Lesson plan

Polish to Publish

Students will get lots of editing practice in this lesson! After reviewing basic editing symbols, students will edit provided stories and a partner’s work. Student will also learn about editing tools used in word processing.
Grade Subject View aligned standards

Students will be able to use editing symbols and explain revision tools used in word processing.

(5 minutes)
  • Discuss: Why do writers revise?
  • Point out the purposes of revision: to ensure that writing is clear, concise, error-free, and well crafted.
  • Ask students: What tools do writers have to revise and polish their writing?
  • In the discussion, touch on both handwritten revision tools (editing symbols and peer readers) and word processing tools.
(20 minutes)
  • Focus on word processing tools first. Generate a list of tools that are used in software programs with which your students are familiar.
  • Distribute the worksheet Word Processing Basics.
  • Instruct students to work in partners or small groups to match the word processing tool with the explanation.
  • Review the correct answers and demonstrate use of each revision tool by projecting an electronic document, if possible. Explain how and why each tool is useful.
(10 minutes)
  • Distribute the worksheet Polishing Practice 1.
  • Review the word processing symbols on the sheet.
  • Add any symbols that your class has used that are not on the sheet.
  • Go over the story as a class and model how to use the editing symbols to mark the errors.
(20 minutes)
  • Distribute the worksheet Polishing Practice 2.
  • Review the instructions.
  • Instruct students to complete the editing activity on their own.
  • Go over editing errors and allow students to share story endings.
  • Support: Complete the first editing portion of Polishing Practice 2 as class or in a small group.

  • Enrichment: Have students explore other editing symbols and word processing tools and share them with the class.
(5 minutes)
  • Write a sentence on the board that has several different kinds of errors.
  • Instruct students to copy the sentence and use editing symbols to make corrections.
(5 minutes)
  • Discuss: What is it like to read writing that has a lot of errors?
  • Discuss: If you received an important letter and it had a lot of errors, how would that affect the message in the letter?

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