Reflection: Student Grouping Writing Our Sloppy Copies and Peer Editing - Section 3: Finishing Sloppy Copies and Peer Editing


Today's lesson addresses standard W1.5. What makes today's approach rigorous for the students is that they need to respond to their peer's suggestions in order to improve their writing, which requires a lot of sophisticated thinking. In fact, evaluation is at the top of Bloom's taxonomy of higher order thinking.  There is going to be a great deal of active learning going on when the students are working in peer groups.

I am trying to group my students heterogeneously.  I want a high achieving student grouped with a lower achieving student.  When peer editing, my high achievers are challenged because they are actually teaching my strugglers the language conventions in writing.  Again, if you think about Bloom's taxonomy, you will remember that a sign of truly understanding a concept is that you are able to teach that concept to others. The strugglers get to have 1 on 1 attention and learn how to better their writing with their peer's help. As I've said before, editing is a skill that will improve over time.  I am also going to continue to model for students how to give each other feedback in the peer editing process, so my students who aren't good at editing just yet will receive more opportunities to see good examples of how to offer feedback to each other.

  Grouping Your Students To Edit
  Student Grouping: Grouping Your Students To Edit
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Writing Our Sloppy Copies and Peer Editing

Unit 4: Analyzing Author's Craft and Expository Writing on Crabs
Lesson 5 of 6

Objective: SWBAT write a sloppy copy using their flow map and then help a peer to edit their writing.

Big Idea: Students transfer their writing from their flow map and then help a partner to reread for meaning and check for mistakes

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