Daily lesson plan

Student Teacher: Zeina Jhaish

Lesson on: Tuesday, November 3rd, 2020

Group: Grade level /Program: Advanced Period length: 80 MINS

Secondary 3 English

Goals for the period (what do you want students to “walk away with”?)
By the end of the class the students will complete the process of peer editing another student’s text through
a checklist. By the end of the class the students will also start to incorporate their peer’s edits into their final
draft. The students will understand the transition between having rough copies of text to starting a final
copy.
à I’ll know they can do this when I evaluate their progress in class for completion and grade their final
drafts.
Competencies to be developed: Evaluation criteria (What will you EVALUATE today?)
C1 ✓ Through communicating any C1: ✓ Interacts with peers and teacher in specific contexts
necessary information with peers about
edits in the draft C2: ✓ Interprets the relationship(s) between reader, text and context
C2 ✓ Through reading peer’s work and in light of own response(s) ✓ Integrates reading profile, stance and
making interpretative changes strategies to make sense of a text in a specific context
C3 ✓ Through developing the written
text draft and improving ideas to C3: ✓Adapts a process to produce texts in specific contexts
finalize into a final draft

Period Start-up Routines

 Taking attendance
 Tell students that we will work on peer edits today
 Remind the students that the final copy of the project is due at the end of the next class.

Activity Min.

The teacher hands shows a video about expressing a memory so students can be
reminded of how to detail their memories in their drafts. The teacher then recaps the 9 minutes
significance of slowing down time in writing and tells the students that they should
include this narrative in their writing.

https://youtu.be/iqAee-QsjMU
The teacher then projects a hand-made copy (in appendix below) of a peer edited draft 10 minutes
of their own. This story was previously mentioned in class; the students get to see it in
writing and how this story is peer edited. The teacher highlights the corrections in
grammar, punctuation, capitalization, and more (comments and observations).
Teacher explains peer-edit checklist (Appendix II) along with examples of comments 10 minutes
(Appendix III) and hands it to the class.

Students peer edit their peers’ works. The teacher helps the students stay on track and 40 minutes
make sure they are completing changes for their peers.

The teacher finalizes the lesson with instructions: the students must incorporate what 5 minutes
they find appropriate from their peer’s editing into their final copy of the project

Teacher reminds students of the final copy’s due date. Teacher wraps up the class. 2 minutes

End of class reminders / routines ... hook them for the next class
Remind the students of the upcoming due date of the final copy of the project.

Anticipated Problems:
1- Students do not bring in their rough copy
Solutions:
1- The student will write a basic outline of what they wrote and work with their peer on what details
might be missing that the student can incorporate in their rough copy. I would also ask the student
to share their rough copy with their peer and edit on their own time if the peer agrees.
Materials:
Handmade example of peer-edit
Peer-edit checklist

Homework (to assign and collect):

Final copy of the project due at the end of next class.

APPENDIX
APPENDIX I
Appendix III
Appendix II

PERSON AL W RITIN G

Se lf an d P e e r Ed itin g Ch e cklis t

Instructions:

The best way to avoid mistakes in your writing is to edit your work alone and to have someone else
look over it.

Please use this checklist to help guide you through the proofreading process.

Spell check! There should be no spelling errors

The student’s name and group are at the top of the first page

The date and title are on the document

There are no mistakes with homophones (e.g.: “they’re/their/there” or “it’s/its”)

Subject-verb agreements are respected (e.g.: “I like dogs.” “He likes dogs.”)

Punctuation is used correctly

Verb tenses are consistent

Letters are properly capitalized (e.g.: the beginning of the sentence; months; “I” and never “i”)

The text is engaging and highly readable (grammar and syntax are clear)

The text meets the standards of personal writing (narrative, or memoir)

The text appeals to some of the five senses (touch, taste, sight, smell, hearing)

The text is approximately 350 words

You and your partner have read the text to yourself out loud!** (The best way to notice

mistakes!)

Make sure that every box has been checked

before you hand in your final copy!

Source: A. Sipos