Reflection: Student Self-Assessment Revisions and Final Drafts - Section 2: Revisions


Over the weekend I read their papers, making comments on them.  Today they are going to make final revisions, except for the groups that are finished with their rough drafts.  Because it is homecoming week, the students are distracted and impatient. I can tell that any revisions they are making are superficial. Because we are a week behind, and because they are leaving for a college fair tomorrow, I make a note that we will cover revision more in-depth, but at a later date.  Homecoming week will be a time to finish and review Beowulf, which is about as much interest as I am going to get out of them.

One group that is just starting peer-review didn’t write an analysis or try to answer the question; instead, they wrote an interpretation of Hrothgar’s response.  This sent another group into a mild panic because they thought they had done the assignment wrong.  The interpretation is very good, and because the students who wrote it are low level, I explain to them, that while they didn’t do what was assigned, they still worked very hard, and I would be happy to give them a different rubric.  This gave me a chance to re-teach the difference between analysis and interpretation, which I think both groups, had a better understanding of, once they could see the two types of papers side by side. 

  Revising vs. Editing
  Student Self-Assessment: Revising vs. Editing
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Revisions and Final Drafts

Unit 5: Beowulf
Lesson 10 of 12

Objective: SWBAT - use peer comments to make revisions and turn in final draft

Big Idea: By reading other students' paper's students have had the opportunity to better understand the organizational structure of their own papers.

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2 teachers like this lesson
English / Language Arts, epic poem, revision (Writing Process), alliteration, heroes, Kenning, Old English, Literary Analysis, final draft
  35 minutes
student writing
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