DAY 10: Peer Review

Unit Working Title: Writing to Explore

Unit “Big Idea” (Concept/Theme): Exploration
Unit Primary Skill focus: Exploratory Writing
Week 4 of 5 ; Plan # 5 of 9; [30 mins.]
Plan type: Summary

Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],

followed by Specific lesson objectives (lettered) being taught in this lesson:

COGNITIVE (Know & Understand)

1. Students will understand that exploratory writing showcases and influences thinking.
a. Students will know the difference between writing to showcase thinking and
writing to influence thinking.
b. Students will be able to identify where an author has showcased and/or influenced
his or her thinking within an exploratory text.
c. Students will be able to evaluate whether a peer has showcased his or her thinking
in a piece of exploratory writing.

PERFORMATIVE (Do)

5. Students will be able to explain how writing showcases thinking.

a. Students will be able to explain how a peer’s thinking is showcased throughout a
piece of writing.

AFFECTIVE (to feel/value) &/or NON-COGNITIVE

7. Students will value exploration as a means for embracing the unfamiliar and developing
ideas.
a. Students will understand that disagreement can provoke insightful, generative
conversation if approached respectfully.

Virginia SOLs:

10.6 The student will write in a variety of forms to include persuasive, reflective, interpretive,
and analytic with an emphasis on persuasion and analysis.
a) Engage in writing as a recursive process.
i) Show relationships among claims, reasons, and evidence and include a conclusion that
follows logically from the information presented.

CCSSs:
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively.
D. Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning
presented.

Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.

Diagnostic Formative Summative

Title of assessment tool: Title of assessment tool: Peer Title of assessment tool:
What’s Helpful & Unhelpful Review Assessment Exploratory Writing: The
in Peer Review Conclusion
Students will show their
Students will demonstrate progress toward peer review Students will ultimately be
what they already know by peer reviewing each other’s assessed (today or in a future
about peer review by work and completing the peer lesson) on their exploratory
engaging in a small-group review assessment document writing skills by writing a
discussion about their for their partner conclusion to their inquiry-
experiences with peer review based research surrounding
in the past Criteria: their passions.
 Constructive feedback
Criteria: is necessary Criteria:
 Constructive  Practice respectful  2-3 pages in length
feedback is necessary exploration  Identify the original
 Practice respectful  Compare project to discovery(ies) you
exploration guidelines set by made during your
 Compare project to teacher exploration
guidelines set by  Articulate in detail how
teacher you learned what you
How data will be used: learned (reflect on the
How data will be used: I will use data to… writing process as a
I will use data to…  Correct any whole) What kinds of
 Correct any misconceptions if there questions did you
misconceptions if are any wrestle with? What
there are any  Take note of different kinds of questions were
 Take note of different components that some most helpful to your
components that some students understand learning? How did
students understand more clearly to refer to continuously writing
more clearly to refer later in the lesson about your thoughts
to later in the lesson help you learn?
  Use any responses  Use any responses  Explain how the
they’ve thought of to they’ve thought of to process of exploration
help make help make connections both influenced and
connections to the to the concept of showcased your
concept of exploration thinking (Influenced –
exploration how did the exploratory
How students will receive writing CHANGE your
How students will receive feedback: thinking in some way?
feedback:  Immediate verbal peer Showcased – how did
 Immediate verbal feedback from partner the exploratory writing
peer feedback from  Immediate verbal effectively highlight or
partner feedback (affirming reveal your thinking?)
 Immediate verbal and inquiring about  Reflect on how you feel
feedback (affirming responses/personal about your own writing
and inquiring about experiences) from and thinking after
responses/personal teacher having completed this
experiences) from process
teacher [2a, 2b, 2c, 5d, 7b, SOL
10.6.a, SOL 10.6.i, How data will be used:
[2a, 2b, 2c, 5d, 7b, SOL CCSS.ELA- Students’ grasp of exploratory
10.6.a, SOL 10.6.i, LITERACY.SL.9-10.1.D] writing will inform how I
CCSS.ELA- approach future writing
LITERACY.SL.9-10.1.D] instruction in my classroom.
With a strong command of
exploratory writing, students
will be able to enter new
avenues of craft and strategy as
the writers that I know they all
are.

How students will receive

feedback: Students will receive
a lot of feedback before
submitting their “final” draft;
however, I’ll also write each
student a message to return
after they’ve finished the
assignment. The message will
highlight the student’s
strengths and areas for growth
and ways I see that student’s
skill paying off in the future.

Objectives Assessed: All [1,

1a, 2, 3, 3a, 4, 5, 5a, 5b, 6,
SOL 10.3.f, SOL 10.6.a, SOL
 10.6.i, CCSS.ELA-
LITERACY.RL.9-10.2,
CCSS.ELA-LITERACY.W.9-
10.2, CCSS.ELA-
LITERACY.W.9-10.2.F,
CCSS.ELA-LITERACY.W.9-
10.7]

Differentiated Instruction to accommodate one or more of my profiled students:

(This is where you identify specific aspects of this lesson which have been differentiated in order
to address the needs of one or more of your profiled students—identify them by name)

What have you done (visible in the lesson plan procedures) that differentiates for the a)
readiness, b) interests, and/or c) learning environment for your profile students.
Student Name Readiness Interest Learning
Environment
Working closely with a
Ji-Hoon partner will ensure Ji-
Hoon feels comfortable
submitting the work he’s
created
Long workshop times
Samson will allow Samson to
focus deeply on the
tasks at hand and
content.
Brief independent
Emily work will help Emily
feel safe and enhance
his willingness to
participate
Long workshop times
Ireland will allow Ireland to
deepen her thinking in
ways that make her feel
accomplished
Procedures/Instructional Strategies
Each step should have bolded heading that identifies the activity, and then is followed by the
teacher scripting, student and teacher actions, and a description of the activity.
[Note: Any words that represent what I would say directly to students appear in italics.]

Summary

In peer-review pairs, students will read their partner’s research and writing and will answer the
following questions about their partner’s paper:
 What did you learn about the subject in the course of reading the work?
 What is the significance of what you’ve read?
Peers will write reviews of their classmate’s first conclusion drafts and will assess them based on
the following criteria:
□ Student explains what they learned about the subject in the course of exploratory writing
□ Student explains what they know now that they didn’t know when they first asked the
question
□ Evolution of thinking is articulated

Beginning Room Arrangement:

[Changes in this arrangement that become necessary later will be noted in the plan]

1. [1 mins.] Welcome
[As students enter the room, I will greet them each by name. They have been taught to pick up
their warm-up journals and begin responding to the quick-write prompt on the board as soon as
they come in.]

Welcome, welcome everyone. Thank you to [Student names] who have gotten started on their
warm-up writing prompt. I’d like to see everyone following their lead please.

2. [5 mins] Warm-up

Your writing prompt is, “With which aspect of your explorer project are you struggling the
most? The conclusion? Integrating research into your writing? Showcasing your thinking?
What specific questions do you have about your own project?

Continue writing for the next few minutes please.

Okay, finish up. One person from each base group, please return all of your base group
members’ journals to the back bin.
 2. [10 mins.] 2 Truths and a Lie with Base group

Base groups will participate in this activity together to form those more closely-knit bonds.

3. [10 mins.] Bridge/Hook to lesson

 Students brainstorm purpose/value of peer review and discuss good and bad experiences
of peer review from the past
 Discuss importance of peer review and how it’s helpful to have another set of eyes on
your work both for affirmation and critique
 Introduce and describe guidelines for peer review

4. [20 mins] New Material

 Review respectful exploration and how it connects to peer review

 Teacher-selected peer review groups based on students’ strengths and areas
for improvement
 Teach steps for good peer review
 Teach non-examples of peer review
 Leads into 30-minute session of peer review (10 minutes to chat and identify
areas where feedback is wanted; 15 minutes to silently read partner’s work,
make comments, note questions, and address the areas where they wanted
feedback; 5 minutes to exchange notes and discuss feedback

5. [30 mins.] Peer Reviewing Conclusions

 I will wander around and meet with various pairs to see how they are progressing,
ensuring productivity

6. [10 mins] Independent work

Based on peer review by partner, students will spend ten minutes revising their work and
considering their peer’s evaluation before turning in their revisions and peer review assessments

7. [4 mins] Closure

Students will reflect on their progress and set goals for next class