MINI ESSAY, EDITING AND PEER REVIEW LESSON PLAN

Objective: SWBAT craft their own persuasive essay. SWBAT provide feedback on a peer’s persuasive essay.

Materials: Peer review hand out (15 copies), extra copies of rubric (incase students lost their copy), overhead of student review group

Adaptations/Modifications: Check for understanding frequently with all students due to ELL status. Kari (IEP) to pre-teach material, reinforce vocabulary, and extend time for homework up to two days. Erika (IEP) extended time, regular breaks, quiet setting for testing, and shortened assignments. Brianna has the option to test in an alternative environment.

Literacy: Students will be creating their own persuasive essay, using terms and strategies previously learned. They will be expected to thoughtfully craft a written argument, using their own examples and knowledge. Students will also peer edit, and thoughtfully provide feedback to strengthen a partner’s argument.

Set: “Please pull out the rough draft of the essay you were to have completed last night. I will be walking around to check that you have it with you.” “Today we are going to be helping our classmates finish their essay by providing thoughtful feedback. Remember the rubric that I handed out to you? Let’s pull that out and refresh our memories for what we are being graded on.” I will put the rubric on the overhead and summarize the information that is expected. (10 min)

Application: I will hand out the peer review sheets. “Please look over this peer review sheet. You will be filling in out for a partner that I assign to you. Let’s read through the directions together.” I will demonstrate how to fill out the paper, as well as common symbols to use for editing that are included on the peer review form. “Are there any questions?” “Great. Please get into the following groups” I will place the grouping on the overhead. “The next 15 minutes of class time is yours to look over your partner’s paper. Please fill out the sheet as you read through their paper, making sure to use the editing symbols we have spoken about.” I will walk around to check with students, answer questions, and make sure they are on task.

“The last 15 minutes of class is now yours to work on revising your own essay. Please look over what your classmate shared with you, and begin rewriting your argument. Please raise your hand if you have any questions and Mrs. Brown and I will come help you. Please remember that a final draft of your essay will be due tomorrow.” (30 min)

Evaluation: “Please pull out your reflection journal. For the next few minutes, please free write about how the peer review process went. Did you like it? Why or why not? Would you want to do it again? Why or why not?” (5 min). Decided to cut out this section to allow the students more time to finish their essay.

Closing: “Thank you for your hard work today. As I mentioned earlier, your final draft of your essay will be due tomorrow. Please write double spaced, in your neatest handwriting. Are there any questions?” (5 min).

Reflection: This lesson actually went most exactly to plan. However, due to students being gone on Monday, I needed to dedicate some time to catch them up. I reviewed the essay requirements, answered questions, and gave the students the majority of the time to peer edit and begin working on the final draft of their essay. I spent covering the essay requirements with the students who missed classes. Otherwise, this was a very productive class. Students worked hard, although I did need to re-explain the peer edit document in detail to a few students who were confused. There were, thankfully, no issues with behavior (even Cesar who usually needs to be reminded more than once to keep working or get back on task). Overall, this was a very productive day, and I was so proud of the students. Did not have time for the quick write today, instead allowed students to work on essay until end of period. Overall I felt this lesson was very successful.