Lesson: Peer Editing
Connection (3-5 mins): Students should be seated on the carpet with a partner. They will be expected to turn and talk to this partner throughout the lesson. Researchers, for the past two days we have focused on editing our research papers. Today, is our last and most important day of editing. It is the final day before we publish our finals drafts. This is our last chance to make any corrections in our writing. Today, we will partner edit our papers using a checklist.
Teach/Active Engagement (10-12 mins): Teacher places research paper checklist on the overhead. This checklist will be our tool for editing today. Teacher calls on students to read each line of the checklist. Today, we will model what it looks like to be a good peer editor. Teacher has two students come to the middle of the carpet in a fish bowl setting. They should bring their rough drafts of their research papers to the carpet.
The first step in peer editing is to have one partner read aloud their research paper. This allows their partner to hear any big mistakes. The two students in the middle of the carpet model this process. Teacher stops students occasionally when the partner notices a mistake. If other students notice a mistake, they may raise their hand to discuss as well. I love the feedback you were able to offer your partner, now we must look more closely at the paper. The same partner will read the paper, checking for spelling and sentence structure. I try to choose these students before the lesson and photocopy their essays to place on the overhead for all students to see. The partner goes through the checklist to mark off what the student did correctly.
Writers, what did you notice about how those students edited each others papers? Students share our responses and teacher charts the responses. Responses could include, they were respectful, they gave feedback, they used the checklist, they read aloud and to themselves, and they make corrections on the paper by marking out the text instead of erasing. Teacher may add any other bottom lines to this chart that students may not notice or did not include in fish bowl activity.
Now that you all had a chance to see what peer editing looks like, it’s your turn to try. With your partner you may return to your seats with a checklist. Take turns editing and try to give honest feedback to your partner.
Workshop Time (15-20 mins): Students return to their seats with a partner. They take turns reading their research papers out loud to their partner. Each partner gives feedback on the paper and checks off items on the list. By the end of workshop time, each student should have checked off the entire list and made corrections to any mistakes still present in the paper. Teacher should circulate during this time to ensure students do not need help with corrections
Exit Slip/Share (3-5 mins): There is no formal exit slip for this lesson. However, the teacher should collect edited rough drafts from students. I would suggest teachers add any extra corrections to these papers before the next lesson. Students will use this rough draft to publish their final paper.
Reflection: Peer editing is one of my favorite activities in class. Students enjoy having the freedom to discuss their papers together and I find that they notice more mistakes when editing with a peer compared to editing with a peer. As this is the final edit, I would skim through my students’ papers again before allowing them to publish their final copies in the next lesson.
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