Red Orb Edit Boost

Overview

This is Lesson 23 of the “Gothic Adventure Project” unit. Students refine their mission narrative for flow and accuracy, then practise maths problem-solving using Red Orb word problems with visual steps, supported by peer editing and proofreading routines.

Learning intentions

• Students will edit a mission story script for clear flow (beginning, build-up, challenge, resolution) and improved wording.
• Students will use multiple strategies to solve Red Orb problems (including visual/step-by-step methods).
• Students will proofread for spelling accuracy and presentation.
• Students will participate in peer-editing using an editing checklist and offer actionable feedback.
• Students will reflect on their progress through a short revision “song” performance.

Success criteria

• I can improve my script by revising sentences for better flow and clarity.
• I can use at least two problem-solving strategies to solve a Red Orb word problem accurately.
• I can find and correct spelling mistakes using proofreading steps.
• I can give a peer one “Glow” (what’s strong) and one “Grow” (what to improve) using the checklist.

Curriculum links

• Literature: create and edit literary texts adapting plot/characters/settings and experiment with literary devices.
• Language: identify and use vivid/emotive vocabulary and edit for precise word choice.
• Literacy comprehension strategies: visualise, predict, connect, summarise, and question to build literal and inferred meaning.
• Comparing texts (briefly, during editing): identify similarities/differences in narrative structure and voice.
• (Optional in discussion) Author style: explain characteristics that define an author’s style.

Lesson structure (60 minutes)

1. 0–5 min · Mission Check-in (dopamine start). Teacher displays the “Mission Board: Edit Polish & Orb Rank” and reads a short prompt aloud: “What problem did our hero solve, and how do we make that moment crystal clear?” Students point to a rank goal (e.g., Bronze/Silver/Gold) and choose one focus: flow, spelling, or Red Orb strategy.

2. 5–12 min · Quick model: “Edit for Flow” (low reading friction). Teacher shows a 4–6 sentence “before” mission excerpt (colour-coded: action/setting/feelings) and a “after” version with improvements (shorter sentences, clearer transitions, stronger ending). Students use thumbs to vote: “What changed?” Teacher leads a 3-question think-aloud (What did you visualise? What was confusing? What words made it clearer?).

3. 12–22 min · Peer-edit warm-up: Checklist Glow/Grow. Students form pairs and swap one paragraph (or up to one page) of their mission script. Teacher hands each pair the checklist with icons (no heavy reading):

• ☐ Beginning sets scene/goal
• ☐ Challenge is clear
• ☐ Actions are in order
• ☐ Ending resolves the mission
• ☐ Spelling check completed (look for tricky words)
• ☐ One improved sentence (flow) circled Students complete two comments: one Glow (circle a strength) and one Grow (suggest one fix using a sentence starter: “Try changing ___ to make ___ clearer.”). Teacher circulates for guided feedback, using sentence stems.

4. 22–34 min · Red Orb word problems: visual steps practise. Teacher displays one Red Orb problem card at a time (read aloud). Example types for this lesson: multiplying decimals for orb costs, then applying a simple percentage discount for an item bundle. Students solve using a “Visual Steps” template:

• Draw/colour the orb amounts
• Circle the key numbers
• Write the strategy used (e.g., “break into parts”, “area model”, “inverse check”)
• Compute and box the final answer
• Do a quick reasonableness check (“Is the answer bigger or smaller than ___?”) Teacher prompts students to try a second strategy when stuck (e.g., undo/check with estimation). For the two-student pair, students alternate roles: Solver then Checker.

5. 34–44 min · Spelling sprint: proofread like a detective. Teacher introduces a rapid routine: “Read slowly → Fix tricky words → Read aloud again.” Students use a small word bank from the unit (common gothic/adventure terms used in their drafts) and a personal “tricky list” (2–5 words they frequently miss). Students correct spelling and punctuation, then highlight corrections in a different colour.

6. 44–54 min · Revision song (celebrate editing). Students create a 20–30 second “revision song” using 3 beats: Beat 1: “I fixed the flow…” Beat 2: “I solved the orb…” Beat 3: “I checked my spelling…” Teacher provides a simple rhythm option (tap-tap-clap) and a call-and-response line. Students perform to each other or to the teacher; peers give one clap of recognition for a successful edit strategy.

7. 54–60 min · Exit ticket: one edit + one strategy. Students submit a mini response on a single sheet:

• “One thing I improved in my story was…”
• “One strategy I used to solve the Red Orb problem was…” Teacher checks quickly for understanding and marks whether the checklist items are being used accurately.

Resources

• Mission script pages (one paragraph each for quicker peer editing)
• Editing checklist with icons (Glow/Grow)
• Read-aloud script cards (teacher-ready) for the lesson excerpt
• Red Orb problem cards (decimal multiplication + percentage discount)
• Visual Steps template (box key numbers, draw/colour, show strategy)
• Personal tricky-word lists and unit word bank
• Coloured pencils/markers for flow and corrections
• Tap-tap-clap rhythm cue (paper or visual metronome)
• Exit ticket slips

Assessment

• Formative: teacher observes peer editing for checklist accuracy and quality of Grow suggestions.
• Formative: maths during Visual Steps—checks that students show strategy choice and reasoning/estimation.
• Exit ticket confirms each student made at least one narrative edit and can name one problem-solving strategy.

Differentiation

• Provide choice: students choose either “flow edit” or “spelling sprint” first if overwhelmed, then complete the other task later.
• Dyslexia-friendly support: all key directions are delivered orally; checklist uses icons; sentence starters are provided; teacher reads problem cards aloud.
• Reduce writing load: allow editing by underlining and replacing “one sentence” only, rather than rewriting whole sections.
• Neurodivergent-friendly pacing: offer sensory breaks between tasks (30–60 seconds movement or deep breaths) and allow quiet re-reading time after peer feedback.
• Extension without extra reading: for students who finish early, ask them to add one strong verb or emotive phrase (from the unit word bank) and circle it.