Stephanie Finnigan
9th Grade (honors/regular/remedial)
50 Minute Activity
Day Eight: Peer Response/Review (day one)
Purpose/Rationale: This lesson will give students the opportunity to work with peers and edit
their papers. They have done gateway activities, language lessons, created a rubric, and gone
over proper drafting procedures. They will use this first day of peer review to go over the basic
information in their essay, what is good about it, what can be improved, etc. They can use this
peer review to help as they move from their rough draft to the final draft of their essay.
Florida Accomplish Practices
(LAFS.910.W.1.3)
Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
a Engage and orient the reader by setting out a problem, situation, or observation, establishing
one or multiple point(s) of view, and introducing a narrator and/or characters; create a
smooth progression of experiences or events.
b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot
lines, to develop experiences, events, and/or characters.
c Use a variety of techniques to sequence events so that they build on one another to create a
coherent whole.
d Use precise words and phrases, telling details, and sensory language to convey a vivid picture
of the experiences, events, setting, and/or characters.
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved
over the course of the narrative.
(LAFS.910.W.2.4)
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
(LAFS.910.W.2.5)
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.
Objectives:
SWBAT demonstrate proper procedure for editing a paper for formatting.
SWBAT collaborate in groups to review peers writing.
SWBAT apply corrective criticism to drafts of their writing.
Materials:

Projector

PowerPoint for bellwork and assignment directions (see appendix)

Worksheets with bellwork prompt and assignment directions for students with
accommodations (see appendix)

19 copies of “peer conference checklist-day one” (see appendix)

List of prearranged groups (see appendix)
Anticipatory Set:
The teacher will have the bellwork prompt (see appendix) displayed in the front of the room
using a PowerPoint and projector. Students who have accommodations that require the prompt
written out on a worksheet know to pick this worksheet up from the folder as they walk in the
room. Students have experience with bellwork and know that they are expected to write about
the prompt as soon as they walk in the room (for the full 5 minutes) and that there will be a 5minute discussion about the prompt once time is up.
Teaching Strategy/Procedure/Activity:
TIME
STUDENT IS DOING
TEACHER IS DOING
5 minutes
Students are reading the
directions/prompt on the
board (see anticipatory
set/appendix) and writing
their responses in their
journals.
The teacher is explaining and
reading the directions off of the
slide and making sure students
are on task.
5 minutes
2 Minutes
3 Minutes
20 Minutes
Student volunteers are
reading their bellwork
writing out loud to the class.
Other students are listening
and discussing their peers
writing.
Students are looking at the
board and moving into their
assigned groups. They
should know their group
number, group members,
and where they need to
move, just by looking at the
board).
Students are reading the
instructions on the board
(see appendix) and listening
to the teacher.
The teacher is choosing students
to read their writing, based off of
those that volunteer, and leading
a short discussion on the students
responses.
Students are following the
instructions on their
worksheet and the board
(see appendix). They are
editing their peers papers
and answering the
questions.
The teacher is walking around
observing students and answering
questions. The teacher will make
sure all groups are on task, filling
out their worksheet/editing, and
that those students with
accommodations are not
struggling with the activity (see
accommodations/adaptations).
The teacher is making sure the
students are moving into their
groups and is preparing
worksheets (see appendix) to
pass them out.
The teacher will explain the
activity to the students. “Today
we will complete day one of our
peer review. You will look at
your partners paper and edit it
based off of what we have
discussed about proper feedback,
and the questions that are on your
worksheets”. The teacher will
then pass out the “peer
conference checklist day one”
worksheet (see appendix). The
teacher will remind students that
they are to edit their peers paper
based on the questions only.
They should not comment on
mechanics.
10 Minutes
Students are discussing
what they wrote with their
peers. They should go
through the questions on the
worksheet and explain to
their peer what they
wrote/thought.
5 Minutes
Student volunteers will
discuss the editing process
and what they thought was
good/bad about it. They
may talk about what their
peer said and what they
plan on doing with that
information when they edit
their papers.
The teacher is walking around
observing students and answering
questions. The teacher will make
sure all groups are on task, filling
out their worksheet/editing, and
that those students with
accommodations are not
struggling with the activity (see
accommodations/adaptations).
The teacher will call on students
who volunteer their opinions and
facilitate a quick classroom
discussion on the benefits of peer
review. The teacher may also
comment on what they agree
with about a students comment
and give their own tips for
students to use while editing.
Summary/Closure:
Students will make comments on/ ask questions about editing and peer reviews. They will take
home their peer review and use it as they complete their homework. They have nothing to turn in
at the end of this specific lesson, but they will turn in the peer reviews with their final draft for
credit on their work.
Assessment:

5 points will be given for participation in peer reviews. This is an all or nothing
completion grade. Students need to have something written in every section of the peer
review worksheet to receive credit (so that they are making some type of comment for
their peer to look over).

Participation in peer reviews/ discussion will be calculated in their overall class
participation grade.
Homework/follow-up assignment:
Students will work on another draft of their paper using the constructive criticism they received
during the peer reviews.
Accommodations/adaptations:
1. A student with a mild form of Aspergers: This student will not need many
accommodations for this activity. Students are paired in groups, but this activity is not
focused on peer interaction, as the will sit quietly for the most part and review their peers
work. The students will be placed in a prearranged group with an understanding and kind
partner, who will take the time to talk with the student during the portion where they
explain the information they have written for their review.
2. Two students who are low-English proficiency: These students will be provided with a
Spanish to English dictionary for help with their reading. They may also not be expected
to write as much as other students, and may have a reduced word count/page limit for
their narrative (ideally this will not be the case, but it will depend on how “low
proficiency” these students really are). They will also be paired together, along with the
remedial reader so that they may work and discuss with someone they are on the same
level as.
3. A student with a visual impairment that requires 18 point font on all handouts and
20 point font on PowerPoints (or personal handout) and needs to be seated by the
board: This student will receive an “assignment sheet” with the bellwork prompt and
assignment directions written in the appropriate, size 18, font (see appendix). All student
essays will be typed in the appropriate size font so that this student can read the essay of
any peer he/she is paired with. The teacher will have to verbally tell the student who
he/she is paired with.
4. A student with severe ADHD: This student should only need accommodations for the
period where he/she will be reading their peers essay. If this student cannot focus for that
length of time, he/she may get up and walk around the room, or complete a quick
task/errand for the teacher.
5. A remedial reader that was placed in your regular class because of a scheduling
conflict (reads two grade levels below average): This student will be paired with the
two low-English proficiency students. The low-English proficiency student’s essays
should be written at an “easier level” than others (although ideally they would not be),
making it easier for this student to read. He/she will be able to use a dictionary if needed.
ASSIGNMENT SHEET
Appendix:
Bellwork Prompt: The official 10-step guide to becoming the
next__________.
For example, the official 10-step guide to becoming the next
David Foster Wallace might start like this…
1. Make sure your IQ is in the genius range.
2. Read the entire dictionary.
3. Sweat a lot.
4. Buy a headband.
5. Get really good at tennis.
6. Go on a cruise.
7. Get annoyed with writers who say “very unique”
Assignment
• What to do: Using your worksheet, review your partners
essay.
• Time limit: 20 minutes
• What will happen next: You will discuss your critiques
with your peers
Peer Conference Checklist- Day One
Do comment on:
The topic of the essay and if you think it will translate
well into a structured narrative essay
Description/diction that works well
Other examples or description you think can enhance
the writing
Do NOT comment on:
Mechanics (grammar, punctuation, etc)
Whether or not you personally like the topic chosen
Peer Conference Checklist- Day One
What do I like?
What do I want to know more about?
What is the main point?
What are some details that were effective?
Suggestions?
Any part of the piece confusing?
What can be eliminated (words, phrases, paragraphs,
sentences, etc.) without losing the authors purpose?
Bellwork 8
“10-step guide”
Plan B:
This lesson should not need a plan B. If necessary, the teacher can use the bellwork time for
the next lesson to quickly review the information about drafting (the bellwork for the next
day will be skipped).