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Macbeth Lesson 11
Anne Mooney
Writing about Macbeth: Giving and Receiving Feedback
I. Setting the Stage: What are your measureable objectives and assessment?
A. Curriculum Framework Standards: Which MA Curriculum Frameworks address
your topic content and objectives?
o W.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience. (Editing for conventions should demonstrate command of
Language standards 13 up to and including grades 1112 on page 67.)
B. Generative Topic: What is the focal concept or skill of the lesson?
Writing as a Process: Giving and Receiving Feedback
C. Measurable Objectives: What do you want students to know and be able to do?
o Students will be able to develop and strengthen their soliloquy when the receive peer and
teacher feedback.
o Students will be able to strengthen their writing by looking at what their peers did in their
pieces and seeing if there is anything they would like to imitate.
D. End of Lesson Assessment: How are you going to assess students understanding?
o Students will complete an exit slip to explain one thing they plan to revise after their peer
review activity.
II. Content of the Lesson
A. Content and Skills: What do you know about what you are planning to teach? o Map or
outline the underlying principles, concepts, skills, or strategies that you will teach in an
organized fashion
o The peer feedback activity that students will be partaking in is developed from a peer
feedback activity adapted by Tanya Rodrigue from Peter Kittles article, Reading
Practices as Revision Strategies: The Gossipy Reading Model. Tanya Rodrigues peer
feedback activity is called Gossipy Reading as Peer Response. Rodrigue argues that
this method of this peer review is effective because the writer can hear their words being
spoken and see if there any places they, as listener, feel they need to change. From this
gossip session, Rodrigue says, the writer will be able to identify parts of his/her paper
that he/she should keep, discard, clarify, elaborate on and/or add.
o The skills that students will need in order to complete this lesson include:
o Ability to read their soliloquy aloud.
o Ability to take notes on their partners paper.
o Ability to determine where they get confused or where they especially like parts of
their partners writing.
Students will do the peer review activity. Teacher will circulate during this activity to
make sure students are staying on task and also keep time, making sure each student has
13 minutes for their writing.
C. Extension and Enrichment Activities during Class Time: How will you extend the
learning of students who finish tasks early?
o If students finish early, they should begin their revision process.
D. End of Lesson: How will you help all students process the experience? (5 minutes)
o Students will answer the following exit slip: What is one thing you are going to revise as
a result of your peer review activity?
o Homework: Revise your soliloquy based on peer and teacher feedback (Teacher feedback
is posted on Google Docs)
Appendix A
Supplementary Materials: Summative Assessment Handout
Appendix B
Supplementary Materials: Peer Review Handouts
Pointing What seems most important here is / What seems to be missing here is
Extending You could also apply this to / What would happen if you
Suggesting If I were you, I would add / You could move this part
Things we dont want to hear right now (since this isnt a final draft):
I like it.
I hate it.
Its okay.
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Appendix C
Supplementary Materials: Closing Material
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