Scribd
Upload
60 views7 pages

Unit Day 16

The document outlines a lesson plan for an 8th grade writing workshop. The goals are for students to gain confidence in their writing through sharing it with peers and understanding where their writing can improve. Students will engage in peer review using a worksheet to provide feedback on specific elements of writing based on state standards. They will review a sample text, identify areas for improvement, and then work in pairs to provide constructive feedback on each other's drafts using the worksheet.

Uploaded by

api-318155534
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
60 views7 pages

Unit Day 16

The document outlines a lesson plan for an 8th grade writing workshop. The goals are for students to gain confidence in their writing through sharing it with peers and understanding where their writing can improve. Students will engage in peer review using a worksheet to provide feedback on specific elements of writing based on state standards. They will review a sample text, identify areas for improvement, and then work in pairs to provide constructive feedback on each other's drafts using the worksheet.

Uploaded by

api-318155534
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 7

Class Date

Approx. Time
Goals

Day 16
60
Students will gain confidence in their writing by sharing it with others
Students will gain an understanding of where their writing can improve

Standards

Standard: 1. Oral Expression and Listening


a. Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 8 topics, texts, and
issues, building on others ideas and expressing their own clearly. (CCSS:
SL.8.1)
Standard: 3. Writing and Composition
b. Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis
of relevant content. (CCSS: W.8.2) i. Introduce a topic clearly, previewing
what is to follow; organize ideas, concepts, and information into broader
categories; include formatting (e.g., headings), graphics (e.g., charts, tables),
and multimedia when useful to aiding comprehension. (CCSS: W.8.2a) ii.
Develop the topic with relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and examples. (CCSS: W.8.2b) iii.
Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts. (CCSS: W.8.2c) iv. Use precise
language and domain-specific vocabulary to inform about or explain the
topic. (CCSS: W.8.2d) v. Establish and maintain a formal style. (CCSS:
W.8.2e) vi. Provide a concluding statement or section that follows from and
supports the information or explanation presented. (CCSS: W.8.2f) vii.
Elaborate to give detail, add depth, and continue the flow of an idea

Anticipatory set

Remind students that their final projects are due tomorrow. Remind students
that they have all worked so hard on these projects. Remind students that
peer workshops are a time to be constructive. Be concrete with examples of
where and how a paper can improve. Do not offer lofty language such as
looks perfect! Wouldnt change a thing. Really try to find ways to
strengthen student writing.
Read students an example of narrative. There is a sample provided at the end
of this lesson plan. This should be your own writing. Do not reveal that this
writing is your own.
(4 minutes)
Have students share out what they think would greatly improve the
narrative.
As a class, decide which two aspects (diction, characterization, plot
development, figurative language, dialogue) they believe the paper needs
improvement in the most. Write these on the board. Ask for thumbs up as a
voting technique. **The writing provided would benefit greatly with

focuses on dialogue and figurative/descriptive language.


(3 minutes)
Going through the narrative again, mark all areas of the paper that address
these two aspects. Explain that even though you are marking portions of the
paper that used these aspects correctly, it is important to still make a mark.
(4 minutes)
Fill out the peer editing form together. Do the first two examples on your
own, and then ask for student input. This will act as guided practice. Make
sure that you fully explain why each portion of the paper is either effective
or ineffective. If students have a discrepancy, you may write in both
columns. Use your judgment on whether this discrepancy is due to a
misunderstanding or a difference in artistic style. If it is due to a
misunderstanding a brief mini lesson or conference will need to be
formatted to aid in understanding.
(4 minutes)
Now, pass out the handout below to each student. Ask for a student
volunteer to read each portion of the instructions. At the end, ask if there are
any questions.
(4 minutes)
Have students get into groups of two. Remind them that they will need to
have the graphic organizer and their draft to complete this workshop. Have
them fill out their name and selected area. Then have students exchange
their paper with their peer. Evaluators should fill out their portion of the
worksheet. Have students make any oral comments about their papers before
reading. This should take no more than 1 minute a student.
(4 minutes)
Students will have roughly 30 minutes to complete this peer evaluation
workshop. Instruct them that this is a silent working time. If they have any
questions, they may ask you or whisper to the author.
(30 minutes)
Have students exchange the draft and graphic organizer back to the author.
Explain that their homework is to look over the comments made by the peer
editor. They can choose to make the changes, or they can decline them.
(5 minutes)
Closure

Remind students that their final papers are due tomorrow. They must submit
their drafts, their peer workshop sheets, and their final copy.
(2 minutes)

Materials

Draft of narrative writing assignment, pen/pencil, laptops


Smartboard/ overhead projector, sample narrative, writing utensil, peer
evaluation worksheet

Sample Writing
Summer was over and school was starting the next morning. Mom told me to make sure that all
my jeans from last year fit. I went to the closest to try them all on. It had been awhile since I
wore full length jeans. It was too hot all summer to try and wear them. I rode my bike way too
much. As I was pushing over the hangers that held my tank tops I noticed that all of my jeans
were missing. I called downstairs Mom! She answered back try on those jeans! I would hate
for you to not have anything to wear on the first day of school! I was very scared at that thought,
and started to look around my closest hurriedly. My hands were like stones. Where are my
jeans? I asked myself. I knew that if I couldnt find something to wear I would be in big trouble
with the principals, my mom, and my reputation. It was getting late and my jeans were still
nowhere to be found. I went down stairs to the television room. It was dark. The television was
the only light in the room. I tried to explain to my mother that my jeans were missing! but she
had fallen asleep with the remote in her hands. I tapped her shoulder. She mumbled something
and went to sleep. She told me to do the same. I went to bed with nothing picked out to wear the
next day. My alarm went off. Mom encouraged me to get a move on. She even told me today
was a great day to make a first impression. It dawned on me, I have nothing to wear! I went
downstairs in a frantic. I could hardly explain to my mother what the problem was.
Calm down. Take a breath. I can hardly understand what you are saying!
My pants! Theyre missing. I have nothing to wear!
Are you sure? she asked with a concerned look on her face.
Positive.
Slowly, my mother rubbed her chin and thought.
Ah HA! she exclaimed. I have just the thing! She then rushed up the stairs and started
rummaging through the dresser. As quickly as she had left, she was back. To my dismay, she had
an old pair of my fathers swim trunks in her hands. She tossed them to me saying, Put these
on.
I could have fainted.
The bus is almost here. Better put these on and walk out the door.
After school, mom was waiting in the kitchen to ask how the first day of high school was.
Great! I said everyone thinks I spent the summer vacationing in Hawaii.
How exoctic! mom said.
Hey, does Dad have any other swim trunks?

Peer Workshop Handout/Graphic Organizer


Student Paper:________________________Date:____________________________
Authors selected area:__________________________________________________
Evaluator and selected area:___________________________________________
Check off the following steps as you complete the workshop (I will be using this checklist for
grading)
__ Names filled out
__Areas of focus (from author)
__Read through (no marks)
__Area of focus (from editor)
__Read through (marking all area focus portions)
*Remember that constructive criticism is professional in nature*
**If you are finished addressing both of these aspects before peer editing time is done, choose
another area to focus on, and complete steps 3-4. **
***You may use your notes or handout as references***

Response/Comment

Thisiseffectivebecause

Thisisnoteffective
because

Rubric for Peer Workshop

Advanced +

Proficient

Developing -

Students completed all


items on the above
checklist. Students gave
specific and professional
feedback on all areas of
focus. Students were
positive and
constructive in their
comments.

Students completed almost all


of the items on the above
checklist (1 item is missing)
Students mostly give specific
and professional feedback on
all areas of focus. At times
feedback is too general and not
constructive. Students were
positive and constructive in
their comments.

Students did not complete


items in the above checklist.
Students did not offer
specific and professional
feedback on areas of focus.
Feedback is too general and
does not offer helpful advice
to student. Comments were
not constructive or positive.

You might also like