Peer Feedback

November 9, 2016
Grade 6 Language Arts

BIG IDEAS/TAKE-HOME MESSAGE

The point of this lesson is to introduce the concept of peer editing to students. Students
will be informed of the purpose of peer editing, as well as the steps used to approach
editing in a way that is effective.
This builds on students prior knowledge of using dress up words and sentence starters
to add description and flow to your writing.
By the end of the lesson, students should be familiar with the peer editing process, which
includes providing feedback for the following areas:
o Style dress up words and sentence starters
o Structure Indented paragraph, complete sentence
o Conventions Capitals, flow, clarity, punctuation, spelling (COPS)

CURRICULAR OUTCOMES
Report Card Outcomes
Manages and evaluates information and ideas
Program of Studies Outcomes
4.1 Enhance and Improve
Choose words that capture a particular aspect of meaning and that are appropriate for
context, audience and purpose.
Work collaboratively to revise and enhance oral, print and other media texts.
Ask for and evaluate the usefulness of feedback and assistance from peers.
4.2 Attend to Conventions
Use complex sentence structure and a variety of sentence types in own writing.
I Can Statements
I can select words from a given text that hold significant meaning.
I can use complex sentence structure and a variety of sentence types in my own writing.
I can work collaboratively to revise my work.
I can appreciate the effectiveness of feedback and assistance from peers.
DIFFERENTIATION
Accommodations/modification may be required for the following students:
o Harry and Orlando
Teacher will be walking around the room to assist students who have questions and/or appear to
be struggling.
Arrangements will be made for students who require more time.
Students/groups who finish early may go through their editing a second time.
Instructions will be communicated both visually and verbally.

Examples will be provided to reinforce student understanding.

Students will have the opportunity to work collaboratively with groups to enhance learning
experience.
Groups will be arranged with individual student learning needs in mind.
Students will have the opportunity to walk around room, catering to active and kinaesthetic
learners.
ASSESSMENT
By the end of this lesson, students should feel well introduced to the process of peer
evaluations. Using peer-editing strategies, students will learn to reflect on their own work, selfedit, listen to their peers, and assist others with constructive feedback. At this point, students
should have some questions, as this will only be their second attempt.
Peer editing outcomes/assessment will be communicated in the form of a checklist that students
will use as a guide when editing. Teacher will go over the rubric thoroughly at the beginning of
the lesson.
Students will self-assess their own learning at the end of the period with a self-evaluation exit
slip. This form of self-assessment was chosen for the purpose of it being both effective and
efficient. This will be a busy period, and this form of self-assessment will not take too much time
away from the learning experience. After the lesson, the teacher will record the students who
graded themselves at a 1-2.
Students who appear to be struggling will be provided with one-on-one assistance during
keyword outlines the following period. Also, students who do not understand will be arranged
with students who are grasping the concept.
RESOURCES/MATERIALS
Projector, whiteboard, sample paragraph, tape, coloured markers, checklists, timer
Peer Feedback Checklist

STYLE

Dress-ups
o LY
o Who/ Which
o Because
o Strong Verb
o Quality Adjective
o www.asia (when, where, while, as, since, if although)
Sentence Starters
o Subject
o Prepositional
o LY
o ing word
o www.asia
o Very Short Sentence (VSS)
Indented paragraph

STRUCTUR
E

CONVENTI
ONS

OVERALL

Complete sentences
No run-on sentences
Sentences make sense

Capitals to start all sentences

Flow of sentences from one to the next
Writing is clear. It is easily understood.
Punctuation is used properly
All words are spelled correctly (checked in dictionary if
needed)

My best vocabulary is used

I have improved my work since the last Key Word
assignment
My name, class, and title are on the assignment

Paragraph Exemplars
LESSON
Intro/Hook
TIME

TEACHER ACTIVITIES

LEARNER ACTIVITIES

3 minutes

Plan for the day

Step-by-step plan will be
communicated to the class
Plan will be both visually and
verbally represented, to be
mindful of diverse learners.

Students will be actively

listening to instruction.

2 minutes

Responsibilities and
expectations
Control signal: Freeze!
Reinforce behaviour
expectations

Students will be
actively listening to
instruction.
Students will contribute
to discussion.

Communicate what you want

to see throughout the period.
Encouraging students to move
forward and improve in peer
editing.

Students will ask

questions, If necessary.

Introduction to Peer Feedback

Review what students
remember about peer editing.
Reflect on Mr. Dorseys
discussion when reviewing
students feedback.
Write ideas on the board in a
web.

Students will be
participating,
answering prompt
questions.
Students will be
listening to the teacher
and ideas of others.

5 minutes

Development

TIME
5 minutes

5 minutes

TEACHER ACTIVITIES

LEARNER ACTIVITIES

Read Aloud
Expectations will be
communicated prior: What
students should be doing
(eyes on the board, not
writing, participating)
Teacher will put a keyword
outline exemplar on the board
(level 3).
Teacher will read the
paragraph out loud, modelling
thought processing/peer
feedback step-by-step
process.
The checklist will be used as a
guide, when modelling the
editing process. Students will
also have the checklist in front
of them to follow along.
Teacher will involve the
students by asking questions
with the following areas
covered in the checklist.

Independent peer feedback

Hand out paragraph exemplar

Students will have

their bodies, eyes and
ears facing the
teacher, actively
listening and
contributing to class
feedback process.
Students will ask
questions if necessary.

Students will be
working

5 minutes

8 minutes

to each student.
Instruct students to peer edit
the paragraph, using the
strategies that were modelled
and using the checklist as a
guide.
Time limit of 5 minutes.
Students who do not complete
on time: move onto
collaborative work and
contribute what they have.

independently, peer
editing the paragraph
provided.
If students are done
early, they will look
over their work again,
to make sure there are
no missed errors.

Collaborative feedback
Table groups will share their
peer feedback and decide on
feedback that would be most
effective/would help someone
improve.
Assign roles
o Scriber
o Observer
o Time tracker
o Manager
Time limit of 5 minutes

Sharing Carousel Style

One student from each group
will put group peer feedback
on the wall.
Tape will be provided while
students are working in their
groups.
Teacher will instruct students
to walk around the class in
their groups, observing the
work of others.
The scriber will be recording
corrections that they missed.
1 minute at each paragraph,
then switch.

Students will be
collaborating with
their table groups,
sharing their
feedback.
Students will then edit
the same paragraph,
using the feedback
they found to be most
effective.

Students will be
walking around the
room in their groups,
recording missed
corrections.

Closure
TIME
5 minutes

TEACHER ACTIVITIES
Reflection

LEARNER ACTIVITIES

Students will

1. Share what you noticed when

walking around to see other groups
work.
3 minutes

2 minutes

participate in
answering reflection
questions.

Self-Evaluation: Exit Slip

4 I know this very well. I feel like I
could teach it to someone else.
3 I know this pretty well, but could
use some practice.
2 I am still a little confused. I have
some questions and am sometimes
unsure.
1 I am just starting to learn this,
and I dont really understand it yet.

Clean-up (transition)
Clean up space, submit
evaluations and get ready for
next period.

Students will be
completing exit slips
quietly.
When they are done,
they will be handing
it in to the teacher.

Students will be
cleaning up.

TEACHER SELF-ASSESSMENT/REFLECTION
Use the following questions to guide your reflection:
What worked well in the lesson? What didnt go as planned? Why?
Did I have to modify the lesson on the fly? How? Did this contribute to increased student
learning? How?
In the future, in what ways could I modify this lesson to increase student learning?
How does this inform the next lesson?
Student synthesis and transfer of learning
Were the students asked to contribute to the assessment process? How?
Can the students articulate the connection between their learning to other subjects and to life
beyond the classroom? (Family, community, etc.) In what ways have I or will I extend the
learning beyond the classroom?
Are students feeling confident that they can build on this learning? Are they setting goals and
higher expectations for themselves? How do you know?