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Sixth Observation Cycle

Lesson Plan
Jessica Ann Hatcher

Context:
Class​: Fluvanna County High School, Twelfth Grade Dual Enrollment PVCC College
Composition I, 3rd Block (25 students)
Unit​: Argumentative/Persuasive Research.
This lesson​ takes place at the middle of the unit. The students have written a six page rough
draft of their ten page paper. I will be reading this rough draft as a classwork grade to help the
students along and ensure their success on the final draft. Additionally, the purpose of this
lesson is to give the students an opportunity to receive feedback from their peers, keeping them
in motion.
The lesson will take place on ​Tuesday, 31 October 2017.

Objectives​:
From the PVCC syllabus​:
GOAL THREE: COLLABORATION
OBJECTIVES:
1. Students will collaborate with​ faculty and/or ​peers
3. Students will give and receive constructive responses to writing in progress

SWBAT:
1. Read each other’s written work for a variety of aspects, including grammar, citations, and
organization.
2. Reflect on their own written work
3. Identify personal next steps in the writing process
4. Proofread, revise, and edit their own written work

Assessments​:
- Post Peer Review Reflection Google Form (Formative)
- Proofread Rough Draft, Peer Reviewed Rough Draft, and Peer Review Sheet
(Summative)
- 10 Page Argumentative/Persuasive Research Paper (Summative)

Materials Needed​:
- Projector/Computer
- Expo markers to write on the desk
- 2 copies of each student’s rough drafts, one already proofread
- Red pens for students
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- Peer Review Sheet:

https://docs.google.com/document/d/1P0ydbJ-6j_xBxk2g_-Y_6oEq2wBQsE9BYYrJesbl
XBw/edit?usp=sharing
- Peer Review Slides:
https://docs.google.com/presentation/d/10DuCxDvYPoQ25hBW-qSvK8l0p6uQizZLzHIgs
1-NlWI/edit?usp=sharing
- Post Peer Review Google Form:
https://docs.google.com/forms/d/12fwSYktQ8P1XecSSaGo0zvpfdLiPB8DN51YYmKOv5
8E/edit?usp=sharing
- Chromebooks for every student

Technology Note​:
- The students will use chromebooks or their phones to fill out their reflection form at the
end of class. Otherwise, this lesson is fairly technology independent.

Differentiation​:
- The post peer review reflection requires students to goal set independently based on the
feedback that they are given and their own knowledge of the assignment. Each student
will have their own goals based on their own individual needs.

Lesson Steps​:
Beginning Room arrangement:
The students will sit in rows and pairs in alphabetical order (my mentor teacher’s preferred
seating arrangement).

Our BRVGS students, who we have fourth period, and who have a different 10 page paper due
that day, will be sent out to the library. The have a two day extension on their rough draft and
will peer review each other’s essays in their fourth block on Thursday.

Before class, I will mark arrows on the desks in Expo marker that indicate the path that the
papers are to follow when the pass their papers.

1. Opening
I will greet the students at the door.

They will walk into the room and hand me one copy of their rough draft, unmarked, and show
me their other copy, which has already been proofread and has been marked up by the student.
They will keep this second, marked copy of their paper and sit at their assigned seat.

I will then take attendance and make note of those who are absent so that I can make sure they
peer review each other’s papers at a later date.
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2. Instructions
I will give students instructions for the class: explaining how they will pass their papers and the
fact that each time they will be reading for different things.

3. Reading for purpose and organization​.

The first reader will be reading for purpose and organization. I will direct them to look carefully at
the introduction, thesis statement, topic sentences, and conclusion if it is present. They will have
about 15 minutes.

4. Reading for research (quotations, citations, and examples).

The second reader will be reading for research. I will direct them to look carefully at the body
paragraphs, noting whether or not the ideas are supported, whether or not the are supported in
correct and appropriate ways. They will also be making sure that every body paragraph is a
“source sandwich.” They will have about fifteen minutes.

5. Reading for presentation, grammar, and conventions.

The third reader will be looking at the presentation (MLA format) of the paper and the grammar
and conventions. They will have about fifteen minutes.

6. Reading for affirmation and advice​.

The final reader will be looking at what the author has done well in their paper and what they
need to improve on. Specifically, they will look for where the author needs to add more
information. Almost everyone will need to add about four more pages to their essay. This
reader’s goal will be to help them get there. They will have approximately fifteen minutes.

7. Reflection and closure​.

The students will have time to look at the feedback that they have received and write their
reflection in the google form.