Edit, Publish, Perform

Overview

Lesson 8 of 18 in Poetry: Craft, Revise, Perform. Students proofread a drafted poem, make purposeful decisions about conventions and layout, then create a polished version for a class audience.

Learning intentions

• WALT edit spelling, punctuation, grammar and presentation conventions.
• WALT make intentional choices about capitals, line breaks and stanza spacing.
• WALT publish a clear, accurate poem for readers.
• WALT explain one editing or layout choice.

Success criteria

• I can check every word, rather than relying only on spellcheck.
• I can use punctuation, capitals and line breaks purposefully.
• I can produce a final copy that is accurate and legible.
• I can include a title and author name.

Curriculum links

• Phase 2 Creating Texts: edit, publish and present texts for a chosen audience.
• Phase 2 Language: use spelling, grammar, punctuation and text conventions purposefully.
• Oral language: read aloud clearly and respond constructively to others’ texts.
• Key competencies: managing self, participating and contributing, and using language, symbols and texts.

Lesson structure (30 minutes)

1. 0–4 minutes – Teach the editing focus Open with the hook and editing focus slides. Explain that poetry punctuation is a choice, but it must be intentional. Ask: “Is this unconventional punctuation purposeful?” and “Will the layout help the reader pause?” Introduce the editing checklist and remind students that a final poem needs both accurate conventions and presentation that supports meaning.

2. 4–9 minutes – Model proofreading aloud Display the model poem:

The wind whispers secrets through the keyhole

Read it aloud while tracking each word in print. Model checking spelling, capitals, punctuation, line breaks and title/author details. Think aloud: “The line breaks slow the reader and create a quiet, secretive mood. I will keep them because they are purposeful.” Also model questioning a mark: “Does this punctuation help the reader, or is it accidental?” Refer to the model proofreading slides.

3. 9–13 minutes – First individual edit Distribute the editing and publication sheet and have students read their poem aloud quietly while tracking the print. They circle or mark any word, punctuation mark or line break they want to check. Students use a dictionary, classroom spelling tools or a device to confirm uncertain words. Encourage students to check each word rather than trusting spellcheck, which may not recognise a correctly spelt word used in the wrong context.

4. 13–18 minutes – Peer proofreading Students work with a partner and exchange drafts. The partner reads the poem aloud while the writer listens. Using the Editing Checklist Pack, partners check spelling, punctuation, grammar, clarity and presentation, then give one specific comment: “One choice that supports your meaning is…” or “One place to check is…” The writer decides whether to accept each suggestion. Partners should not rewrite one another’s poems.

5. 18–22 minutes – Publish the final poem Students handwrite, type or illustrate a final copy using the publication section of the editing and publication sheet. They include a title and author name and make deliberate choices about capitals, punctuation, line breaks and stanza spacing. Students may use typography or spacing to reinforce mood, but remind them that decoration must not take over from the poem or make it difficult to read. Circulate and hold brief conferences.

6. 22–27 minutes – Gallery read Display the final poems or place them on desks. Students move quietly around the room, reading at least three poems. They track the print and notice how presentation affects pauses, emphasis or mood. Invite two or three students to share one effective editing or layout choice they noticed. Use the gallery-read prompts to focus responses on the writing rather than popularity.

7. 27–30 minutes – Checklist and conference Students complete the final self-check on the editing and publication sheet. They identify one intentional convention, such as a capital, punctuation mark, line break or stanza space. Collect the completed checklist with the final poem. Quickly conference with selected students: “Which convention did you choose intentionally, and how does it help your reader?” Close with the reminder that editing is making meaning clearer, not merely correcting mistakes.

Resources

• the complete editing, modelling and gallery-read slide deck
• the editing and publication sheet
• the Editing Checklist Pack
• Students’ drafted poems
• Dictionaries and classroom spelling tools
• Devices with word-processing or speech-to-text options
• Enlarged publication template
• Pencils, coloured pencils and erasers
• Display space or removable adhesive
• Optional adult scribe support

Assessment

• Collect the checklist and final poem to check spelling, punctuation, grammar, title, author name, legibility and purposeful layout.
• During circulation, note whether students read aloud while tracking print and respond appropriately to peer feedback.
• Use a quick conference to check that each student can explain one intentional convention and its effect on the reader.

Differentiation

• Provide an enlarged template, a reduced checklist with icons, a word bank, dictionary support and a quiet proofreading space for students needing additional structure.
• Offer an adult scribe, speech-to-text or typing for students whose handwriting or motor needs may obscure their writing.
• Support English language learners by modelling proofreading language, pairing them with a supportive peer and allowing oral explanation before written publication.
• Extend confident writers by challenging them to use typography, line breaks or stanza spacing to reinforce mood, then justify how each choice affects the reader. Year 7–8 students can also explain why an unconventional punctuation choice is effective.