The Story of Ruby Bridges: Evaluating Our Work

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Objective

SWBAT present their answers to text dependent questions and ask for feedback about their work. They will also be able to evaluate others' work on a rubric and present thoughtful insight for improvement.

Big Idea

Evaluating one's own work as well as others' is an important life skill.

Reminder....

10 minutes

When students enter the room today, the Smart board is on, the ELMO is set and they know that today they will be presenting answers for evaluation.  There isn't time to present all the answers, so I will allow the students to choose the answer their classmates evaluate.

Before we begin, we need to review the characteristics on each level of the rubric.

A note here:  I do not have a formal rubric for this work.  We use the general scale that occurs on the Ohio Achievement Assessment.  There are two point answers and four point answers.  A two point answer is restated, has a correct answer "from your head" and a corresponding piece of evidence from the text.  A one point answer is usually missing a part or has an incorrect part. A zero does not address the question or is completely incorrect on every level.  

I remind the students of the 2, 1, 0 rubric and that any feedback must be framed positively. There will be no laughing at anyone's work and that the goal of this exercise is to help our classmates get better at answering questions AND to practice evaluating work so that we can get better at evaluating our own work.  

Under the Camera....

40 minutes

I begin with a volunteer to share.  Again, we don't have time for students to share all of their work, so each student can choose the answer they want to share.  When it's their turn, they bring their paper to the ELMO and read the answer they've chosen.  After they read, I instruct the class to grade their answer and hold up the number of fingers that corresponds to the grade they would give it.

It is at this time, that I look around and survey the fingers.  If I see any outliers, I call on the person to justify the score they gave.  I then choose a few from each of the other groups and have them do the same thing.  Finally, I have the student who's turn it is ask someone for an idea of something they could do to improve their answer.

We move on through the class until everyone has had a turn.  

A note here:  It is important to be sure that while one student is presenting, the other students are NOT fixing their answers.  In fact, one thing that would help this is for you to hold the papers and hand them out as the students are called to share.  Be sure to collect them back before the student returns to their seat.  

Second Chance....

10 minutes

After each student has had a chance to have their work evaluated, it is time to take the advice of their classmates to improve their work.  I have them pick either the answer they shared (makes the most sense to me) or choose another answer (maybe they heard or saw something they liked during class) to improve.  They will turn this answer back in for a grade.

I give them time to work, collect the papers and send them on their way.