Bell-ringers used consistently can work well as a way to learn some editing techniques. These focused, short exercises can be used daily or weekly to improve students’ editing skills – in their own work and the work of others. These cover the common demons that bother all writers and editors.
- Students will study various common grammar and punctuation errors and learn how to spot and correct them in their own and others’ work.
Common Core Standards
|CCSS.ELA-Literacy.W.9-10.4||Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.|
|CCSS.ELA-Literacy.W.9-10.5||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.|
|CCSS.ELA-Literacy.L.9-10.2||Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.|
|CCSS.ELA-Literacy.L.9-10.3.a||Write and edit work so that it conforms to the guidelines in a style manual (e.g., AP Stylebook) appropriate for the discipline and writing type.|
10-15 minutes each
(WARNING: Subject/verb agreement either needs to be broken into several parts or a lesson that takes longer than 10 minutes.)
Slideshow: “Quick Hits”, one section at a time
Grammar Slammer final assessment activity and key
1. Bell-ringers —10-15 minutes
Lots of grammar, spelling and punctuation practice begins to add up. Use a different section of the Quick Hits slide show each day for a designated period of time. OR choose a day of the week to always have a Quick Hits. Then have students complete the related Quick Hits handout and go over answers and reasons in class.
2. Apply Quick Hits to student writing — 30 minutes
After students have completed all sections of the Quick Hits slide show and all the handout activities, tell them to bring a recent unedited article to class. Exchange papers and have students look systematically for all the errors they have covered and suggest corrections.
For each short Quick Hits lesson, have students keep track of the number of questions they miss. Provide “prizes” for high scores or for continuous improvement. Administer the final Grammar Slammer when all Quick Hits have been completed.
Students could work in pairs on Quick Hit lessons. Handouts could become practice for outside class.