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Teacher: Jennifer Owen & Christine Bebout

Date: 02/17/15
School: Walt Clark Middle School
Grade Level: 8th
Content Area: English Language Arts
Title: Peer Review Workshop

Lesson #: _9_ of _11_

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the
standard)
Standard 2: Reading for All Purposes
Concepts and skills students master: 3. Context, grammar, and word choice influence the
understanding of literary, persuasive, and informational texts
Students can:
a. Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
(CCSS: L.8.4)
i. Select and employ strategies to persist when encountering unknown or ambiguous
words or difficult passages
ii. Explain how authors use language to influence audience perceptions of events, people,
and ideas
iii. Explain how word choice and sentence structure are used to achieve specific effects
(such as tone, voice, and mood)

Understandings: (Big Ideas)


Students will understand the importance of editing written work and working collaboratively with
their peers.
Students will better understand the components and workings of speech writing by analyzing
the work of their peers.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction,
select applicable questions from standard)
1. What was gained from having peers review my work and offering feedback?
2. Did I learn anything about my own writing by looking at my peers?
3. Was the feedback I received constructive?
4. Will I be able to use my peers feedback to improve my writing?
Evidence Outcomes: (Learning Targets)
Every student will be able to: Read through their peers work critically and leave beneficial
feedback, suggestions, and comments by focusing on a targeted segment of their speeches.
I can: Competently review my peers work, looking for content, grammar, syntax, and structural
errors, and leave constructive and beneficial feedback to help peers improve their work.

This means: I can help my peers improve their writing, while also increasing my own skills at
editing and reflecting back on my own writing.
List of Assessments: (Write the number of the learning target associated with each
assessment)
1. Students will turn in a reflection at the end of class as a Ticket Out the Door describing:
1. How this peer review workshop assisted with their writing process
2. What they didnt get out of the peer workshop that they were hoping to
3. What the best feedback they received was and how it will improve their final
products

Planned Lesson Activities


Name and Purpose of Lesson
Should be a creative title for you
and the students to associate with
the activity. Think of the purpose
as the mini-rationale for what you
are trying to accomplish through
this lesson.

Peer Review Workshop or Peer to Peer


To practice focusing on specific essay elements in
order to decipher purpose within the whole. To
offer/receive constructive feedback in order to make
necessary revisions prior to assignment submission.

Approx. Time and Materials


How long do you expect the
activity to last and what materials
will you need?

Approximately 47 minutes
Students will need:
A writing utensil
Daily writing journal
Their speech printed out and brought to class
A peer feedback form they will receive in class
(teacher provided)
An additional half sheet of paper (teacher
provided)

Anticipatory Set
The hook to grab students
attention. These are actions and
statements by the teacher to relate
the experiences of the students to
the objectives of the lesson, To put
students into a receptive frame of
mind.

To focus student attention on


the lesson.

To create an organizing
framework for the ideas, principles,
or information that is to follow

We will start class with the daily warm up with the


following prompt:
Suppose the invention of a magical mailbox has
made it possible to deliver letters to any person or
group of people at any time in human history. To
whom would you write a letter? What would you say?
What questions would you ask? Write the letter youd
like to send. (The Daily Spark, p. 100)
Ask students to participate in a Hands Up activity,
where students raise their hands if they agree with the
following questions (or thumbs up/thumbs down):

(advanced organizers)
An anticipatory set is used any
time a different activity or new
concept is to be introduced.

1. I feel confident with where my speech is


at right now and am ready to turn it in
2. I need more time working on my speech
3. I am confused by certain parts of the
speech writing procedure (i.e. thesis/claim,
persuasive tools, evidence, etc.)
4. I would like time in class to work on
finishing and bettering my speech
Explain to students that not only are they getting time
to work on their essays in class, but they also get to
borrow ideas from their peers and better their own
writing by helping each other (2 minutes)

Procedures
(Include a play-by-play account of
what students and teacher will do
from the minute they arrive to the
minute they leave your classroom.
Indicate the length of each
segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

1. Class will begin with the daily warm up in their daily


writing journals 5 minutes, individual practice
2. Once we start with our lesson we will begin with the
anticipatory set (Hands Up) calling for student
participation 3 minutes, whole class participation
3. Handout peer review worksheet and proceed to
explain how this activity will work and why it is
beneficial 3 minutes, teacher input, modeling
4. Allow for 6 minutes for peers to review each others
work before passing their sheet to the next person (4
peers total) 24 minutes total, guided individual and
group practice
5. Allow for group discussion and debrief, allow
students opportunity to ask questions to peers
regarding specific feedback 5 minutes, group
practice, other
6. Students will begin making a plan for revisions to
be completed before presenting the following day 5
minutes, individual practice
6. Wrap up Have students do a quick 2 minute
Ticket Out the Door 2 minutes, individual check
for understanding

Closure
Those actions or statements by a
teacher that are designed to bring
a lesson presentation to an
appropriate conclusion. Used to
help students bring things together
in their own minds, to make sense

After having completed the peer review handout, we


will call the class back to attention and ask students to
hand back the essays to their owners and allow
students to quickly read over the comments. We will
then ask students to participate in a Ticket Out the
Door, going over the questions we would like them to
address:

out of what has just been taught.


Any Questions? No. OK, lets
move on is not closure. Closure is
used:

To cue students to the fact


that they have arrived at an
important point in the lesson or the
end of a lesson.

To help organize student


learning
To help form a coherent picture
and to consolidate.

How this peer review workshop assisted with the


writing process
What they didnt get out of the peer review workshop
that they were hoping to
What the best feedback they received was and how
they will use it to improve the final product

Differentiation
To modify: If the activity is too
advanced for a child, how will you
modify it so that they can be
successful?
To extend: If the activity is too
easy for a child, how will you
extend it to develop their emerging
skills?

We will explain that we would also like students to


underline what they think the essays thesis statement
is, the textual evidence, and main points. We have
several students who have IEPs and 504s, so this
allows for less writing but still actively engages
students in identifying main components in an
academic essay.
Students who find themselves very uncomfortable
with the idea of having several of their peers read
their work may opt to edit their own essays. They will
still be required to fill out the handout and read their
essay critically in targeted points.
Students who are excelling with this activity and finish
editing before the end of the time we can ask to write
overall notes about the paragraph or move onto the
next paragraph.

Assessment
How will you know if students met
the learning targets? Write a
description of what you were
looking for in each assessment.

Monitoring the class, we will be able to stop and not


only answer questions, but also quickly review
students comments on their peers essays. In this
way we will make sure that students are actively
engaged in the activity. Our Ticket out the Door will
allow us to see if students were able to understand
the importance of this activity and what they were able
to draw out of it.

*Original lesson plan created with co-planner and co-teacher of 11th grade English, Kendell
Umetsu (October 21, 2014) prior to alteration for 8th grade peer review workshop

Post Lesson Reflection


1.
To what extent were lesson objectives achieved? (Utilize assessment data to
justify your level of achievement)

2.
What changes, omissions, or additions to the lesson would you make if you
were to teach again?

3. What do you envision for the next lesson? (Continued practice, reteach
content, etc.)

Daily Writing Prompt: Tuesday, February 17, 2015


Suppose the invention of a magical mailbox has made it possible to deliver letters to any person or
group of people at any time in human history. To whom would you write a letter? What would you say?
What questions would you ask? Write the letter youd like to send.

Peer Feedback Form: Peaceful Protests


February 17, 2015 ELA 8

Student Name:
Directions: After writing your name, pass your feedback from and paper to the person sitting across from
you.
1) Name of Introduction Reviewer:

Identify and underline the thesis statement/claim.

Does the thesis statement/introduction restate the prompt? Is it effective/strong?

Is the introductory sentence that hooks the audience effective? Why or why not.

Based on the introduction, what topics or evidence will the speech entail?

What could peer do to strengthen introductory paragraph?

Directions: Pass feedback form and speech to the person sitting next to you when instructed.
2) Name of Main Points Reviewer:

How many persuasive tools are used? Which ones? Are they used effectively?

Are the main points equally substantiated? Why or why not.

Do they stay on focus?

Underline the transitions. Does the speaker use a variety?

Provide feedback on main points.

Directions: Pass feedback form and speech to the person sitting across from you when instructed.
3) Name of Conclusion Reviewer:

Does the conclusion bring the speech to a cohesive conclusion? How?

Is the thesis statement restated, providing an overview of the topics discussed or claims made?

Does the tone of the conclusion match the introduction? Is it persuasive?

Provide feedback on peers conclusion paragraph.

Directions: Pass feedback form and speech to the person sitting diagonal from you when instructed.
4) Name of Evidence/Citation Reviewer:

How many sources are used by speaker? Mark each with a star. How many times are they used?

Does the evidence provided support the claims in each section of the speech?

How do they support the thesis statement/topic of speech?

Are the parenthetical citations used correctly? Are sources introduced in speech to establish
credibility?

Provide feedback on evidence and/or citations.

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