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1) The lesson plan is for a 9th grade peer editing session lasting 90 minutes. Students will work in groups to evaluate grammar, structure, and arguments in each other's rough drafts. 2) Students will rotate through stations focused on editing skills like spelling, punctuation, and providing feedback. They will fill out worksheets and suggest one important edit to present. 3) To close, students will discuss common themes in edits and reflect on peer editing's benefits compared to self-editing.

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57 views

Lesson Plan Format

1) The lesson plan is for a 9th grade peer editing session lasting 90 minutes. Students will work in groups to evaluate grammar, structure, and arguments in each other's rough drafts. 2) Students will rotate through stations focused on editing skills like spelling, punctuation, and providing feedback. They will fill out worksheets and suggest one important edit to present. 3) To close, students will discuss common themes in edits and reflect on peer editing's benefits compared to self-editing.

Uploaded by

api-385649852
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan Format

NAME: Vanessa Matusin


Lesson Title: Peer Editing Grade level: 9th Grade Total Time: 90 minutes
# Students: 18
Learning Goal:(Content Standard/Common Core)
Grade 9 Language Standard #2

Demonstrate command of the conventions of standard English capitalization, punctuation, and


spelling when writing.

a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely
related independent clauses.

b. Use a colon to introduce a list or quotation.

c. Spell correctly.

Grade 9 Writing Standard #5

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 13 up
to and including grades 910 on page 54.)

Target Goal or Skill:


Students will be able to correct grammatical and functional errors within another student's rough
draft.
Essential Question(s):
What is peer editing?
What is close reading?
Why do we peer edit?

Topical question(s):
Who has peer edited before?
Have you found peer editing to be helpful?
What are we looking for when we peer edit these rough drafts?

Instructional Objective(s):
Students will be able to evaluate structure and grammar and offer corrections for errors in their
partner's rough drafts in a peer edit setting.

Assessment
(Criteria / Look Fors/ Performance Tasks)
Formative Assessment:

I will monitor discussions in the peer edit centers, and offer advice and pose questions as
necessary.

Summative Assessment:

Students will fill out a worksheet as they find errors and rate their partner's rough draft. The
worksheets will be checked for understanding of the peer edit process.

Disabilities/Diverse Needs Represented-

Student Accommodations and/or Modifications-

Students will have the opportunity to use each other as a resource in a table discussion group. I
will walk around the group to address specific concerns and questions, and make appropriate
adjustments. Students will create a poster with common themes of advice and errors they have
found in their peer edits.

Instructional Procedures
(including specific times)
Introduction:
(including motivational hook where applicable)
Learning Activities:
Closure:

Silent Reading: 10 Minutes


Intro to topic: Definition and Purpose of Peer Editing 5 Minutes

Explain the different roles they will be playing as peer editors: Surgeon, Counselor, Lawyer. 5 Minutes

Learning Activities:

Surgeon: "Heals" Essay, fixes grammatical errors. Doctor diagnoses problems and offers medication to
make it better.
Counselor: Asks self reflective questions and provides positive feedback. Give advice.
Lawyer: Makes a ruling on your argument. They let you know whether you have provided enough
support for you statement.

Students will be in heterogenous centers. They will fill out worksheets on the corresponding centers as
they rotate through each section.

Center 1 Surgeon: Spelling and Word Choices (Repetition, Accurate Words, etc)

Center 2 Surgeon: Commas and Sentence Structure

Center 3 Counselor: Give positive feedback and advice

Center 4 Lawyer: Argument and Support

Students will switch centers every 15 minutes, until rotation is complete. 1 Hour
They will be instructed to choose one edit, or piece of advice, they felt was most important and write it on
a large piece of paper.

Closure:
Discuss the edits students felt were most important from the big sheets of paper. Find any common
themes from the edits and ask students to take notes. 10 Minutes

Have students return the packet of worksheets to their partners.

Language Demands:
Function
Vocabulary
Syntax
Discourse

Function: The language functions that will be developed is "evaluate" and "suggest". The
students will be asked to close read their partner's rough draft and evaluate the use of grammar
and function. The students will then be asked to make suggestions based on their evaluations of
the drafts.
Vocabulary: Students will use subject-specific vocabulary in this lesson. We will be working
with the words peer edit, and analyze.
Discourse: This lesson requires the students to call upon methods such as reading, writing,
listening, discussion to develop their strengths in recognizing errors within context.
Syntax: Students will organize their peer editing ideas in a graphic organizer worksheet. They
will answer prompts for their centers as they make corrections and suggestions to their partner's
rough draft.

5 Questions (Blooms or DOK)


1.) What are some ways we can identify grammatical errors as we peer edit?
2.) How can we be sure to organize our thoughts according to the rough draft rubric?
3.) When you critique your partner's rough draft, did you find any similar errors in your own
paper?
4.)How can we formulate positive feedback for our partners?
5.) Compare the revisions you did for your partner's rough draft to the revisions you did for your
own rough draft? Did you catch all of your own mistakes? Is it easier to catch other people's
mistakes?

Curriculum (APA)
e.g.
Investigations in Number, Data, and Space. (2012). Pearson.

Materials
Large sheet of paper
Markers
Worksheets for each center
Timer

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