Using Peer Feedback
Lesson 6 of 8
Objective: SWBAT use their peers to help them edit and revise their writing in order to help focus on how well the components of the memoir unit have been addressed.
In my lesson openers I always have a "connect" in which I connect students' thinking about yesterday's lesson to today's lesson. I then have a "teach" in which I model for students the lesson of the day and also have them try it out. When I think about my modeling, I use three categories; skill, strategy, and process. I model by stating the skill to the students, then giving them a strategy in which to use the skill, followed by the process to try out the strategy.
Connect: I will say, “Yesterday we used the memoir rubric to assess our own writing in order to revise and and edit. Today we are going to get assistance from peers, using the peer editing rubric.”
Teach: I will say, “In order to get another person’s opinion on my writing, I am going to practice the skill of getting a second opinion on my writing and the strategy of utilizing a peer editor. The process I will use is as follows:
1) Give my draft that I want to publish with my rubric to my writing partner.
2) Ask them to look for something specific that I would like help with.
3) Accept my partner’s second opinion, but also follow the rubric.
I will ask for a student volunteer to help model this with me. I will show them how I give my draft to a student and ask them to look for something specific (using sensory details for example).
Active Engagement: I will say,” Give your draft and rubric to your writing partner."
See (setting students up for success with writing partners) for an explanation of how I set partnerships up.
"You will now have a short conversation with your assigned writing partner about what you want them to look for in your writing. Decide who will be partner A and who will be partner B. Partner A, I want to hear your say the following prompt; “I would like you to give me feedback on….” Partner B, listen to your partner and put a star on the part of the rubric that your partner has asked you to look for. Then switch.” I will check for understanding by asking every level of learner what they heard their partner say (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard). I am listening to see that they really understood their partner and used the rubric language.
Closing of Active Engagement: I will say, “Remember in order to get another person’s opinion on my writing; I am going to practice the skill of getting a second opinion on my writing and the strategy of utilizing a peer editor. The process writer’s use is they give their draft to a peer and ask them to look for something specifically. They accept their partner’s feedback, but also use what they know about good writing.
Independent Practice: I will say, “Now you are going to read over your partner’s work. I should not hear talking, because if you do not understand a part of your partner’s writing, then write your questions on the rubric. Just like with real authors, if we don’t understand their stories, we can’t call them up and ask them. In order to thoroughly read their partner’s writing and leave comments for every part of the rubric, this should take at least 20 minutes. As they are working independently and quietly, (I like to play classical or smooth jazz for“writing”music (I just create a play list on Pandora Internet radio) I will confer with them about their writing using the attached possible conferences for peer editing.
Partner Work: Students will be directed to verbally share the feedback and point out parts in the writing as evidence. I will say, “Decide who will be partner A and who will be partner B. Partner A you will share your feedback first. Partner B, I want you to ask questions of partner so that you can fully understand their feedback. Then switch.”
Closing: For closing today I will do a whole class share out. I will ask the class, “What do you need to edit and revise for in your paper for homework tonight?” I will check for understanding by asking every level of learner what they heard their partner say (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard). I will tell students that for homework they must edit and revise their papers based on their partner’s feedback. They must come tomorrow ready to write their published draft.