
Main types of revision

Essential Question(s):

Why revise your work?

Students will be able to:

How to Add, Change, Delete, and Move

content when revising

The steps of the writing process

List the steps of the writing process and

apply them to their own writing

How revision is a transferable skill

Explain how they can revise in other content

areas and other aspects of life

Stage 2- (Desired Results- How do you know they know? Collecting Data)
Performance Task
-Through what
authentic
performance task(s)
will students
demonstrate the
desired
understandings?
- By what criteria
will performances
of understanding be
judged?
Other Evidence

Do Now
Modeling
Revision
Techniques

Goal: Your goal is to persuade your audience that the paranormal creature (of your choice) does
or does not exist.
Role: You are the expert on this creature.
Audience: The target audience is the sceptics (e.g. the scientific community) OR the people
convinced that it is real.
Situation: The challenge involves dealing with an audience very much against your position.
Product, Performance, and Purpose: You will create an article in order to present your findings
(evidence).
Standards and Criteria for Success: Your work will be judged by the evidence you used, your
argument, and the revisions you made to make your argument stronger/more persuasive.
Desired Understandings: Concepts and Skills

Answering the question: What is

your writing process? Being able
to explain parts of the writing
process and what they do in each
part.

Students watching me model the

techniques and then gradually
Write a
giving their input on how to Add,
persuasive Change, Move, and Delete.
paragraph (Explain/Apply/Perspective)
and revise
it using
add,
change,
move, and
delete
Ticket out
the door

Data Collected

Class participation,
listing their answers
on the board.
Students being able to
identify the terms and
parts of the text that
need those revisions.
Their written
paragraphs with their
revisions.

Students will apply the concepts of

revision (add, change, move, and
delete) to their own paragraphs.
Their quickwrite
Students will apply what they
know and explain how revision is a
transferable skill.

Stage 3- (Daily Instruction)

Date

6/22/15

Learning
Target(s):
W- where is
lesson going

1.I can list the main types of revision techniques.

2.I can explain how revision techniques help to strengthen and clarify writing.
3.I can apply what I learned about revision techniques to my own writing to strengthen and clarify it.

Standard(s)

3.1.C

Do Now
H- hook
students

What is your writing process? (H) Quick discussion

What I am doing?

Learning
Activities
E- equip
R- rethink and
revise
E- evaluate
T- tailor
instruction
O- be
organized

Key
Vocabulary

What the students are doing?

Mini-lecture on revision
techniques (add, move, change,
delete) (E & E)

Actively listening and taking

notes (Acquisition)

Modeling revision on the doc

camera with my own paragraph

Marking the same paragraph

Participation from students
with those revisions (Acquisition) revising it with me

Evidence from body language

Finding an article and writing

Assign their paragraph,
their persuasive paragraph on a
circulate and check in with each
paranormal creature (meaning
student
making)

Plans/writing process in action

Have students switch to

revision, circulate and check in
with students

Revising their paragraph using

add, move, change, delete
(meaning making)

The paragraph with revisions

Assign question, circulate (this

is the ticket out the door)

Write about how revision affects

life/class outside of English
assignmentsquickwrite
(transfer)

The quickwritesee how they

think about this as a transferable
skill

Writing process, revision, add, change, move, delete

Ticket out the

The paragraph they wrote and revised and the quickwrite..
Door
Texts used:
Video Clips:

What data am I collecting?