Bronx Green Middle School
Realistic Fiction Unit
(Viewing, Reading, Writing, Speaking)
Start Date:
End Date:
Tuesday, October 12, 2009
Friday, October 29, 2009
15 INSTRUCTIONAL DAYS
REMINDERS:
You need to monitor your pacing to stick to the dates of the unit. Just a reminder that while the vast majority of our students begin the school
year on the first official day of school, a few students return at a later date, usually by the end of the first week. You will need to catch these
students up so that you do not get behind in your pacing. Even though it is a suggested timeline and suggested lessons, please don’t deviate
too much from the content because the unit is structured to meet the 7th standards for literacy and build upon the units that students have
engaged in during the last year.
Concepts to be covered:
 What realistic fiction is
 Reading and writing realistic fiction
 Visualization
 Story elements
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Characterization
Text features and structures
Read and listen to realistic fiction
Realistic fiction vocabulary
Realistic fiction is story that has a beginning, middle and end. It can be based on real events. Realistic fiction is set within the past 20
years. There are no talking animals or unrealistic events, characters or actions. Realistic fiction stories usually have a problem, well
developed characters and a general sequence of events.
Final Project: Students will write a realistic fiction story based on notebook entries. PLEASE ENCOURGAE STUDENTS TO INCORPORATE
THEY CULTURE INTO THEIR WRITING
Criteria Chart:
These are the minimum requirements for the unit. You may add to this, you may turn this into a rubric. Let the kids know about this at
the beginning of the unit so they are aware of it. Use it as part of your assessment for the unit.
1. Read and respond to a variety of realistic fiction stories.
2. Write a realistic fiction story that has a beginning, middle and end.
3. Write a realistic fiction story that has well developed characters.
4. Revise your realistic fiction story for dialogue and language.
5. Edit your realistic fiction story for spelling, punctuation and capitalization.
Literacy Workshop:
During the workshop we will be:
 Reading and analyzing realistic fiction – whole class, small group and individually
 Sharing a read aloud
 Working individually and in groups
 Focusing on comprehension strategies
 Writing realistic fiction
 Discussing the text features and structures of realistic fiction
 Focusing on the organizational feature of paragraphs (begin a new paragraph when the topic, time or place changes. If children
able, include dialogue paragraph changes)
 This will be done through shared reading, read alouds, independent reading and discussion. Mini lessons will utilize
modeled and shared writing as well as link to the reading mini lesson/tasks for the day.
Resources:
 Realistic Fiction Titles that may include: Define Normal by Julie Ann Peters, The Outsiders by S.E. Hinson, Parrot in the Oven by
Victor Martinez, and Tyrell by Coe Booth
1
Bronx Green Middle School: Realistic Fiction Unit, 2010 - 2011
Developed by: Kristin Crowley, Debbie Showers, Mercedes Vazquez
ELA Standards
Reading Standard 2: Students will read, write, listen, and speak for literary analysis and understanding.
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Recognize that one text may generate multiple interpretations
Interpret characters, plot, setting, and theme, using evidence from the text
Identify the author’s point of view, such as first-person narrator and omniscient narrator
Recognize recurring themes in a variety of literary works
Determine how the use and meaning of literary devices (e.g., symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing) convey the author’s message
or intent
Recognize how the author’s use of language creates images or feelings
Read silently and aloud from a variety of genres, authors, and themes
Identify questions of personal importance and interest, and list works of literature that addresses them
Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in their own lives
Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text
Compare a film, video, or stage version of a literary work with the written version
Reading Standard 4: Students will read, write, listen, and speak for social interaction.
• Share reading experiences with peers or adults; for example, read together silently or aloud with a partner or in small groups
• Consider the age, gender, social position, and cultural traditions of the writer
• Recognize conversational tone in social communication
• Recognize the types of language (e.g., informal, culture-specific terminology, jargon, colloquialisms, and email conventions) that are appropriate to social communication
Writing Standard 2: Students will read, write, listen, and speak for literary response and expression.
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Write original literary texts to
develop a narrative, using an organizational plan such as chronology
sequence events (e.g., rising action, conflict, climax, falling action, and resolution) to advance a plot, with assistance
develop complex characters and create a setting
use literary devices
maintain a consistent point of view that enhances the message
select a genre and use appropriate conventions, such as dialogue, rhythm, and rhyme, with assistance
use language that is creative
• Maintain a writing portfolio that includes imaginative, interpretive, and responsive writing
Writing Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
• Present clear analysis, using examples, details, and reasons from text
• Present a hypothesis and predict possible outcomes
• Select content and choose strategies for written presentation on the basis of audience, purpose, and content
• Explain connections between and among texts to extend the meaning of each individual text
• Compare and contrast literary elements in more than one genre and/or by more than one author
• Maintain a writing portfolio that includes writing for critical analysis and evaluation
Writing Standard 4: Students will read, write, listen, and speak for social interaction.
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Respect the age, gender, social position, and cultural traditions of the recipient
Develop a personal voice that enables the reader to get to know the writer
Write personal reactions about experiences, events, and observations, using a form of social communication
Identify the social communication techniques of published writers
Maintain a portfolio that includes writing for social communication
Use the conventions of email
Speaking Standard 2: Students will read, write, listen, and speak for literary response and expression.
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Present interpretations and support them through specific references to the text
Explain social, historical, and cultural features of literary text
Present original literary texts, using language and text structures that are inventive; for example,
use conventions of the literary genre, such as story, poem, and play
use an introduction that catches and excites the interest of the listener
Ask and respond to questions to clarify an interpretation or response to literary texts and performances
Speaking Standard 4: Students will read, write, listen, and speak for social interaction.
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Respect the age, gender, social position, and cultural traditions of the listener
Provide feedback by asking questions
Use courtesy; for example, avoid sarcasm, ridicule, dominating the conversation, and interrupting
Use culture-specific language, jargon, and colloquialisms appropriate to the purpose and the listener
Listening Standard 2: Students will read, write, listen, and speak for literary response and expression.
• Interpret and respond to texts on a variety of themes from different genres and authors
• Listen to class lectures, and small group and classroom discussions, to comprehend and interpret literary text
• Recognize different levels of meaning in presentations
• Identify how the author's choice of words/characterization and use of other literary devices affect the listener's interpretation of the oral text, with assistance
• Recognize that the meaning of the spoken word can vary on the basis of tone, volume, pitch, and rate
• Recognize how the posture, facial expression, and gestures of the speaker or actor are used to evoke a response
• Identify questions of personal importance and interest and seek to address them by listening to and interpreting films, plays, and dramatic readings
• Recognize social, historical, and cultural features in presentations of literary texts, with assistance
Listening Standard 4: Students will read, write, listen, and speak for social interaction.
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Participate as a listener in social conversation with one or more people who are friends or acquaintances
Respect the age, gender, social position, and cultural traditions of the speaker
Listen for more than one level of meaning
Withhold judgment
Appreciate the speaker’s uniqueness
2
Bronx Green Middle School: Realistic Fiction Unit, 2010 - 2011
Developed by: Kristin Crowley, Debbie Showers, Mercedes Vazquez
Suggested Pacing:
SESSION 1
SESSION 2
SESSION 3
SESSION 4
SESSION 5
Reading Lesson:
Reading Lesson:
Reading Lesson:
Reading Lesson:
Reading Lesson:
Focus: 5 story elements
Focus: Comparing and
Contrasting
Focus: Point of View
Focus: Text to text, self,
world connections
Focus: Reading for details
Reading
Read Aloud: As per your
selections (See books listed
on page one for
suggestions)
Mini Lesson: Every story
has 5 elements:
introduction, rising action,
climax, falling action,
conclusion. Review the
elements.
Independent Work:
Students to create a story
mountain with the
characters in the book you
have chosen.
Students read
independently.
Share: Students share the
elements of the story they
have discovered in their
own books
Reading
Read Aloud: As per your
selections (See books listed
on page one for
suggestions)
Mini Lesson: How does an
author compare and
contrast? Use examples
from your independent
read aloud. Identify clue
words that indicate a
compare and contrast (i.e.
– between)
Independent Work:
Students read
independently.
Share: Students clue
words they have found in
their books.
Writing Lesson:
Reading
Read Aloud: As per your
selections (See books listed
on page one for
suggestions)
Reading Mini Lesson:
Introduce Point of view 1st
person narrative, 3rd
person, 3rd person
omniscient. Chart the
three different P.O.V.’s
and their differences
Independent Work:
Students read
independently.
Share: Students clue
words they have found in
their books.
Writing Lesson:
Reading
Read Aloud: As per your
selections (See books listed
on page one for
suggestions)
Reading Mini Lesson:
Making connections.
What are text to text, text
to self and ext to world
connections? Discuss and
chart with examples.
Independent Work:
Students read
independently looking for
connections. Turn and talk
and share with the person
next to you your
connections.
Share: Students share
connections found.
Focus: Point of view.
Writing Lesson:
Writing Lesson:
Focus: Sequencing.
Focus: Sequencing.
Mini Lesson: Introduce the
rubric and criteria for the
realistic fiction unit.
Students will go over the
rubric and what is
expected of them. Review
the criteria for the unit.
Address all questions
regarding the rubric.
Publishing Deadline: Next
25, 2008
Mini Lesson: How do we
sequence a story? Model
ways in which we can
sequence a story. Give
example of a story that is
out of order and have the
students put it in order.
Independent Work:
Students will plan their
realistic fiction story, using
story mountains and
character traits from
earlier this week.
Share: Share changes to
their writing
Mini Lesson: What point
of view are you writing in?
Why do we need to be
consistent?
Independent Work:
Students will continue to
work on their stories.
Share: Students share the
point of view they are
writing in.
Chart: P.O.V.
Independent Work:
Students will continue to
work on their stories.
Share: Students share
drafting experiences.
Focus: Planning writing.
Writing Mini Lesson:
Planning writing using a
story mountain. Model
with your own story (or
Define Normal)
introduction, rising action,
climax, falling action,
conclusion.
Independent Work:
Students to create a story
mountain with the
character in their story.
Share: Share out the
elements of the story
mountain
Chart: Clue words for
compare and contrast
Reading
Read Aloud: As per your
selections (See books listed
on page one for
suggestions)
Independent Reading 30
minutes of independent
silent reading
Reading Mini Lesson:
Reading for details.
Why are details
important? Which ones
are more important?
Which ones help drive the
story?
Independent Work:
Student identify important
and unimportant details in
their text with stickies or
by using a stop and jot in
their reading notebooks.
Share: What are some
important and less
important details in your
independent reading book.
Writing Lesson:
Focus: Thinking vs. doing
Writing Mini Lesson:
Planning the inner
mountain. Develop the
ways in which the
character may think or feel
and how the character is
perceived - basic
introduction of
stereotypes.
Independent Work:
Students to create a story
mountain with the
character in their story.
Share: Share out the
elements of the story
mountain.
Chart: Thinking vs. Doing
3
Bronx Green Middle School: Realistic Fiction Unit, 2010 - 2011
Developed by: Kristin Crowley, Debbie Showers, Mercedes Vazquez
SESSION 6
SESSION 7
SESSION 8
SESSION 9
SESSION 10
Reading Lesson:
Reading Lesson:
Reading Lesson:
Reading Lesson:
Reading Lesson:
Focus: Internal thinking.
Focus: Characters Feelings
Focus: Character traits
Focus: Character traits vs.
character emotions
Focus: Character changing
overtime.
Mini Lesson: Develop an
understanding of internal
thinking. Discover the
differences between how
someone thinks and feels
and how the two connect
i.e. – “I’m tired of this
class, I am going to tell the
teacher I am sick.”
Mini Lesson: Reading for
character feelings. How
does your character feel?
How do you know? What
clues does the author
provide to give the reader
a clue (inferencing skills)
Mini Lesson: Reading for
character traits. How are
they defined in the book?
Why are they important?
What do they tell us about
the character? How can
we use them when we
predict and infer? Use
read-aloud to identify
traits as a model
Mini Lesson: What is the
difference between a
character trait and how
the character feels. Use
read aloud to model and
identify differences.
Mini Lesson: Create a
timeline using read aloud
to look at how the
character changes over
time and how the author
identifies changes.
Independent Work:
Students read
independently. They
identify the differences
between their characters
traits and emotions.
Independent Work:
Students create their own
timeline of one of their
characters in their
independent reading book
changing over time.
Share: Turn and talk – one
in pair gives a word and
the other determines
whether it is a trait or
emotion.
Share: Retell some of the
examples of turn and talk.
Writing Lesson:
Focus: Revising for details.
Focus: Revising for
dialogue
Mini Lesson: Revising for
details. Adding details and
removing unnecessary
information. Give
examples of how to make
a sentence more
interesting. Give examples
of information that is not
needed.
Independent Work:
Students read
independently. Turn and
talk and tell the person
next to you how the
character in your book felt
one way but did
something else.
Independent Work:
Students read
independently. Turn and
talk and tell the person
next to you how the
character in your book felt
one way but did
something else.
Share: Stop and Jot on
their independent reading.
Share: Retell some of the
examples of turn and talk.
Independent Work:
Students read
independently. Identify
the traits of their
characters in their book.
Share: Class share on a the
specific traits of their
character (look for bold
words and praise them)
Writing Lesson:
Writing Lesson:
Writing Lesson:
Focus: Story Mountain
Mini Lesson: Develop an
understanding of internal
thinking. Discover the
differences between how
someone thinks and feels
and how the two connect
i.e. – “I’m tired of this
class, I am going to tell the
teacher I am sick.”
Independent Work:
Students write
independently. Turn and
talk and tell the person
next to you how the
character in your book felt
one way but did
something else.
Share: Retell some of the
examples of turn and talk.
Focus: Adding details
about your character
Mini Lesson: Using your
writing as a basis think
about ways in which we
can let our readers know
about our character
without directly telling
them. (Lesson should
encourage inferencing
with in their writing)
i.e. – instead of writing,
“he is 18” the author
writes “he was nervous
about his first time in a
voting booth.”
Independent Work:
Students will write
independently working on
adding specific details
about their character to
the story without taking
away from the plot or
adding unnecessary
details.
Writing Lesson:
Focus: Problem and
Solution
Writing Mini Lesson:
Conflict/Resolution. Use
problem from read aloud.
Define the problem and
the solution. Students
identify the elements and
how they fit into the story
map for their own story.
Independent Work:
Students develop one
problem and solution.
They add it to their story
and their map.
Mini Lesson: Revising for
dialogue. Elements of
dialogue and quotation
marks.
Independent Work:
Students will use
quotations to revise their
work and add dialogue.
Share: Share an example
of dialogue.
Chart: Text to text, text to
self and ext to world
connections
Share: Share
problems/solutions.
Share: Think, pair, share,
on a particular problem
you are having with your
story.
4
Bronx Green Middle School: Realistic Fiction Unit, 2010 - 2011
Developed by: Kristin Crowley, Debbie Showers, Mercedes Vazquez
Independent Work:
Students will revise for
details.
Share: What was one
sentence that you changes
to make it better. Why did
you change it?
SESSION 11
SESSION 12
SESSION 13
SESSION 14
SESSION 15
Reading Lesson:
Reading Lesson:
Reading Lesson:
Reading Lesson:
Reading Lesson:
Reading/Writing
Read Aloud: As per your
selections (See books listed
on page one for
suggestions)
Reading/Writing
Read Aloud: As per your
selections (See books listed
on page one for
suggestions)
Reading/Writing
Read Aloud: As per your
selections (See books listed
on page one for
suggestions)
Reading/Writing
Read Aloud: As per your
selections (See books listed
on page one for
suggestions)
Reading/Writing
Read Aloud: As per your
selections (See books listed
on page one for
suggestions)
Focus: Characters actions
led to consequences (good
and bad)
Focus: Characters actions
or inactions lead to
consequence
Focus: Main vs. Secondary
characters
Focus: Secondary
characters
Focus: Tying up loose ends
Mini Lesson: Generate a
list and determine how
they affect the story using
your story as an example.
Mini Lesson: Provide
examples of how each
action a character makes is
either good or bad in
terms of the story.
Provide examples with the
read aloud.
Mini Lesson: Provide
examples of how doing
something or not doing
something can affect the
outcome of the story. (i.e.
– shot someone or not
shot someone)
Mini Lesson: Compare and
contrast main vs.
secondary characters.
What is the fundamental
difference? How do the
secondary characters
affect the main and vice
versa.
Independent Reading 30
minutes of independent
silent reading Read for
this and identify characters
action and whether they
are good or bad in terms
of the outcome of the
story.
Independent Reading 30
minutes of independent
silent reading. Read for
this and identify
characters action are good
or bad.
Independent Reading 30
minutes of independent
silent reading. Read for
secondary characters and
how they affect the main
character.
Writing Lesson:
Writing Lesson:
Writing Lesson:
Focus: Editing
Focus: Peer Editing
Focus: Revising for bold
words
Mini Lesson: Editing lesson
for the day. Introduce
editing marks and chart
the symbols and their
meaning.
Mini Lesson: Peer –
editing. How do we edit
someone’s work? Explain
routine and procedure and
expectations. Chart
editing marks
Mini Lesson: What is
revising? Introduce the
word graveyard. Use more
age appropriate words
Independent Work:
Students will revise their
work to remove words
that are not interesting or
bold.
REVIEW STRONG WORDS
LIST.
Finish drafts if not done.
Share: Share changes
made giving example of
original passage or word
and the changes.
Homework: Bring in
pocket dictionaries
Independent Work:
Students will begin to edit
their work using editing
marks.
Share: What were the
editing skills for the day?
Give examples.
Chart: Editing Marks
Independent Work:
Peer edit someone else’s
work and complete
checklist. Continue to edit
work.
Share:
What does peer-editing
look like? What was easy
what was hard?
Chart: Editing Marks
Homework: Bring in
goodies for the publishing
party. Take home
invitations
Independent Reading 30
minutes of independent
silent reading. Read for
secondary characters and
their action or inactions
good and/or bad.
Writing Lesson:
Focus: Publishing and
Reflecting
Mini Lesson: Teaching
students how to turn a
draft into a published
piece of work. Model with
your own work. Show
examples of different
pieces of work and identify
which one is published
correctly based on the
rubric and which one will
lose points.
Independent Work:
Students will begin to
publish their work.
Early finishers make
invitations.
Share: Publishing
celebration planning.
Decide on the rules of the
publishing party. Explain
expectations. Who is going
to share, why, roles for the
students to do.
Chart: Do’s and Don’ts at a
publishing party
Mini Lesson: What ways
do author tie up lose ends
in their books – generate a
list – students should think
about their own books –
Do they tie everything up?
Does everything get
resolved?
Independent Reading 30
minutes of independent
silent reading. Students
identify lose ends that
have been resolved and
others that have not.
Writing Lesson:
Focus: Publishing
Celebration
Mini Lesson: Model
completing reflection.
Review celebrating do’s
and don’ts. Model with
students how to give
feedback. Review with
students the feedback
forms which were
discussed yesterday
Review with students how
to speak publicly
Independent Work:
Students will set up for the
publishing party. Students
will share their work with
each other. Students will
provide feedback as per
the rules for feedback
previously discussed.
Complete portfolio
reflection
Share: Discuss the
highlights (and lowlights)
of the publishing party.
CLEAN UP!!!
5
Bronx Green Middle School: Realistic Fiction Unit, 2010 - 2011
Developed by: Kristin Crowley, Debbie Showers, Mercedes Vazquez
Realistic Fiction Unit
Grade 7
Supporting
Handouts
Note: To facilitate differentiation, forms marked A should be given to students that are
performing on a higher level (based on your assessments.) Forms marked B should be given
to students that are performing on a lower level (based on your assessments.)
6
Bronx Green Middle School: Realistic Fiction Unit, 2010 - 2011
Developed by: Kristin Crowley, Debbie Showers, Mercedes Vazquez
W
Wrriittiinngg U
Unniitt:: R
Reeaalliissttiicc F
Fiiccttiioonn
Some of the best writing comes from what you know. Often time’s writers will write about places,
situations, and characters that almost seem real. Even though they are fictional, these stories are easy
to relate to and interesting to read. For our next writing initiative we are going to write a realistic
fictional story that incorporates many of the elements of realistic fiction that we are have read about in
Define Normal by Julie Ann Peters.
Using the scenario below to help you begin to develop a character and find a focus for your story:
The floors shined with the first month of school luster that is only seen in Next. The
cleanliness, a courtesy of the hard working custodian staff who takes pride in the place where
they work. The walls were crisp with fresh paint covering up all the markings and drawing made by
last years less then talented artists. The bulletin boards, each with a unique message, dotted the
hallway with colorful invitations to “read more”, “study harder”, and “think outside the box.” Like
most schools in New York City, the hallways were loud, a combination of students chatting,
subways rolling, horns honking, and the unnerving sound of a siren screeching by. Even though
this school looked like every other school in the city, it was different. In this school the walls
held secrets which were kept locked away by the students who spent seven hours a day inside.
Remember that a good realistic fiction story is creative and includes lots and lots of details. Do not
explain what is happening in your story – DESCRIBE IT!!! Your character is your story so make him or
her come to life!!!
Below is a checklist you can use to make sure you have included all the elements needed to write a stellar
realistic fiction story. Remember to not rush through the writing process. Each step is important and
only allows you to better your work.
Writing Element

Story Mountain (including internal mountain)

Rough Draft

Editing and Revisions
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Peer Edit

Teacher Conference

Published Work
Date Completed
The length, details, problem, and solution of your final story are up to you. Just make sure it includes
enough details to make sure the reader is not left wondering what happened!!!!
Please make sure to hand this checklist in with your final work. All work, complete or
incomplete is due on Next 25, 2009.
Name: ________________________________
Class:_________________________________
Date: __________________
ELA: Realistic Fiction
Realistic Fiction Rubric
SEQUENCING
DIALOGUE
STORY
ELEMENTS
INTERNAL
THINKING
PROBLEM AND
SOULTION
CONVENTIONS
CHARACTER
PRESENTATION
4
Exceeding the Standard
3
Meeting the Standard
2
Approaching the
Standard
1
Below the Standard
Your writing is very well
organized. One idea or
scene follows another in a
logical sequence with clear
transitions.
You correctly incorporated
dialogue into your story and
correctly inserted quotation
marks.
Your writing is pretty well
organized. One idea or
scene may seem out of
place. Clear transitions are
used.
You incorporated dialogue
into your story but one or
two of your quotation marks
may be wrong.
Your writing seems to be
randomly arranged. Their
does not appear to be an order
to your writing. Details are all
over the place.
You have no dialogue in your
story or the dialogue in your
story does not have any
quotation marks.
All five story elements are
included in the story and
supported with vivid details.
All five story elements are
present in your story and are
supported with good details.
Your writing is a little hard
to follow. The transitions
are sometimes not clear.
Many details are out of
place.
You have some dialogue in
your story but many of your
quotation marks are used
incorrectly or they are
missing.
One or two of the story
elements are missing and/or
details which support the
story elements may be
missing
There are 1 or 2 internal
thoughts in each
scene/chapter that are not
significant to the story.
You have a problem and
solution in your story but it
is not totally clear how the
problem is resolved or what
the solution is.
You have between 4 and 6
errors in spelling,
punctuation, and
capitalization that distract
the reader from the content
of the story
It is not always clear to the
reader why the character
says or feels the way they
do. Often times it is
difficult to understand how
the character is thinking or
feeling.
The published work of your
writing is readable and
some of the pages are
attractive. It looks like it
might have been done in a
hurry.
You are missing a problem
and/or solution in your story.
You have included internal
thoughts in each
scene/chapter. The reader
can picture what the main
character is thinking.
You have a clear problem
and solution in your writing.
They are both interesting
and create a lot of depth to
your story.
You made no errors in
grammar, spelling,
punctuation, capitalization
that distract the reader from
the content of the story.
Details about your character
make it clear to the reader
who they are and how they
feel. He/She is interesting
and makes reader want to
read more.
The published work of your
writing is readable, clean,
neat and attractive. It is free
of erasures and crossed-out
words. It looks like the
author took great pride in it.
You have included internal
thoughts in each
scene/chapter.
You have a clear problem
and solution in your story.
You made makes 1-2 errors
in grammar, spelling,
punctuation, capitalization
that distract the reader from
the content of the story.
The reader has a good
understanding who the
character is and how he/she
feels. On occasion it may
be unclear why your
character did or felt
something.
The published work of your
writing is readable, neat and
attractive. It may have one
or two erasures, but they are
not distracting. It looks like
the author took some pride
in it.
NAME: ____________________________
DATE: _______________
You are missing two or more
story elements in your story.
The elements in your story are
not supported with details.
You do not add internal
thoughts to your story.
You have 7 or more errors in
spelling, punctuation, and
capitalization. Your mistakes
are a serious distraction from
the overall story.
The reader is unable to
understand important details
about your character. There
are little to no details about
how the character thinks or
feels.
The published work of your
writing is not neat or
attractive. There are erasures,
white-out, rips, or crinkles in
the final piece. It looks like
you have no pride in the work
that you do.
FINAL GRADE: ________
TEACHER COMMENTS:
_______________________________________________
_______________________________________________
_______________________________________________
Editing Marks
Name: ________________________________
Class:______________________
Date:__________________________________
ELA: Editing Marks
Name: ________________________________
Date:__________________________________
Class:______________________
ELA: Revising Checklist
Revising Checklist
Revising the draft of your work is an important step before you publish your work. This is the time for you to LOOK
AGAIN at your work and find places to use stronger word choices, look for ways to vary your sentence and paragraph
structure, and make sure that you do not use the same words or phrases over and over again.
Using the following checklist, go through your draft and revise your work. Remember, your draft is supposed to have
X’s, crossing out, arrows, additional sentences and words and mistakes. It should look MESSY!!!
Materials:
 Blue or black pen
 Colored pencils
 Highlighters
Revision Tasks
Read your paper out-loud. Are you missing any words? Go back and add missing words now
(remember you use the /\insert symbol when you are making additions to your writing.)
Highlight your topic sentence statement. Does it relate to your main idea?
Re-read your introduction. Does it draw your reader in? Put a smiley face next to your
introduction if it does. If it doesn’t, go back and make changes in a colored pencil.
Underline, in colored pencil, every single transitional word in your essay.
Put an X through IS, ARE, WAS, WERE. Replace as many as possible with more descriptive
words in pen.
Look for words you have used more than five times. Replace them with more descriptive
words (Use a colored pencil)
Using a pen, remove any sentences that do not support your thesis statement. If you do not
have any unnecessary sentences, put a triangle on the top of your paper.
Cross out any sentence that begins with And or Because. Rewrite them in colored pencil. If
you do not have put a check at the beginning of your draft.
Using the lines below, write the first word of each of your paragraphs. Do any words repeat?
If they do, replace it with another descriptive word in colored pencil.
Completed
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_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Highlight all the descriptive words in your writing. If you do not have at least two highlighted
words in each paragraph, go back and make changes to those paragraphs now. List 7 of those
descriptive words on the lines below.

_____________________________________________________
_____________________________________________________
Re-read your conclusion. Is it repetitive? Does it look to the future? Put a star next to your
conclusion if it engaging to your readers. If not, go back and make changes in a colored pencil.

Name: ________________________________
Date:__________________________________
Class:______________________
ELA: Editing Checklist
Editing Checklist
Editing your work is as important as revising it. Now is the time to CHECK for run-on sentences, missing capitals,
spelling mistakes, and punctuation errors.
Completed
Editing Tasks
Underline the first letter of each sentence. Are each of the words capitalized? Make
corrections now with the correct editing mark.
Check the punctuation of each sentence. Are you missing any? Go back and add it now
with a colored pencil or pen.
Read your writing out-loud for run-on sentences. If you could not read a sentence without
taking a breath it is probably a run-on sentence. Highlight run-on sentences and break it
apart into two sentences.
Highlight all your quotes. Make sure all titles and direct quotations are separated with
quotation marks.
Are all your proper nouns capitalized? Go back and underline all of your proper nouns
with a colored pencil. Make any corrections.
All words are spelled correctly? Circle any words if you are unsure of the spelling with a
colored pencil.
All commas are used correctly? Remember to add them if need be. Put a box around any
comma you are unsure of.
Circle your introduction.
Put a squiggly line under your conclusion.
Do you have sentence variety? Go back to one paragraph and underline each sentence in
a different colored pencil. Are the lines different sizes? If yes – GREAT JOB. If no, you
need to go back and work on your sentences structure.
Do your nouns and verbs agree? Circle three examples of noun-verb agreement in your
paper. (For example I did all my work)
Example Number 1.
Example Number 2.
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______________________________________
______________________________________
______________________________________
Example Number 3.
Check for short hand (2, 4, u, b/c, w/, b4, b, c, etc.)? Edit all of your shorthanded writing
with a colored pencil. Replace with the actual words.
Check for use of number replacement of letters (i.e. – l3tt3r) Make the necessary
corrections with a colored pencil. List any examples of these errors below.


__________________________________________________
__________________________________________________
Check your verb tense. Make sure your ENTIRE essay is in the same tense (it should be in
the past tense!)
What tense is your essay in?
__________________________________

Name: ________________________________
Date:__________________________________
Class:______________________
ELA: Peer-Editing Checklist (Form A)
Peer – Editing Checklist
Background: It is almost impossible to see all of your errors. Even professional writers have someone else
read their work to make sure that there are no mistakes. This is known as peer editing. A peer editor looks
for not only conventional mistakes but checks to make sure your paper makes sense and is easy to read.
Task: Ask someone you trust to peer edit your work. You should pick someone who is going to be honest
and give you feedback which you can use to make your work better. You should also make sure whoever you
pick is going to take the job seriously and really read and edit your work. Likewise, if someone asks you to
peer edit their work, you should give their writing the same attention you would like someone to give yours.




Make sure when you give them your work to edit you also give them your writing.
Their comments should be placed in on your writing so you can refer back to their suggestions.
Don’t be afraid to write on their essay. That is what a good editor does.
DO NOT bring your essay to your teacher for editing and revisions until you have revised and edited
your work AND you have had it peer edited.
Editors Name: _________________________________________________________________________
Task
Editing Tasks
All sentences begin with a capital letter.
All sentences end with appropriate punctuation.
There are no run-on sentences.
All dialogue is set off with commas.
All proper nouns are capitalized.
All words are spelled correctly or question marks are
placed over words if you are unsure of the spelling.
All commas are used correctly.
There is no shorthand writing (2, 4, b4, u, c, etc.)
There is no number replacement of letters.
Revision Tasks
I was easily able to identify the thesis statement.
The sentences are interesting and vary in length.
I was easily able to identify the introduction.
I was easily able to indentify the conclusion.
There are lots of descriptive words used.
All paragraphs support the thesis statement.
There are no off-topic sentences.
Transitional words are being used to move from one
idea to the next.
Still needs
more work
Almost
perfect
Great Job!!!
Name: ________________________________
Date:__________________________________
Class:______________________
ELA: Peer-Editing Checklist (Form B)
Peer – Editing Checklist
Background: It is almost impossible to see all of your errors. Even professional writers have someone else
read their work to make sure that there are no mistakes. This is known as peer editing. Peer editing looks for
not only conventional mistakes but also checks to make sure your paper makes sense and is easy to read.
Task: Ask someone you trust to peer edit your work. You should pick someone who is going to be honest
and give you feedback which you can use to make your work better. You should also make sure who ever you
pick is going to take the job seriously and really read and edit your work. Likewise, if someone asks you to
peer edit their work you should give their writing the same attention you would like someone to give yours.




Make sure when you give them your work to edit you also give them your work so they can provide
feedback.
Peer feedback comments should be placed in on work so you can refer back to the suggestions.
Don’t be afraid to write on the essay. That is what a good editor does.
DO NOT bring your essay to your teacher for revisions and editing until you have revised and edited
your work AND you have had it peer edited.
Editors Name: _________________________________________________________________________
Task
Editing Tasks
All sentences begin with a capital letter.
All sentences end with appropriate punctuation.
There are no run-on sentences.
All dialogue is set off with quotation marks.
All proper nouns are capitalized.
All words are spelled correctly or question marks
are placed over words with questionable spelling.
All commas are used correctly.
There is no shorthand writing (2, 4, b4, u, c, etc.)
There is no number replacement of letters.
Revision Tasks
I was easily able to identify the thesis statement.
The sentences are interesting and vary in length.
I was easily able to identify the introduction.
I was easily able to indentify the conclusion.
There are lots of descriptive words used.
All paragraphs support the thesis statement.
There are no off topic sentences.
Transitional words are being used to move from
one idea to the next.
Still needs
more work
Almost
perfect
Great Job!!!
To be filled out by the peer reviewer and used by the author to make revisions.
1. One aspect of the dissertation that I really liked was _______________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. If I wrote the dissertation I would have __________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3. One sentence that I would revise is______________________________________________________
_______________________________________________________________________________________
4. I would revise this sentence because _____________________________________________________
5. My favorite sentence from the dissertation was ___________________________________________
_______________________________________________________________________________________
6. I really liked this sentence because______________________________________________________
7. One paragraph that I would revise is _____________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
8. I would revise this paragraph because ____________________________________________________
9. One paragraph that I really liked was_____________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
10. I really liked this paragraph because _____________________________________________________
Notes and comments (compliments and suggestions):