Revise And Share

Overview

This is lesson 9 of 10 in Our Place, Our Stories. Students use peer feedback and revision stations to strengthen a piece of writing about a place, person, memory or community story, then rehearse and share it for a class or community showcase. Adapt the writing expectations, reading load and presentation options to each student’s year level.

Learning intentions

• WALT improve our writing through specific peer feedback and purposeful revision.
• WALT edit our writing for accuracy, clarity and cohesion.
• WALT make deliberate choices about vocabulary, structure and multimodal design.
• WALT present our ideas clearly and respectfully to an audience.

Success criteria

• I can use the success criteria to give and apply specific feedback.
• I can make changes that strengthen meaning and interest.
• I can edit for spelling, punctuation, grammar and sentence accuracy.
• I can present clearly using an appropriate voice, pace, format and visual support.

Curriculum links

• Creating meaning through writing for a specific purpose and audience.
• Selecting and organising ideas, language features and text structures to communicate effectively.
• Reading and responding to texts by explaining how language and structure create meaning.
• Developing the key competencies of thinking, managing self, relating to others, and participating and contributing.

Lesson structure (60 minutes)

1. 0–7 minutes – Reconnect and model revision Open with the hook and learning intention slides. Display a short teacher-created paragraph about a local place, first as a rough version and then as a revised version. Ask: “What changed, and how did the changes affect the reader?” Briefly explain that revision improves meaning, while editing checks accuracy.

2. 7–13 minutes – Unpack the criteria Use the success criteria and feedback stems to introduce the five review areas: structure, vocabulary, cohesion, punctuation and multimodal design. Model useful feedback such as “A strength is…”, “I became interested when…”, “You could clarify…”, and “Have you considered…?” For younger students, read the criteria aloud and use icons or examples. Older students should identify the likely audience and purpose of their text.

3. 13–25 minutes – Peer review in pairs Distribute the peer-review and revision planner. Students work in teacher-selected pairs, reading or listening to each other’s texts. Each reviewer identifies one strength and gives one specific next step, referring to the criteria rather than simply correcting the writer’s work. Students may read aloud, listen to a partner, or use a teacher/peer scribe. Remind reviewers to be kind, clear and helpful.

4. 25–43 minutes – Revision stations Set up five stations, or have students work through the station prompts at their desks. Use the five revision station instructions to keep transitions brief. Students choose or are assigned two priority stations:

• Structure: reorder ideas, strengthen the opening or add a satisfying ending.
• Vocabulary: replace vague words with precise, sensory or subject-specific choices.
• Cohesion: add connectives, pronouns or repeated key ideas to link sections.
• Punctuation and accuracy: check sentences, capitals, full stops, commas and spelling.
• Multimodal design: improve headings, images, layout, captions, audio or other presentation features.

Students record the change they made and why it improves the text. Year 1–4 students may focus on clear sequencing, interesting words and sentence punctuation; Year 5–8 students should justify choices for audience impact.

5. 43–51 minutes – Rehearse the presentation Students select a presentation format: live reading, paired presentation, narrated display, dramatic reading, recorded presentation or accessible digital/printed format. Use the rehearsal and delivery prompts. Students practise volume, pace, expression, eye contact or purposeful use of visuals. Provide cue cards and allow students to rehearse with a partner or teacher.

6. 51–58 minutes – Mini showcase Invite four to six students, or several pairs, to share a short section or complete text. The audience gives one warm comment linked to the criteria. Students who are not ready to present live may share with a small group, use a recording, or display their work for a gallery-style viewing.

7. 58–60 minutes – Reflect and prepare for lesson 10 Return to the reflection and next-step section. Students complete: “The change that strengthened my text was…”, “My presentation strength was…”, and “Before the showcase, I still need to…”. Collect the planners and texts so the next lesson can focus on final preparation and the class or community showcase.

Resources

• the complete revision and presentation slide deck
• the peer-review and revision planner
• Students’ drafts and writing folders
• Coloured pens or highlighters
• Editing tools: pencils, erasers and dictionaries
• Optional devices for typing, recording or displaying work
• Cue cards or small presentation notes
• Timer and station signs
• Accessible paper, large-print copies or text-to-speech tools as needed

Assessment

• Confer with pairs during peer review, listening for feedback that refers to a criterion and includes a practical next step.
• Check revised drafts and planners for purposeful changes to meaning, structure, vocabulary, cohesion and accuracy.
• Observe rehearsal or presentations for clarity, audience awareness and appropriate use of delivery or multimodal features. Use student reflections to identify support needed for the final showcase.

Differentiation

• Provide a simplified, visual checklist, sentence starters, feedback stems and teacher modelling. Use teacher-selected pairs and set one individual revision goal.
• Allow students to dictate, scribe, type, draw and label, use speech-to-text, or present through audio, video, paired reading or a quiet small-group format.
• For EAL learners, pre-teach key review terms, allow first-language discussion, provide oral rehearsal and offer word banks or sentence frames.
• Support students with learning or sensory needs through chunked instructions, cue cards, extra rehearsal time, predictable station routines, large-print materials and reduced audience pressure.
• Extend confident writers by asking them to comment on craft and audience impact, compare alternative revisions, and prepare an author’s note explaining deliberate stylistic choices.