Editing and Revision with Google Docs

1 teachers like this lesson
Print Lesson


SWBAT edit and revise the first draft of their writing in order to set goals for their future drafts.

Big Idea

Google your feedback!

Lesson Opener

5 minutes

In my lesson openers I always have a "connect" in which I connect students' thinking about yesterday's lesson to today's lesson. I then have a "teach" in which I model for students the lesson of the day and also have them try it out. When I think about my modeling I use three categories; skill, strategy, and process. I model by stating the skill to the students, then giving them a strategy in which to use the skill, followed by the process to try out the strategy.

Connect: I will say, “Yesterday we  typed our first draft in order to think through where we are having success with persuasive essay and what we need help with. Today we are going to get feedback from our peers.

Teach: I will say, “In order to have my peers help me set goals for the persuasive essay unit, I am going to practice the skill of receiving and giving feedback. I am going to use the  strategy of using using Google Docs. The process I will use is as follows:

1) “Invite” my writing partner to make comments on my draft

2) Accept my partner’s invitations to read their draft

3) Use my “helpful comments” brainstorm and ask questions

 4) Set goals by reading through my partner’s questions

5) Revise and edit your writing based on the questions.”

I will then show the students how to use Google Docs for giving feedback using the Google Drive How To.docx sheet* with them. I will show the students how I would use it (I will have it already typed) and how I can see their revising and editing from the “revision history.”**

*Shout out to Dave Nelson, our school's librarian for creating this "how to" for our students!

Shout out to Mike Kalin who gave me this idea in a blog he wrote

Active Engagement

5 minutes

Active Engagement: I will say, “Let’s read through a mentor text (published draft) together and generate ideas about what we could give our writing partners helpful feedback about. Students will (hopefully) come up with using a hook in the introduction along with stating their claim, reason and evidence, then using the body paragraphs to elaborate by using different kinds of evidence and counter argument (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard).

Closing of Active Engagement: I will say, “Remember successful writers practice the skill of receiving and giving feedback and use the strategy of utilizing technology. They use the process of brainstorming ideas of what a persuasive essay should have in order to give helpful feedback. This helps the writing thing of their own goals for revising and editing as well as helping their partner.”

Independent Practice

35 minutes

Independent Practice: will say, “Now you are going read your partner’s essay and comment using our brainstorm. You should be giving your writing partner at least three questions that will help their thinking about their draft.  You will then revise your writing based on the feedback your partner gave you.” I will confer with them about their writing and commenting.


For closing, they will "share" their essay with me. Here are accommodations I will make for students who are not finished.