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Lesson Plan

Collaborative Stories 2: Revising

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Collaborative Stories 2: Revising

Grades K – 2
Lesson Plan Type Minilesson
Estimated Time 50 minutes
Lesson Author

Renee Goularte

Renee Goularte

Magalia, California


National Council of Teachers of English


Student Objectives

Instruction & Activities


Student Assessment/Reflections



Students will

  • participate in a group revising activity.

  • demonstrate reading comprehension skills by suggesting revisions to a story draft.

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Instruction & Activities

  1. Gather students together as a group to read their collaborative story. Initially, read the entire story without interruption, then have students comment on the character, setting, plot, problem-solution relationship, and ending.

  2. Tell students that they are going to make changes to the story two different ways: first they are going to talk about ways to make the story even better, and then they can make any corrections that they think are necessary.

  3. To address content, ask a series of questions such as the following:

    • Does this story make sense, overall?

    • Does the very first sentence of the story make you want to keep reading?

    • Is there any part of the story that doesn’t make sense to you, that we might want to change?

    • Is there any part of the story that seems to be out of order, that we might want to move to a different place?

    • Is there anything that seems like it doesn’t belong in the story?

    • Do we need to say more about the character(s)?

    • Do you get a good picture of the setting when we read this story, or should we add something to make it more clear?

    • Does this story have a problem that gets solved?

    • Do you think the events in the story lead to the problem and solution?

    • Is this a good ending, or should we add more to it?
  4. As students respond to the questions and make suggestions, ask for agreement from the group about the suggestions. Make the changes right on the story: use a ‘strike-out’ line for any deletions, then write in the new text above the deleted text. Use a black marker to make all changes, or any color that has not been used in the first draft. Here is a picture of what this might look like.

  5. When all revisions have been made, reread the story as a group. Ask for any final suggestions, and then have the group come to consensus on a title for the story. Let students know that they will be doing illustrations for the story another day.

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  • Have small groups work on revisions to the story using copies made with a word processor as a precursor to revising together. Each group can bring their ideas to the whole group.

  • Make enough copies of the story for all students to illustrate the whole story individually and keep their own bound copy of the story. Alternatively, ask students to create a book cover or dust jacket for the collaborative story using the Book Cover Creator. The tool does not include an option to save the work, so be sure that students do enough planning that they will be able to complete their covers in one session.

  • Have students continue to use the revision techniques both individually with their own work, or in collaboration with other students. (Remember, this is revising for content, not editing for spelling and other conventions.)

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This activity may be the first time students have formally revised a piece of writing. Although one could assess the quality of the finished collaborative story, teacher observation during student discussion and participation in whole-group revising would best give the teacher an idea of student needs for future writing projects.

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