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 edited and revised our own writing using a rubric, today you are going to set goals based on your writing partners’ feedback and by reviewing your last project.
Teach: I will say, I am going to practice the skill of using other people’s advice on my writing. I am going to use the strategy of looking at my last graded project and peer feedback. The process I will use is as follows:
1) Give my writing to my peer editor
2) Read over their comments
3) Read over my last graded essay and read my teacher’s comments
4) Set goals for myself for another draft of this piece of writing and for future pieces of writing on the rubric.*
Then I will show the students how I use an anonymous student’s peer feedback and graded essay (from a different class) and set goals based up on this (for two goals).
*Students will be writing about their invention using four different text structures. They will use their goals for the other drafts and then put it all together for a final product.
Active Engagement: I will say, “Now turn and talk with your partner and give me an example goal you could set for the next two standards (meaning I have only modeled two). I will ask at least 3 levels of learners (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard). Here is Mya's explanation of why she prefers Peer Editing.
Closing of Active Engagement: I will say, “Remember successful writers practice the skill of using other people’s advice on my writing. They use the strategy of looking at their last projects and peer feedback in order to set goals.
Independent Practice: Students will be then be directed to trade their writing with a peer editor and write comments on the rubric (10 minutes). Students will then be given back their last essay and be directed to write goals based on my feedback and goals from their peer editor (5 minutes). They will then start a final draft of compare and contrast text structure.
I am not going to confer with them except to point to the feedback. I want to see how they independently use feedback. I will of course help them out if they do not understand my feedback, but that will be a lesson for me in how I give feedback to students.
Partner Work: Students will be directed their editing and revising with their partner (same partner that gave them feedback. I will say, “Decide who will be partner A and who will be partner B. Partner A you will share by compare and contrasting (putting in the theme whenever possible :) ) your first draft to your next. Partner B, I want you to listen if Partner A made changes according to your feedback. Give your partner feedback as to how they could make additional changes, you could say, “Maybe you could try....” Then switch.”
I believe that the end of the lesson should be an assessment of the days’ learning; therefore it should be independent work. I always end class with an “exit ticket” in which students write down the response to a question.
For closing today I will ask,
What are your goals for your writing? How did you meet those goals today?