Peer Review: A Day Reading Another Paper
Lesson 15 of 16
Objective: SWBAT evaluate the claims and evidence, as well as reasoning and organization, of their classmate's essay by providing peer edit feedback.
As students enter the classroom, I welcome them and hand them a copy of the Persuasive Paper Step 7: Peer Edit directions. In very large letters on the front board, I have written "TURN IN YOUR ROUGH DRAFTS HERE." After the bell, I welcome them to National Bologna Day, and remind them that today is about honest feedback, NOT "bologna" on the peer edit. As always, Daily Holidays are observed to foster a sense of community, collaboration, and open communication in the classroom.
Students turned in their rough drafts after entering the classroom, and I ask them to read over the Peer Edit sheet and the pages in the textbook defining the capitalized terms. During their review, I count the number of students turning in their drafts on time and making them as "in." Once I know how many, and who, will be working on the peer edit today, I pass them out to the students in class, and go through the peer edit directions with them in order to answer any questions they may have. Depending on student engagement and reaction, I may read it with them, I may ask if they have any questions, I may just quickly call on students to review the capitalized terms. Today's focus is on communication: revising and editing, if needed trying a new approach, in order to address what is most significant for the purpose of establishing and supporting their claim (W.9-10.5).
I also want to focus on peer-to-peer communication, and this is why I drew the connection between "Bologna Day" and peer editing. I have noticed that when working in pairs, students easily get off topic. By specifically directing them to evaluate each others' point of view, reasoning, and use of evidence (SL.9-10.3) and then turn around and present those back to their peer clearly, in order for their peer to follow their line of reasoning (SL.9-10.4), students will see that pairs work can--and should--be focused on class, and not quickly veer into off-topic conversation. Much like the process of writing is to strengthen my students' abilities to communicate (in writing), the peer-editing is to strengthen my students' abilities to communicate (in conversation).
Students who are unprepared will only receive partial credit for their rough drafts when they are turned in, and will spend today working on the draft in class, necessitating them to find another peer to edit their paper (conveniently, we offer peer editing from the National English Honor Society once a week).
While students are reading and discussing each others' papers, I circulate the room, especially listening for what kinds of feedback they give each other, and making sure in-class conversations are on-topic.
With two minutes remaining in class, I ask students to let me have their attention. I remind them that we will be in the computer lab tomorrow to work on their works cited page and to begin revising their draft if needed. For homework, I ask them to review the "Works Cited Reminders" worksheet and begin making any changes to the draft that are needed.