SIOP Lesson Plan Template 2

Standards: Writing: Text Types and Purposes: Grade 1. Standard 2. Write

information/explanatory texts in which they name a topic, supply some facts about the
topic, and provide some sense of closure.
Writing: Text Types and Purposes: Grade 1. Standard 5. With guidance and support from
adults, focus on a topic, respond to questions and suggestions from peers, and add details
to strengthen writing as needed.
Theme: Informative Writing: Animal Research

Lesson Topic: Informative Writing: Revisions

Objectives:
Language: Students will be able to conference with a peer to edit their writing.
Students will be able to revise and add detail to strengthen their writing.

Content: Students will be able to identify revision needs and add detail to their writing.

Learning Strategies: Modeling, sentence frames, repetition, body movement/hand

gestures, pair-share

Key Vocabulary: topic, author, editor, suggestion, sense, revise, details, checklist,
edit

Materials: peer editing checklist, informative writing piece from day 3 lesson, markers
or pens, teachers writing example

Motivation: I will begin displaying my example piece to the class and reading it
together. These sentences will have common mistakes in them for the students to
recognize and correct as we go over the checklist. I will tell my students that I was so
excited to show this paper to my friend who wanted to learn about whales, but was sad
because my friend told me my sentences needed some work. This is when I will introduce
the terms, revise and edit. I will explain that before completing a final copy of an
informative piece, it is important to revise and edit when appropriate.

Presentation:
Introduce the checklist to the class; going over each item we want to make sure is done
correctly in our writing. Discuss all terms on the checklist and how to look for them in
writing. Explain to students that sometimes it is easier for someone who didnt do the
writing to see these mistakes and that is why we can work with a partner to edit our
writing pieces. This is called peer editing. Call on a volunteer to come up and model with
the teacher to show how to effectively revise a paper with a partner. I will read each part
of the checklist one at a time and allow the student to look at my writing and circle yes or
no. When this is complete, I will tell the students that a yes means I dont need to change
my writing and a no means I have some corrections to make. Encourage students to work
on one paper at a time so they can discuss what needs to be changed as they go. Allow
them to use markers or pens to writing on paper.

Practice/Application: Have students get into partners with their informative

writing pieces and one checklist per student. Have them choose who will go first and
complete the checklist together, marking the paper to show what needs to be changed.

Review/Assessment: Check that students understand the task by observing their

work. If a student is struggling, give him/her extra support as needed. If students have
met the checklist requirements, encourage them to add detail to their pieces or add more
interesting facts to their writing. Check to make sure students are using the checklist
accurately and effectively.
When students are finished, call on volunteers to share their writing and revisions.