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Name: Logan Klepac

Subject: English

Date Taught: 2/24/16


Grade: 9-10

Length of Lesson: 55
minutes

Lesson Topic/Title: Peer editing/ Revision process

STAGE 1: DESIRED RESULTS


Content
Standards
(GLCEs, HSCEs,
Common Core)

CCSS.ELALITERACY.W.910.2.E
Establishandmaintainaformalstyleandobjectivetonewhile
attendingtothenormsandconventionsofthedisciplineinwhich
theyarewriting.
CCSS.ELALITERACY.W.910.3.C
Useavarietyoftechniquestosequenceeventssothattheybuild
ononeanothertocreateacoherentwhole.
CCSS.ELALITERACY.W.910.5
Developandstrengthenwritingasneededbyplanning,revising,
editing,rewriting,ortryinganewapproach,focusingon
addressingwhatismostsignificantforaspecificpurposeand
audience.(Editingforconventionsshoulddemonstratecommand
ofLanguagestandards13uptoandincludinggrades910here.)

Understanding
Goal(s)

I can:
Read and revise a previous piece of literature I wrote.
Understand the difference between necessary
information and unnecessary information.
Better not only my own writing, but others as well.

STAGE 2: ASSESSMENT EVIDENCE


Formative Performance Tasks
(what the student does): Students will be
given a handout of the PowerPoint with
past student examples and will be asked
to follow along/participate. In addition,
each student will be assigned into
groups (table groups) and will be handed
a paper that is not theirs, but a member

Formative Observation (what the


teacher looks for, listens for, says or
does): I will be looking for student
engagement and participation when
going over the revision process together.
I will also be asking questions about
what needs to be changed and how they
would change it. When it comes to the
1

of their groups, to revise.

peer-editing portion of class, I will be


looking for positive feedback as well as
students filling out the peer editing
sheets.

Formative Questions:
1. What did the student do well in his/her work?
2. What improvements/ suggestions do you have?
3. Identify at least one piece of good writing in the paper.
4. Come up with one question for the student that you have about
his/her paper.
5. Underline the thesis statement/ theme(s) of the paper.
6. Identify any literary devices.
Summative
This will come when the final draft is turned in, at the end of
the week.
STAGE 3: LEARNING PLAN
Time
2-3 Minutes

3-5 Minutes

15-20 Minutes

20-25 Minutes

Activity
Anticipatory set Students will be asked as soon as they get to
class to find their seat. I will ask them to,
Take out a sheet of paper and write down what the word
revision means to you.
After asking them to write out what revision means, I will call on
studentsby raise of handand write their answers on the
whiteboard (i.e.):
Jon what did you write down?
Once I have accumulated my students answers, I will pull up
the PowerPoint and show them what I am looking for them to
do (by marking up a text in depthmodeling).
I love your answers. Now let me show you what I mean
when I say to revise your papers.
Revision is not only about grammar.
Revision is assessing your work as a whole and
bettering it the very best you can.
Here are some ways to see this in action.
Use different colors when Identifying different parts of
speech (i.e. use orange for similes, use blue for thesis
statement, use green for grammar mistakes)
After students understand what they are doing, I will cut them
loose and have them start the peer-editing process. In their
groups they will share as many times as they can and fill out an
assessment sheet with each paper they will grade (the
2

questions on the sheetattached to the back of this lesson


planare outline above under formative questions).
Students will get approximately 7-10 minutes per paper.
Pull out your papers (three copies) and begin to share
them with your table
Please work silently and if youre done before your
partner raise your hand and notify me
Be sure to fill out as many questions on the revision
sheet as you can
Switch.

The remaining
time, if any

Teacher
(include
preparat
ion
needed)

Type
PowerPoint

Be sure to take this seriously and mark down helpful


and positive feedback
It is not a bashing session on anyones paper, be
respectful

Closure I will ask students to share what they have learned


about their work and how the revision process has bettered
their paper (i.e. Examples of good writing that youve noticed/
what do you need to improve?)
What did you notice in todays activity that helped your
writing?
In what ways can you take this advice and apply it?
The final paper is due this Friday, February 26.
Materials
Stude
PowerPoint
Handout(s)
nt
Handouts
Pen/ pencil
Whiteboard
Markers (colored)/ highlighters
Projector
Markers

Technology
Rationale
I will use this PowerPoint to model what the revision process
looks like. I will have, theoretical (since this isnt a lesson I am
teaching) papers from past students that I will mark up in front
of my class.

Learning Styles (VARK)


3

Please indicate how you address each of the components of VARK (Visual, auditory,
reading/writing, and kinesthetic). It is not necessary to address all four styles in
every lesson, but you should aim for at least three.
Visual
I will have texts that I will be marking up in front of the class
(changing colors for various mistakes). Students will also
receive two handoutsone will be the outlined PowerPoint, the
other will be the revision sheet.
Auditory
Students will be asked to talk with their partners and I will be
talking through the revision process as well.
Reading/Writing Students will read other works (from other students) and will be
asked to write on them or mark them up to give suggestions
or make grammar corrections.
Kinesthetic
Students, if finished early, may be asked to move and find a
partner to switch his/her paper with.
Accommodations
Please consult the accommodations handout on Moodle so that you suggest
acceptable and relevant accommodations. You must provide accommodations for
at least two students or groups of students. If you believe there are no students
who fit any of the categories you will need to pretend (as its likely they do exist
and you have not yet been able to identify them).

Gifted and
Talented

Learning
Disabilities

For students with GT, I will accommodate them by meeting with


them to discuss their papers. I will ask them to tell me how
their paper was affected by the revision/ editing process and
perhaps get them started on revising their own paper.
For students with LD, I will accommodate them by giving them
extra attention or perhaps meeting with them after class to
make sure they were able to understand the importance/ what
they got out of it.

Emotional
Impairments
ELL
Other

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