Lesson plan

Where Do You Want to Go?

Second graders will become travel writers as they embark on this writing and editing adventure! This exciting writing lesson combines the delight of travel writing with the process of editing.
Grade Subject View aligned standards

Students will be able to strengthen writing using the editing process.

(5 minutes)
  • Gather students to the rug for the start of the lesson.
  • Say, “Today we are going to learn about a new kind of writing. It is called travel writing. Travel writing helps people learn about a new place.”
  • Ask the students, “Has anyone ever heard of a place that you would like to travel to?” Let a few students share out places they would like to travel to. Answers will vary.
(10 minutes)
  • Show the class a short pre-written piece of writing (either written on chart paper or on a whiteboard or smartboard); you can use the below example or an example of your own. When writing the example piece, purposefully leave a few of the titles, place names, or headings without capitalization.

    “San Francisco

    A visit to San Francisco will be one you won’t forget! You can take a boat ride in the bay, ride on a trolley, and even walk up a crooked street! There are so many different things to do in San Francisco.”

  • Explain to your students that you started an informational piece of travel writing to help people get excited about visiting a city (San Francisco).
  • Point out that your piece names a specific place and provides reasons that someone might like to visit that place.
  • Ask students to think of a place they have visited (or live) that they would like to write about.
  • Invite students to turn and talk to a partner to share three things about their location.
  • Have 2-3 students share out their ideas with the whole class as time allows.
(10 minutes)
  • Display the Editing Guide worksheet on the whiteboard/smartboard so that you can write on it and the class can easily read as you write. Explain to the class that they can use the checklist to edit their own work, make changes, and create a final draft for publishing.
  • Review the definition of editing as the process of reviewing spelling, capitalization, grammar, and punctuation in your writing and correcting any mistakes. Explain that revising is the process of making changes in your writing to make it better.
  • Fill in the beginning of the guide while telling the class what you are doing as you go through the sections of the checklist below.
  • Remind students that you need to capitalize the first letter when you are writing titles, headings, or place names.
  • Take a yellow marker and circle where you forgot to do this in the example piece above. Tell the students that you are using yellow because it will help you remember to go back and make changes in your final draft.
  • Re-read the example piece and demonstrate checking that you have included proper punctuation marks, handwriting, capitalization, and checked for spelling errors.
  • Pretend to think aloud, saying, “How could I make this paragraph more interesting? What else could I add?”
  • Write “Add more information” in yellow above the circled sentences.
  • Explain that you were able to find errors and make important notes to make your writing better using the editing process and that you are going to make some revisions (adding more information) to make the writing better.
  • Go back over your writing and demonstrate how you would incorporate some of the feedback into your piece.
(20 minutes)
  • Go over the instructions for the Where Should I Go: A Travel Guide worksheet and explain that students will get a chance to create their own piece of travel writing.
  • Pass out the Editing Guide worksheet to each student along with the Where Should I Go: A Travel Guide worksheet, and tell students that they should use the editing guide to check their writing as they finish.
  • Circulate around the room offering support as needed.


  • Pair students who need more support together and have them work collaboratively on a piece of travel writing. Then have them work on the editing guide together.


  • Encourage students who finish early to trade their writing with a classmate and provide editing suggestions using the editing guide. Alternatively, have students complete the Write, Check, Rewrite worksheet for additional practice.
(5 minutes)

Collect the Editing Guide worksheet and accompanying piece of writing and assess whether students were able to make changes using the checklist.

(5 minutes)
  • When the independent work time has finished, ask students to return to the rug with their finished checklist and piece of writing.
  • Invite a few volunteers to share out their travel writing and 1-2 changes they made as a result of the editing checklist.
  • Discuss student questions as needed.

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