In today's lesson, the students will be working a partner to peer edit their argument papers. I really have no idea how much experience they have with peer editing, so I need to assess their background. To do this, I will ask the students to answer a few questions about peer editing.
I will have the students work quietly to answer the questions, then share out with the class. I could use this to group the students and differentiate the lesson. If the students do not demonstrate any experience, I can pull the small group and model the process.
After assessing the students' experience with peer editing, I realized I needed to teach the entire group what peer editing was and the steps we take when we edit.
I will pass out the notes handout and project the handout. The notes are guided notes on peer editing and will provide the students a resource to use when editing a peer's paper.
I really find guided notes important to use with my group of 6th graders. They need a lot of guidance when it comes to taking notes and I feel guided notes provide them with that structure and help them develop the skills that are important when taking notes. I had hoped that the students would be able to demonstrate good note taking skills by this time, but they are still struggling.
I will go through the power point and have the students completed the guided notes as we go.
Once I have given the students the notes, it is time to practice. Although this is guided practice, I am sure a lot of modeling will have to be done.
I will project the slide that asks the students to read through the example paragraph and write three compliments. I will read the paragraph aloud and solicit responses from the students. What are some things I could compliment on? What was "good" about this paragraph? I will allow the students to have some think time and then record their thoughts on the handout.
Once the students have recorded their thoughts, I will have them share in their groups, using a Round Robin. This is important because it allows the students to see what other students thought was positive about the writing and will hopefully help them realize other areas they can provide compliments to a writing piece.
Next, we will discuss and share out as a class.
I will then do the same for suggestions. I will have the students read the paragraph again and then record three suggestions. I will remind the students on the areas they can make suggestions.
I will allow the students time to record their thoughts and then I will have them do a Hand Up, Stand Up, Pair Up to share their suggestions with three other students. This will get them up and moving and allow them to see other areas the piece could use work.
Finally, I will ask the students to share out.
The last step to peer editing is make corrections. I will have the students go back through the paragraph and make corrections to the grammar, spelling, capitalization, word usage and basic sentence structure.
I will allow them about 5 minutes to work with the paragraph. I will circulate through the room and guide as needed.
This is one area where every student will bring a different knowledge set to the activity. Each student will probably have different marks. This is why I display the paragraph onto the board and have the students come up and make the corrections. This provides a great opportunity to review grammar, spelling, and usage rules.
To review today's lesson and to check for understanding, I will have the students review the steps to peer editing with their Shoulder Partners. I will ask them to share why they think it is important to peer edit.