The Power of Peer Review

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SWBAT develop and strengthen their writing by participating in a peer review workshop for their memoirs.

Big Idea

Writing is only as good as your audience thinks it is. It's essential to give time for students to read and review their peers' writing to make sure it is reader friendly.


10 minutes

We will take our customary ten minutes to read. Instead of reading with the students, which is my typical M.O., I will circulate the room to check off their completed drafts and to check that they have their books and that they are actually reading.

Peer Review Workshop Set-up

10 minutes

To come back to the discussion of imagery and the importance of thinking visually about their writing, I will have the students complete the storyboarding we did not complete last week. Instead of having them do this independently, however, I will have students use these storyboards as a tool for revision.

I made the decision last week to move on to our next unit of study in class and ask the students to complete a rough draft of their written memoir as homework. Today, we will work on revising those drafts collectively (W.9-10.5). 

Each student will be given a storyboard sheet that has boxes on both sides. While they listen to their peers read their memoirs out loud, they will illustrate what they are hearing. This will help the writer to know where he or she needs to add more imagery (W.9-10.3d). On the lines below the boxes, the listener will need to write down a summary of each section. This will help the writer know where more detail or missing elements of plot need to be addressed (W.9-10.3b).

Students will work in partnerships to read and review their writing.

Peer review workshop

25 minutes

Students who have their drafts complete (SL.9-10.1a) will work with a partner of their choosing to read and review drafts of their memoirs. I am letting them choose their partners because I want to be sensitive to the potentially personal subject matter in their writing.

Those students who don't have their drafts done (which will hopefully not be many of them), will work independently on writing a draft and/or filling in their storyboards.

I will circulate the room to guide their discussions (Sl.9-10.1) and monitor their progress.

Wrap up and Next Steps

10 minutes

After students have read their peers' writing and created illustrated feedback for them, I will have the students return to their seats and use their feedback to draft their own illustrated plan. I will collect these storyboards with their final drafts on Thursday (two days from now).