Lesson Plan Block 10

 

Block 10 (One or two lesson plans)
Learning Targets: Students will be able to:

·      Generate helpful, assignment-specific feedback (in regard to argument, evidence, analysis, conventions, organization, and voice) on their peers’ papers.

·      Receive feedback on their papers that jumpstarts the revision process, helping them pinpoint specific strengths and weaknesses in their writing.

Common Core Standards Alignment: CCSS.ELA-LITERACY.W.11-12.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.W.11-12.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)

CCSS.ELA-LITERACY.W.11-12.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Hook:

 

 

Writing prompt:

·      Describe what the writing process has been like so far. What do you think are your first draft’s strengths and weaknesses?   What elements would you like to discuss today from your peer review partner?

Scaffolded learning activities: ·      Lots of students (and teachers!) have strong feelings one way or the other about peer writing workshops. For many reasons, I think they are exceptionally helpful, in terms of decentering the classroom, enabling students to look at writing with an objective eye, getting students to talk about their writing in productive ways, etc.   Of course, they can also derail pretty quickly! Framing them well is critical; maybe it requires an extra part of a class period in which you model for students how to provide effective feedback. I also think it’s helpful to get students out of the mentality of merely line-editing each other’s papers. One way you can do this by having students draw lines down the margins of each others’ papers and making a “margins only!” rule.

·      Put students into pairs, have them swap papers, give them time to read and write a few notes in the margins. Then have them write or type personal letters to each other (including “Dear [Name],” and “Sincerely, [Name]” using the language from the assignment sheet as a guide, explaining what was successful and what could be improved for the final draft.

·      Have students discuss with each other the content of their letters.

·      Depending on the dynamics of your classroom, you could have students take each others’ papers home to analyze and then give them a class period to talk about their feedback the next day. However, if you have high absentee rates, this could be problematic. There is also the option of having students provide feedback for each other via Google docs, with comments in the margins.

Independent application: Final draft of literary analysis paper.
Materials: Journals for students.
Accessibility: ·      For students who are easily distracted, a room where some people are trying to read and generate good feedback and other people are excitedly discussing aspects of their papers could be very frustrating. Think about spaces (in the hallway, in the library, a study hall etc.) where certain groups of students could go to be less distracted.

 

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