Lesson Plan: Short Story Critique, Edit, and Revision

Instructor Name: Audry Brown Subject/Grade: Creative Writing- 9th grade Estimated Time Frame: 45-50 mins.
Standard(s):
ACT standards:
PUN 504- Use apostrophes to form simple possessive nouns
PUN 602- Use punctuation to set off a nonessential/ nonrestrictive appositive or clause
TN State standards:
9-10.L.CSE.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing;
when reading and writing, explain the functions of semicolons and colons to separate related ideas and use them correctly to do so;
write and edit work so that it conforms to a style guide appropriate for the discipline and writing type.
9-10.W.TTP.3- Write narrative fiction or literary nonfiction to convey experiences and/or events using effective techniques, well-
chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing point of view, and
introducing a narrator/speaker and/or characters.
b. Sequence events so that they build on one another to create a coherent whole.
c. Create a smooth progression of experiences or events.
d. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines to convey
experiences, events, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course
of the narrative.
f. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences,
events, setting, and/or characters.
g. Establish and maintain an appropriate style and tone.
9-10.W.PDW.5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate
command of Language standards 1-3 up to and including grades 9-10.)
9-10.L.VAU.6- Demonstrate independence in building vocabulary knowledge when considering a word or phrase important to
comprehension or expression
Big Idea(s)/Essential Question(s):
How do I provide helpful feedback to a peer based on a personal analysis? How do I take feedback from my peer critique and revise
my short story?

New Learning:
Vocabulary –
● Discussion: the action or process of talking about something in order to exchange ideas
● Critique: a detailed analysis and assessment of something, especially a literary, philosophical, or political
theory
● Revise: to review the paper as a whole, considering strengths and weaknesses, arguments, focus
and organization, support, and voice.
Concepts – Peer critique and edit; receiving feedback and applying it to the final revision process.
Skills – Understanding the elements of a short story and determining whether or not the writer successfully incorporated
the elements within the story. Interpreting peer criticism and applying the criticism to revise and strengthen one’s short
story.
Applications - The ability to reflect on criticism and apply it to improving one’s work. The ability to analyze a short story and
provide practical feedback and suggestions through verbal discussion.
Learning Target(s)/Objective(s):
TSW discuss their analysis of a peer’s short story with other students.
TSW edit (grammar and mechanics) and suggest possible revisions based on a guided checklist (the checklist is based off of TN State
Standard 9-10.W.TTP.3).
Summative Assessment:
Students will complete a Reflection Journal Entry reflecting on the suggestions made in group discussion. Students will also turn in a
completed analysis (Short Story Rough Draft: Critiques, Edits, and Revisions handout) for each short story they critiqued.
Instructional Strategies/Activities:
Bellwork: Vocabulary Interactive Notebooks (online) (9-10.L.VAU.6)
Powerpoint: Reminders of how to discuss a critique
Group Discussion: Peer’s Short Story (9-10.W.TTP.3, 9-10.L.CSE.2, and 9-10.W.PDW.5)
Individual Assessment: Reflection Journals and Final Drafts of Short Stories (9-10.W.PDW.5)
Exit Tickets: Grammar (ACT Prep) (PUN 504 and PUN 602)
Materials and Resources:
Chromebooks, Powerpoint: Creative Writing Notes, paper stop signs, Reflection Journal handout, copies of peers’ short stories,
grammar exit ticket, desktop computer, overhead projector, Short Story Rough Draft: Critiques, Edits, and Revisions handout,
recording device

INSTRUCTIONAL STEPS
BEGINNING ANTICIPATED LEARNING
DIFFICULTIES/
MISUNDERSTANDINGS AND
ASSESSMENT STRATEGIES TO ADDRESS THEM
● TSW work on Week 3 of the Vocabulary Vocabulary Week 3 requires students to Students may not be able to
Interactive Notebook. Weeks 3 and 6 in build on their vocabulary independently. complete bellwork in the allotted
students’ notebooks require students to The vocabulary terms are chosen by the time period. Extra time may be
build on their vocabulary independently individual student and pertain to their granted as necessary. Students
(bellwork covers TN State Standard 9- original short story. The aim is to discover are permitted to use
10.L.VAU.6). more specific and detailed vocabulary Chromebooks in order to
● TSW have 15 minutes to work on that will eliminate wordiness and research vocabulary terms
Vocabulary Week 3. TTW check student ambiguity within their writing. The words related to their story.
homework from the night before as they will be assessed based on the student’s
work. ability to incorporate the term within
their short story.
Transition question: Define discussion. Define
critique.
 ANTICIPATED LEARNING DIFFICULTIES/
MISUNDERSTANDINGS AND STRATEGIES
MIDDLE ASSESSMENT TO ADDRESS THEM
Content Input (I do): TSW submit the notes from Students may struggle with sharing their
● TTW remind students how to conduct a small their group’s discussion as opinions or personal suggestions about
group discussion as well as the role of a critic well as the Short Story another peer’s short story. The Short
and a writer. (The teacher already modelled Rough Draft: Critiques, Story Rough Draft: Critiques, Edits, and
how to edit, critique, and discuss a short story Edits, and Revisions Revisions handout will act as a guide for
in the classes leading up to the discussion.) handout and the discussion during group discussion. TTW
Guided Practice (We do): annotated copy of the also walk around the room and prompt
● TSW participate in a small group discussion short story. TTW evaluate discussion as necessary. The writer of
where they will listen to their peers discuss the their written reflection as the short story that is being discussed is
short story they are currently writing. TSW well as revisions made to not permitted to talk or provide
take notes over the discussion and actively short story based on the clarification during the short story unless
seek ways to revise the story based on the criticism given during the prompted otherwise. A laminated stop
observations and criticisms of their peers. group discussion. sign will be provided to remind them not
Independent Practice (You do): to speak. This student will also be
● TSW support his/her critique of the short story required to take notes of the group
with evidence from the text. TSW provide discussion so they will focus on how
feedback for the writer to use during the they can improve their story rather than
revision process. focus on the perceived negative
comments made by other students
about the story. If a student is too
anxious or becomes too offended during
the criticism, they will be removed to
the hallway where they will work on an
alternative assignment. The discussion
 will be recorded and posted on the
Google Classroom for them to listen to
on their own time.

END
The writer whose paper was discussed in the group will write a Reflection Journal in regards to their peers’ discussion of his/her
paper.
The other group members will complete an Exit Ticket: Grammar (ACT Prep).
(This will be day 1 of 3 group critiques. The group members will rotate roles--writer, critics--so every student will have written a
reflective journal and completed 2 grammar exit tickets.)