Lesson 11 of 11
Objective: SWBAT demonstrate their skills in revising and editing text.
The students will be editing a friend's paper today, so it is important they remember the steps. I will ask the students Stand Up, Hand Up, Pair Up to answer the following questions on a sheet of paper.
1. What is peer editing?
2. What are the steps to editing a peer's paper?
Once I have given the students time to answer the questions, I will have the students share their answers.
I will review with the class before we begin the task!
Now comes the fun part! I love writing days when the students peer edit! Not only do I know my job will be easier when it comes to grading, but it also lets the students feel some of the frustrations I will feel when I am grading their papers. This usually causes them to take a little bit more pride in their work and often times, I will have the students make a great effort to revise.
To peer edit, I will have the students switch their papers with their shoulder partner. The students are already in a mixed ability arrangement. The struggling students will work with a "medium" leveled student. This way, the struggling student is more likely to provide some feedback for his or her partner. If I pair a struggling student with a really high student, it would not be a beneficial activity for either.
I will review the steps with the students and have them create a place to record compliments and suggestions for their peer's paper.
Next, I will have the students switch papers, encourage multi-draft reading and circulate through the room to provide guidance and model giving feedback and making revisions. This is usually a very busy time for me. Most students are unsure of their ability to revise and often need validation from me that their suggestions are correct.
Peer editing is one of the most powerful tools to use in the writing process and I love to see them in action.
Once they have edited their papers, I have the students conference with their partner. Each partner gets about five minutes to review what they marked on the paper. This is EXTREMELY important to the process because it allows the students the ability to explain their thoughts and defend their ideas. We discuss that they are the writer and in the end it is their decision what they change or what they don't change.
When they have completed the conference, I will allow the students to work on their drafts.
Since peer editing today was a first for many of my students, I want to see how they felt about the process. What was difficult for them, what was easy? I will have them complete a Closure Slip. I can collect and use their thoughts for future planning.