7-STEP DIRECTED TEACHER LESSON PLAN
(Note: The students should have previous knowledge of the writing process)
Topic/Subject Area: Proofreading - Language Arts Grade: 2
Teacher: Carissa Moungey
0. Materials/Equipment: Proofreading marks chart, Proofreading example
from a story the students have read before ( a paragragh or two on chart paper
with deliberate mistakes), sentence strips with examples of proofreading
marks on them and independent practice worksheets
1. Overall Content Objective: TSW learn about editing and proofreading
Specific Skill Objectives: TSW identify errors in a passage from ______
_______. They will then determine and use the correct proofreading mark. A
satisfactory performance is 8 out of 11 errors. (For a first lesson, 10/11 for
2. Motivation/Rationale: “Changes, Changes” (From Story Studio ) or any
book about how “real” books are published that includes information about
the editing process.
3. Directed Lesson Sequence: First, review the proofreading marks. Use the
sentence strips to clearly demonstrate the use of each one.
4. Guided Group Practice: T: “Now lets try proofreading and adding the
marks together.” Call on each student to come up to the paragraph chart, find
one error and write in the appropriate proofreading mark, if that student has
any trouble, allow them to choose another student to help them.There are 20
changes to be made. Check for understanding and distribute independent
5. Independent Practice: Worksheet with a paragraph, JUST LIKE THE
GUIDED PRACTICE, ONLY IT’S FROM ANOTHER SECTION OF THE
STORY. DON’T GIVE THEM ANY SURPRISES ON THE I.P. THAT
WERE NOT DISCUSSED DURING G.P. For the first time around, I tell
them how many mistakes there are.
6. Alternate and Supplementary Activities: Remedial or ESL: Sentence Strips
with errors. Advanced: Longer Paragraphs, more advanced passage.
7. Evaluation/Summary/Closure: Ask a student to give the first step in the
writing process, ask another for the second and so on....Ask which of the
steps we learned about today (Proofreading). Ask how they can use this
knowledge (In their writing).
Note: After two or so more lessons, I usually require students to add this to their
writing process in writers workshop.