Picking a Draft for the Final (Day One of Peer Editing)
Lesson 12 of 15
Objective: SWBAT will receive feedback from their peers in order to make their writing stronger.
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, “We have written three drafts and how we are going to pick one to work with for our final.
Teach: I will say, “In order to pick the draft for persuasive essay, I am going to practice the skill of using peer feedback strategy picking a draft that is my best example of persuasive essay. The process I will use is as follows:
1) Read through my drafts
2) Decide which one I want to work with
3) Revise and edit my draft based on the checklist
4) Ask for feedback from our peer for further revisions.”
I will then show the students how I read through my drafts and pick the one that I want to work with the most. I will show them my thinking about choosing the one that I feel most passionate about. I will then read through the checklist and feedback (that I will manufacture) from yesterday’s lesson and revise part of my paper. I will then have a student sample and show them how I use post-its to give the student feedback for the first part of the essay.
Active Engagement: I will read the rest of the essay, then say, “Turn and tell your partner two things you would give this student feedback about.” I will check for understanding by asking my different levels of learners (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard).
Closing of Active Engagement: I will say, “Remember In order to practice the skill of using peer feedback, writers use the strategy of picking a draft that is their best example. They then revise and edit their drafts based on what makes a great persuasive essay, then ask for feedback from their peer for further revisions.”
Independent Practice: I will say, “Now you are going to pick the draft that you want to work with and revise it based on the checklist.” They should revise at least 15 minutes if not more. As they are working independently and quietly, (I like to play classical or smooth jazz for“writing”music (I just create a play list on Pandora Internet radio) I will confer with them about their writing).
Partner Work: After about 15 minutes of writing, I will have students stop and switch papers, based on the writing partners I have prearranged at the beginning of the unit or a peer that they are comfortable with. I will students ask for peer feedback on what aspect of the checklist they would like advice about. I am going to give the students post-its and have them write their feedback on the post-its and place it under the sentence in which they thought of the feedback. Then they will give the paper back to their partner. I will confer during this time as well.
This is the just day one of peer feedback, we will do a second day based on the rubric.
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.
Closing: For today students will answer; “What piece of peer feedback was important for you to think about for your final draft? What piece of peer feedback was the least helpful and why?”