Written Chapter Draft (Peer Review)
What questions and concerns do students have with the first draft of their written chapter? They’ll spend time working with a partner to peer edit their draft and get feedback on their writing. They’ll then start planning the revisions they’ll make to their written chapter.
- Read the lesson and student content.
- Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
Your Written Chapter Draft
- Today, students will be peer editing the draft of their written chapters. Encourage them to generate questions for their partners before class starts.
Respond to these questions about your written chapter draft.
- What in your draft are you pleased about?
- What do you have questions or concerns about?
Be as specific as you can. For example, you might have questions about whether your message comes across clearly, whether a particular character’s portrayal is effective, or what the reader’s impression is of one of the central conflicts in your chapter.
Your Written Chapter Peer Edit
- You may want to encourage some students to read their work aloud to each other. Often, struggling writers benefit greatly from reading their own work aloud.
- SWD: Providing feedback requires a very good and solid understanding of the topic and the ability to discern gaps. Be sure that students are able to do this activity successfully. If this is not the case, offer support.
- ELL: Be sure that students who come from cultures where critiquing is not regarded as something positive understand that in this country we appreciate clear and specific feedback, and we consider it an important element in improving ourselves and our work. Take some time to explain this fact if necessary.
- Circulate as pairs work. If you see particularly effective writing, ask students if they would be willing to share it with the class.
Work with a partner to peer edit your draft. Your feedback will focus on the areas of concern you have.
Take a moment to review the peer-editing protocol with your teacher and classmates. If you have any questions, be sure to ask them.
With your partner, follow the protocol to peer edit your draft.
- Both partners briefly explain their chapters and present their questions or concerns.
- Partners read each other’s work, reading particularly closely for the questions posed by the writers.
- Partners identify the parts that seem to reveal something important about the writer.
- Partners identify the parts that seem a little confusing or need more information.
- Partners identify the parts that use particularly effective language.
- Partners write a one-sentence summary of what they believe the chapter’s message to be and what they learned about the writer. Partners then write four to six sentences to answer the writer’s questions.
- Partners converse, sharing their observations, feedback, and insights.
Peer Edit Results
- Try to hear several examples of excellent writing.
- SWD: Be sure that SWDs feel encouraged and welcomed to share even though they may work at a slower pace or need more wait-time than other students. As you’re facilitating the discussions, be aware of how much SWDs are sharing. If you consider it necessary, speak to the students about the importance of allowing enough time for everybody to participate.
- ELL: Encourage ELLs to participate as actively as their native English language-speaking counterparts, even if their pace might be slower or they are more reluctant to volunteer due to their weaker command of the language.
Based on the peer edit work you did with your partner, answer the following questions.
- What was your partner able to help you with?
- What great pieces of writing did you see today?
Share your responses with your classmates.
Your Written Chapter Revision
- The next lesson will be focused on revisions, but students may need to spend some out-of-class time revising their work.
Consider the results of your peer edit.
- What changes do you plan to make to your written chapter?
Your Written Chapter Revision
- Remind students to check their Planning Calendars and make any necessary adjustments.
Keep working on your self-portrait.
- Begin working on the revision of your written chapter. You will have one lesson in class to complete it.
- Continue collecting artifacts for the various chapters of your self-portrait, checking off items on your Self-Portrait Checklist as you go.
- Log your progress in your Planning Calendar.