Spring 2016_Writing

Peer Reviewing Lesson Plan

Name: Megan Butterman
Grade Level: 6th
Unit: Hero Unit
minutes
Day, Date, and Time of Lesson: March 4th

School: Miller Middle School

Number of Students in Class: 6
Lesson Duration: 55

1. Objective(s): By the end of this lesson, students will be able to peer-review at

least 1 of their peers papers and provide helpful feedback.

2. Colorado Academic Standards:

Standard 3: Writing and Composition
Editing writing for proper grammar, usage, mechanics, and clarity
improves written work
1. Successful group discussions require planning and participation by all
2. Writing informational and persuasive genres for intended audiences and purposes
require ideas, organization, and voice development
a: Demonstrate command of the conventions of standard English grammar and
usage when writing
or speaking. (CCSS: L.6.1)
b: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing. (CCSS: L.6.2)
3. Learning Target(s): I can peer review my partners paper and provide helpful
comments to make their writing better.
4. Assessment: During peer-review and individual work time, I will confer with my
students, read their papers, and track their progress on citations, thesis statements,
word choice, and the other factors listed on their rubrics.
The final assessment will be of their completed papers.

5. Materials:
Copies of peer-review rubrics for everyone
Example peer-review rubric to model
Note sheet for myself to track student progress
Document Camera
Laptops

6. Essential Questions or Big Picture Statement:

How can everyday people become heroes?
Which Civil Rights leaders made the impacts on America?

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Topic Choices:
1. Research a famous hero who made a big impact/difference. First,
provide background information on the person, then explain what
he/she has accomplished, how he/she influenced the masses, and why
this person is a true hero.
2. Research a prejudice or type of discrimination we see today. First,
identify the problem and explain who is involved and why this
discrimination is happening. Then, come up with solutions and defend
these with logical reasoning and supportive details.
7. Introduction/Anticipatory Set: Do Now: What are 3 components of an
effective peer review?
(Answers should include ideas such as positive feedback, close reading, knowing
the requirements, following the rubric, critiques that could better the writing, etc.)
8. Step-by-step Lesson Process
Do Now (10 min)
Will discuss with the students what their ideas are for components of peer
reviewing.
Mini lesson (10 Min)
Connect: You guys have all been doing a great job writing your papers. You may not
be finished with your draft yet, but we are going to start some revising and editing,
okay? Ive noticed that a lot of you are struggling with some of the necessary
components of your papers. And now that weve gone over some of the components
of peer reviewing, I have a rubric that Ill show you all how to use in order to guide
your peer reviews today.
Teach: Use the Doc Cam to go over the components of the rubric and how to use it
with their pairs. I will ask different students to read the headings and connect back
to information that has already taught (Citing your Sites, thesis statements, etc.). I
use a writing sample model to show how to check for a thesis statement and how to
grade it on the rubric (MODELING I do).
Active Engagements: Then I will have students help me come up with feedback to
provide in the comments sections (Guided Practice). What does the thesis
statement need to be better? I will also ask students to describe each component of
the rubric since these arent new concepts to them, but they may need a review
(Check for understanding of content). To model helpful feedback. use a non-model
(how not to say it) followed by what to say can be helpful and a little humorous
Link: So now, I am going to pair you up with another student or group of students to
start peer reviewing. Try to fill out as much of the rubric as possible and provide
clear, helpful feedback. We will be sharing some of your findings from peer
`

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reviewing at the end of class (What was awesome that you saw in the papers, what
you saw that needed work, etc). I will then ask a student to repeat the task back to
me (Check for understanding of process).
Peer Reviewing Time (30 min)
During this time, I will circulate through the classroom clarifying any questions and
checking progress. I will talk with each student individually at least a couple times
(using cooperating teacher as a helper in this process).
Sharing (5 min)
Students will share, first, the things they found that they really liked in their
partners papers; and then, second, the things they found that needed more work
using examples from the papers.
Differentiation: I will check on students who I know may not have finished their
drafts yet to begin with. If students finish quickly, I will really push them to add
detailed comments and read closely. They may also proceed to review another
paper if there is time.
Groupings (differentiated): (watch all students to make sure they are staying on
topic and are able to understand what they are reading)
A will be with D in order for Ds Spanish to be edited properly. While D is having her
paper peer-reviewed, she can work with cooperating teacher on a short mini lesson
for her next topic to learn in English.
C will be with S (Trying to limit distractions and switch up pairings from their last
project)
P will be with X (similar reading/writing levels)