Barberi - Unit Plan - Day 9 Grade/Subject: 8th Grade English Teacher: Andria Barberi Number of Minutes: 50 minutes Lesson

Title/Topic: Peer Editing Dates: 1/17/13 STANDARDS/BENCHMARKS/GLCE/HSCE addressed in this lesson: L.8.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. W.8.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.8.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. OBJECTIVES Through these learning activities, the student will demonstrate the ability to: Students will choose a thesis statement for their arguments. Students will find evidence to support their arguments using their text. Students will compare and contrast their thesis with a counter argument. Students will assess the success of a peer's argument through the peer editing process. Time: ANTICIPATORY SET/INTRODUCTION Clock Appointments: "Clock Appointments!" will be written on the board, and this will be the first thing the students see when they come in the classroom. The students will use clock appointments to find four partners to peer edit with. They have used this strategy for partnering before, but it may be reviewed briefly if necessary. Students will get out a blank sheet of paper and will make clock appointments as soon as the teacher says the key word "time." INPUT Task Analysis 1.) Clock Appointments: "Clock Appointments!" will be written on the board, and this will be the first thing the students see when they come in the classroom. The students will use clock appointments to find four partners to peer edit with. They have used this strategy for partnering before, but it may be reviewed briefly if necessary. Students will get out a blank sheet of paper and will make clock appointments as soon as the teacher says the key word "time." The procedure for this activity is in the materials immediately following. 2.) Rough Draft Wrap Up: The students will have an additional 10-15 minutes to work on their rough drafts if necessary. They should work quietly and rigorously. The teacher will circulate the room to help those who need it. 3.) Peer Editing: Students will meet up with their 3:00 o'clock clock buddy to begin peer editing. They will all have copies of their peer & self editing worksheet to use as they edit. 4.) Peer Editing: Students will meet up with their 12:00 o'clock clock buddy to begin peer editing. They will all have copies of their peer & self editing worksheet to use as they edit. 5.) Peer Editing: Students will meet up with their 6:00 o'clock clock buddy to begin peer editing. They will all have copies of their peer & self editing worksheet to use as they edit. 6.) Peer Editing: Students will meet up with their 9:00 o'clock clock buddy to begin peer editing. They will all have copies of their peer & self editing worksheet to use as they edit.

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Barberi - Unit Plan - Day 9 7.) Revisions: Students will use the remaining 10 minutes of class to make revisions, by writing a second draft of their work based on the feedback they received from their peers. *At any point during the peer editing process students will have opportunities to meet with the teacher. The teacher will also make sure to meet with any student that is an odd student out because of the number of students in the class. 6.) Wrap Up: Right before the bell rings the teacher will remind students that they will be typing up their final draft and posting on the class blog tomorrow. So, if they need additional time to finish their second draft they should do so at home tonight. LEARNING STYLES Linguistic: Students will edit and work with other students during the peer review process. Interpersonal: Students will work together to improve their writing with a number of partners during the peer review process. METHODS Individual writing Peer editing/review INSTRUCTIONAL ACTIVITIES Presenting Information: The teacher will remind students of the goals of the lesson and ensure students are paired up and working productively together. Checking for Understanding: The teacher will circle the room during the writing and editing time, working one-on-one with students as necessary. Guided Practice: The teacher will instruct students on an individual basis as needed during the rough draft writing and peer review process. Independent Practice: Students will work individually on their argument rough drafts, with partners to peer edit, and individually again to write a second draft. CONCLUSION/CLOSURE Wrap Up: Right before the bell rings the teacher will remind students that they will be typing up their final draft and posting on the class blog tomorrow. So, if they need additional time to finish their second draft they should do so at home tonight. REFLECTION Have I given enough time for peer editing and second draft writing? Should I have modeled the peer editing process to ensure students were using the time effectively? ASSESSMENT The assessment in this lesson is formative. The teacher assesses student while circulating the room during the individual and pair work activities. RESOURCES NEEDED CLASSROOM SET-UP: Desks will be organized Peer editing checklist in groups of 2 to facilitate pair work. The Copies of The Wave agenda will be on the white board in the Student notebook paper upper left hand corner. Pencils

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