Lesson 9 of 12
Objective: SWABAT peer-review using a rubric and make idea level corrections on analytical essays. Students will also have the opportunity to see how other students chose to structure their argument, providing insight into the writing process.
In this lesson students use a rubric to peer-review a literary essay about an argument from Beowulf.
I begin the lesson by introducing the rubric students will use to peer – review. I instruct students to read the paper as though I was grading it using this rubric. I go over the different categories on the rubric, explaining the difference between 'Argument' and 'Clarity', that in order for an argument to work there must be 'clarity' which comes through in the supporting sentences.
I also instruct them to read two or more essays and as they read to compare the structure their peers used to construct their paper with the structure they used.
Approximately half of the groups are ready to peer-review at the beginning of class and they group up in one part of the class. Two other groups are ready to peer-review about mid-way through the class, which means they were only able to read one other essay this class period.
The rest of the groups are finishing their rough drafts. I spend most of my time with this group as it seems that they are struggling mostly with quotes and conclusion.
When I do visit the peer-review group I notice they are commenting on each other's papers using the comment function in Google docs and that they are using the paper copy of the rubric I handed out to them.