Using Peers and Published Texts to Enhance our Writing
Lesson 9 of 11
Objective: SWBAT put the final touches on their text structures piece by using a peer editor before they compose a final draft.
In my lesson openers I always have a "connect" in which I connect students' thinking about yesterday's lesson to 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, “Yesterday you started putting your text structures together into a rough draft. Today we are going to edit and revise our writing in order to ensure we are being clear and logical.
Teach: I will say, I am going to practice the skill of editing and revising my writing with a peer. I am going to use the strategy of reviewing it myself and then having a peer review it. The process I will use is as follows:
1) Read over the rubric
2) Use the mentor text from yesterday or another example from today*
3) Annotate with a readers marks changes I need to make for revising and editing
4) Have a peer editor read for feedback
5) Rewrite my piece
I will have a student volunteer read over the rubric while the rest of the class follows along. Then I will show the students how read through an anonymous student’s paragraph, edit and revise with readers marks by following the rubric. I also want to point out the part of the rubric that says “creatively organized.” Therefore on the mentor texts I am pointing out how the author used heading, captions, pictures and drawings.
*Here is an explanation of this awesome website Newsela, in which I found other mentor texts.
Active Engagement: I will say, “Now you are going to read your own writing and annotate the changes you need to make. After about 10 minutes I will ask my different levels of learners what they edited or revised for in their writing (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 it is always important to read over your writing in order to understand if you were clear and coherent. Successful writers review the requirements of the structure they are writing in and edit and revise in order to complete another draft. They then give it another “set of eyes” by having a peer read over it before finalizing a draft.
Partner Work: Students will then give their writing to their writing partner with the rubric. The peer editor will look over the writing and make comments on the rubric. They will be directed to do this silently in case student are still editing and revising it.
Independent Practice: Students will be then be directed to start their final draft while confer with them.* 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).
*They may not get to this part today, therefore I will give them the next day to start their final.
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.
For closing today I will ask them; “What is your plan to finish one draft of your final tonight?” What do you need to concentrate on as a writer?”