Lesson 3 of 8
Objective: SWBAT: take feedback from peers and create a final draft of their literary analysis essays.
My students hate, abhor, despise revising. I hate, abhor, despise reading "final" drafts that read the same as rough drafts. Somewhere along the line, my students were given the impression that revising means editing the comma mistakes your BFF pointed out.
This, of course, is changing with some careful planning and intentional instruction on my part.
The Guiding Question asks that they consider the value of the peer review session and maybe what they need to change because of it.
I also asked that they review their exit slip from the day before, their Writing Reflection, which asked them to synthesize what their partner said, then to make a revision plan based on that.
My students just needed work time. I'm also very cognizant of the fact that they may have follow-up questions from their peer reviewer, so I prefer not to have them go home and lose that access to their partner.
When they handed in their "final" draft (I cringe every time I say that...Is it ever really final?) , the attached their rough draft where their peer color-coded the topic, sentence, example, and commentary. They handed in their brainstorming chart, their peer review page, and their Double Entry Journal. I wanted to see a holistic process to this essay.
The last thing I had students do before turning in their work was to self-assess. Here they used the same rubric I'll be using to score their own essays. Then, they can make the necessary changes before handing it in.