Editing and Publishing

Unit: Brian Boru: A Hero's Journey

Lesson 6 of 6

Duration: 45 minutes

Class: Fifth Class (10-11 year olds)

Curriculum Framework: IE Curriculum (Primary) – English Language Strand: Oral Language, Reading, and Writing

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Learning Outcomes and Objectives

By the end of this lesson, students will be able to:

• W.O. 5.4: Develop and refine written text through editing and revising (IE Curriculum English – Writing: Creating Texts)
• L.O. 5.3: Demonstrate understanding of sentence structure, grammar, spelling, and punctuation (English – Grammar and Vocabulary)
• C.C. 5.1: Use appropriate vocabulary and figurative language to enhance meaning (English – Expressing and Communicating)

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Success Criteria

• Students produce a polished monologue draft that clearly conveys Brian Boru’s emotional journey.
• Use editing tools such as checklists or peer feedback to identify and correct errors in grammar, punctuation, and spelling.
• Advanced learners incorporate at least two examples of figurative language (similes, metaphors, personification) to enrich their text.
• Support learners demonstrate improved clarity and coherence with the aid of guided editing checklists and teacher prompts.

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Resources

• Students’ first draft of Brian Boru’s monologue from the previous lesson.
• Guided Editing Checklist handouts (differentiated versions: standard, scaffolded, extension).
• Colour-coded pens/pencils for peer editing.
• Writing journals or laptops/tablets for final publishing.
• Visual chart with examples of figurative language.
• Timer
• Whiteboard and markers

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Lesson Structure

1. Starter (5 minutes)

• Activate Prior Knowledge: Quickly revisit the emotions and themes in Brian Boru’s story from previous lessons. Ask students to share one word that describes Brian’s feelings in their monologue.
• Set the Lesson Goal: “Today, we will polish our monologues so they sound just right and tell Brian’s story clearly and powerfully.”
• Display success criteria on the board.

2. Mini-Lesson: Editing Techniques (10 minutes)

• Briefly review key editing concepts: punctuation, spelling, sentence structure, and word choice. Focus on common errors from students’ earlier drafts (collected from previous lesson observations).
• Introduce the Guided Editing Checklist. Differentiate as follows:
  • Standard: Checklist for basic editing (punctuation, spelling, sentence completeness).
  • Scaffolded: Sentence starters to identify errors + examples to correct them.
  • Extension: Add section for figurative language suggestions and vocabulary alternatives.
• Model the editing process on a sample paragraph from a monologue (projected on board), thinking aloud as you revise it.

3. Main Activity: Peer and Self-Editing (15 minutes)

• Self-editing (7 minutes): Students use their checklist to review their monologues independently. They mark areas they want to improve using a coloured pen.
• Peer-editing (8 minutes): In pairs, students exchange drafts and use the checklist to offer constructive feedback. Encourage positive, specific comments and one suggestion for improving emotional expression or vocabulary.
• Circulate to support students needing extra help with the scaffolded checklist. For advanced learners, encourage identifying places for adding figurative language.

4. Extension Activity for Advanced Learners (5 minutes, ongoing opportunity)

• Invite advanced students to incorporate at least two types of figurative language into their monologue, using the visual chart as a reference.
• Encourage them to experiment with word choice or sentence structures to create stronger imagery or emotional impact.

5. Publishing and Reflection (10 minutes)

• Students revise their monologues based on feedback and checklist notes and write or type a neat final draft.
• If technology available, students can publish digitally with illustrated slides or images to accompany their monologue, deepening engagement. (Optional)
• Reflect as a class: Invite 2-3 volunteers to read their monologues aloud or share what editing changes helped improve their writing.

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Differentiation Strategies

Learner Type	Strategies
Struggling Writers	Guided checklists with sentence starters and examples; teacher conferencing during editing phase; peer support pairing.
EAL (English as an Additional Language)	Visual aids for figurative language; simplified checklist; bilingual word banks where relevant.
Advanced Learners	Extension task to include figurative language; peer tutor opportunities; challenge to rewrite monologue in another perspective (e.g. Brian’s adversary).

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Assessment

• Formative: Teacher observations during editing and peer review; checklists completed by students; quality of final published monologue.
• Self-assessment: Students mark whether they met each success criterion on a self-reflection sheet.
• Peer-assessment: Constructive feedback based on checklist elements shared verbally or in written comments.

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IE Curriculum Alignment Summary

IE Curriculum Strand	Learning Outcome	Lesson Element
English – Writing	5.4 Develop and refine written texts	Editing and revising phase
English – Grammar and Vocabulary	5.3 Use correct sentence structure, spelling, punctuation	Editing checklist focus
English – Expressing and Communicating	5.1 Use enriched vocabulary, figurative language	Extension activities
English – Oral Language	5.1 Listen and respond to peer feedback	Peer editing and reflection

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This lesson combines critical writing skills aligned with the IE Curriculum, leveraging peer collaboration, guided supports, and enrichment to engage diverse Year 5 learners meaningfully. The multi-sensory editing approach ensures a deeper mastery of writing and expressive language while celebrating the heroic narrative of Brian Boru.