Narrative Writing Workshop: Peer Review and Revision

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SWBAT develop and strengthen writing through revising and rewriting after participating in a peer revision workshop.

Big Idea

It is good to get another pair of eyes on your writing. Let's workshop together!


10 minutes

We will start class with ten minutes of reading time. I will read with the students during this time.

Rubric Review and Worktime Instructions

15 minutes

Before I have the students move into workshop groups, I will spend a little time reviewing the rubric.

I am using a rubric from for a couple of reasons. First, it is nice to use the tools provided by the website we are paying to use. Second, and WAY more importantly, it is a great rubric because it uses the specific language of the standards. I will be grading them on all the subcategories of CCSS.ELA-Literacy.W.9-10.3 and each category of the rubric correlates to one of these categories:

I've added a few other categories because this specific assignment also asked students to include elements of Dickensian style. Additionally, I want to give them credit for going through the revision process (CCSS.ELA-Literacy.W.9-10.5).

I will highlight the major categories and ask if there are any questions about how they will be assessed on their final drafts. I am anticipating that they will be fine with all of this as we have been building towards each of these skills through our daily writing/work time.

Peer Revision Workshop

20 minutes

Once we've reviewed the rubric, I will allow student to choose two or three peers to work with. I will ask them to provide written feedback for their peers directly on the rough drafts. I will encourage them to use the rubrics as a guiding document for their revision work. I will visit groups and check in on progress while they work. I figure the best way to make sure students are meeting the standards I want them to meet is to revise based on those standards. Hopefully using the rubric to guide their revision process will help them meet those standards. 

Additionally, I will ask students who do not have a draft to work on writing one in class. I will require them to stay in their assigned seat and to work independently. I will mark off that they were unprepared and encourage them to finish soon so that they can get a friend/parent/person to read and review their drafts before they start working on their finals.

Wrap Up and Next Steps

10 minutes

I will call them back together a little earlier than normal today to review dialogue format with them. This is a consistent punctuation and formatting issue with student writing, so I am hoping that reviewing how to lay dialogue out on a page in a whole group format will help to alleviate any problems in their final drafts.