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Date: 02/17/15
School: Walt Clark Middle School
Grade Level: 8th
Content Area: English Language Arts
Title: Peer Review Workshop
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)
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
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 create an organizing
framework for the ideas, principles,
or information that is to follow
(advanced organizers)
An anticipatory set is used any
time a different activity or new
concept is to be introduced.
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
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
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?
Assessment
How will you know if students met
the learning targets? Write a
description of what you were
looking for in each assessment.
*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
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.)
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:
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?
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?
Directions: Pass feedback form and speech to the person sitting across from you when instructed.
3) Name of Conclusion Reviewer:
Is the thesis statement restated, providing an overview of the topics discussed or claims made?
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?
Are the parenthetical citations used correctly? Are sources introduced in speech to establish
credibility?