DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION LESSON PLAN - SECONDARY

Teacher Candidate Grade Level 10 Jane Hise Subject/Content: English Language Arts Title Peer Review

CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. Neither the approximately 35% of the class which have an IEP not the remaining 65% have ever been offered instruction related to effective peer review; therefore, this initial instruction will serve as the foundation to future peer review lessons. IEP students will be allowed to refer to the handout when completing the post lesson assessment.

WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: Students will know the difference between large and small problems in an essay. Students will understand how to give helpful advice to peer writers. Reading/Language Walk-Away: Students will be able to give and get peer review advice to improve writing.

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away) Independent paragraph review: Proficiency is demonstrated when students can correctly identify one higher order concern, two lower order concerns, and provide at least one constructive comment addressing a weakness of the paper. Constructive comments are those that offer specific suggestions for improvement.

Modifications/Accommodations

(ELL, IEP, GATE, etc.) IEP: Proficiency standard is the same; however, IEP students will be permitted to use the handout for reference when completing the post lesson assessment.

ACTIVE LEARNING PLAN Activate Prior Knowledge/Experiences Use examples of graded essays (found online or created at home) to show how general comments are not helpful but specific comments with a suggested course of action can guide the writer to creating a better paper. Focus Lesson (I do it) I will demonstrate ways to effectively review a sample essay. I will focus on the essays strengths and comment on how the writer should work on specific areas to improve. Guided Instruction (We do it) Using a similarly flawed essay, I will guide the class through finding the positive qualities of the essay first, and then ask them to identify any higher order problems. Last we will work on lower order concerns and providing effective commentary. Collaborative/Cooperative (You do it together) Small groups of four will collaborate to review a horribly flawed essay. The challenge will be to find strengths and limit the criticism to two higher and two lower order concerns. Each person in the group will be responsible for one of the following: strengths, higher order, lower order, or constructive comments. Independent (You do it alone) Students will be given a copy of a previously turned in essay which was copied before it was graded. Each student will review and provide comments for improvement. Summarization/Closure Explain that peer review will be a frequent event in class because identifying the problem areas in the writing of others will strengthen their own skills.

Modifications/ Accommodations (ELL, IEP, GATE, etc.)

NOTES TO TEACHER What do I need to remember to do? Make a poster with blocks of higher and lower order concerns. Materials to have ready? Copies of ungraded essays, peer review poster Approximate time needed for lesson? 90 -120 minutes

 Read the entire essay before commenting verbally or in writing. What is one thing the writer does well in this essay? Address two higher order and two lower order concerns.

HIGHER ORDER CONCERNS

Thesis or focus: Does the paper have a central thesis? Can you offer a one-sentence explanation or summary of what the paper is about? Audience and purpose: Does the paper have an appropriate audience in mind? Can you describe them? Does the paper have a clear purpose? What is it intended to do or accomplish? Does the purpose match the assignment? Organization: Does the paper progress in an organized, logical way? Does the organization make sense? Should any part be moved to another part? Development: Are there places in the paper where more details, examples, or specifics are needed? Do any paragraphs seem much shorter and in need of more material than others?

LOWER ORDER CONCERNS

Sentence structure, punctuation, word choice, and spelling Are there a few problems that frequently occur? Are there sentence fragments or run-ons? Does the paper have a variety of adjectives or are the same ones used repeatedly? Does each paragraph begin with a topic sentence? Do the topic sentences correctly describe the main points of the paragraphs?

Peer Review Scoring Guide

Name two higher order concerns: Two of the following: Thesis, Audience, Organization, Development Name two lower order concerns: Two of the following: Sentence Structure, Punctuation, Word Choice, Spelling Looking Out for Yourself It's sad but true that, "If you don't look out for yourself, no one else will." For example, some people have a false idea about the power of a college degree; they
Is this the thesis statement? Please clarify.

think that once they possesses the degree, the world will be waiting on their doorstep. In fact, nobody is likely to be on their doorstep unless, through advance planning, they has have prepared themselves for a career, the kind in which good job opportunities exist. Even after a person has landed a job, however, a healthy amount of self-interest is needed. People who hide in corners or with hesitation to let others know about their skills doesn't dont get promotions or raises. Its important to take credit for a job well-done, whether it involves writing a report, organized organizing the office filing system, or calming down an angry customer. Also, people should feel free to ask the boss for a raise. If they work hard and really
Comma splice Sentence fragment Faulty parallelism Poor development Irrelevant to thesis

deserve it. Those who look out for themselves get the rewards, people who depend on others to help them along get left behind.

Exemplary 100%
2 HO, 2 LO - Paragraph: 2 HO, 2 LO, 1 Comment with suggestion for improvement, 1 Compliment ( each worth 10%)

Proficient 80%
Correctly answers/ identifies 8 of 10

Basic 60%
Correctly answers/ identifies 6 of 10

Below Basic <60%

Correctly answers/ identifies fewer than 6 of 10

Assessment Data
Douglas Hailey Noah Lacey Alicia Cierra Jacob Deisy Chris Justin Rudi 20 100 100 100 50 70 60 50 70 50 90 Alex Donovin Jake Braydon Ben Eli Corbin Lindsay Tyler Gerson 70 60 90 80 40 50 100 100 90 90 Erykah Alexus Chandler Emma Jeena Shyanne Ethan Mason Kevin Jens 10 70 100 60 50 60 30 90 10 80

6/31 = 100 5/31 = 90

2/31 = 80 4/31 = 70

4/31 = 60 5/31 = 50

1/31 = 40 1/31 = 30

1/31 = 20 2/31 = 10

Reflection/ analysis of performance based on data The data shows that 13 out of 31 scored proficient or better; however, while this indicates that fewer than 50% passed the post-instructional assessment, more than 50% (18) successfully demonstrated the difference between large and small problems in the sample essay and 21 wrote helpful comments designed to aid the writer in improving specific areas of weakness. I decided that proficiency was demonstrated when students correctly identified one higher order concern, two lower order concerns, and provided at least one constructive comment addressing a weakness of the paper. Constructive comments are those that offer specific suggestions for improvement. This exercise has shown me that I didnt properly align the assessment to my walk-aways. This explains both why the data fails to clearly indicate the success or failure of the lesson and why Im having such a difficult time discerning the meaning of the assessment results. I see now that I need to write the assessment in such a way that the results will provide a clear indication of how successful the lesson was and in which areas I need to restructure and reteach. *Some of the students were mistakenly given a pre-test document rather than the post-test; the pages attached were all completed after the lesson was taught.