Reflection: Student Grouping Peer-Reviewing - Section 3: Peer-reviewing


I think there is a tendency in partnered peer-view to be too nice when reviewing because the student is concerned about what their partner might say about their own paper. Often by having students swap papers around in a group there is less chance of that happening. Of course it is essential that students understand what they are reading for when peer-reviewing and to make sure they know that they need to write specific comments in the margins.  I make a point of modeling peer-review at least once in the year, and to have students model peer-reviewing for each other. 

  Student Grouping: Peer-Reviewing
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Unit 9: The Two Gentlemen of Verona
Lesson 10 of 11

Objective: SWBAT collaborate with each other to identify areas of improvement in their writing

Big Idea: When do students know their ideas are clear? How can peer-review help them refine their ideas?

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English / Language Arts, brainstorming, character trait, drama interpretation, Shakespeare, peer review, Self, supporting evidence, foreshadowing, dramatic structure, interpretation, dramatic literature, The Two Gentlemen of Verona, uncertainty, rough draft
  55 minutes
peer reviewing
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