Written Plan

Context: Peer Review and Revision

7th grade English Language Arts Class
General Education Classroom, 40 minute class time, over two week period

Learning Objective:
The student will read grade-level text with fluency and comprehension with 85%
accuracy.
The student will be expected to write a personal narrative with defined focus that clearly
communicates the reasoning for their actions.
The student will be expected to write a personal narrative and complete a peer review
using correct spelling with 80% accuracy.
The student will assess the quality a peers writing, and, give meaningful feedback.

TEKS:English Language Arts and Reading,

110.19. (b)(1)
(1) Reading/Fluency.
Students read grade-level text with fluency and comprehension. Students are expected to adjust
fluency when reading aloud grade-level text based on the reading purpose and the nature of the
text.

110.19.(b)(14)
(14) Writing/Writing Process.
Students use elements of the writing process (planning, drafting, revising, editing, and
publishing) to compose text. Students are expected to:
(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an
audience, determining appropriate topics through a range of strategies (e.g., discussion,
background reading, personal interests, interviews), and developing a thesis or controlling idea;
(B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events,
cause-effect, compare-contrast) and building on ideas to create a focused, organized, and
coherent piece of writing;
(C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use
of simple, compound, and complex sentences; internal and external coherence; and the use of
effective transitions after rethinking how well questions of purpose, audience, and genre have
been addressed;
(D) edit drafts for grammar, mechanics, and spelling; and
(E) revise final draft in response to feedback from peers and teacher and publish written work
for appropriate audiences.

110.19.(b)(16)
(16) Writing.
Students write about their own experiences. Students are expected to write a personal narrative
that has a clearly defined focus and communicates the importance of or reasons for actions
and/or consequences.

110.19.(b)(21)
(21) Oral and Written Conventions/Spelling.
Students are expected to spell correctly, including using various resources to determine and
check correct spellings.

Instructional materials: Computer, Projector, Sample essays, Graphic Organizers

Worksheets/Handouts for revision and editing for our students, follow the links to look at
the worksheets:

https://www.englishworksheetsland.com/grade7/writing/18/1peer.pdf

http://englishlinx.com/cgi-bin/pdf_viewer.cgi?script_name=%2Fpdf_common_core%2FThe-
Writing-Process-ELA-Literacy.W.7.5.pdf&x=47&y=0

Handout for Parents from the teacher:

https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxqbG9vcHNjcmVhdG
Vkc3R1ZmZ8Z3g6MmUyNjIwZTIzOWQ4M2U0Yw

Lesson Activities :

Day 1:

Introduce the peer reviewing process. Use a powerpoint to define what peer review means. Let
the students know how important the peer reviewing process is. Give students examples of peer
reviewed papers for them to look at. After showing them the powerpoint you can model how to
peer review paper. When modeling you want to make sure you go through the steps with your
class, and make sure you go back and ask check for understanding.

Day 2:

Students will continue with the peer reviewing process. Today you will be modeling an essay
again but this time the students will be involved. You will teach students how to provide
valuable feedback to their peers. Print out enough copies of a sample essay and handout to
everyone in the class. Along with the essay give the students a worksheet that will have
questions for them to think about when they are reviewing the paper. Together as a class you will
read the essay once you are done you then as a class answer the questions on the sheet you have
provided for them.
Day 3:

Students will receive an essay that they must read and peer review individually. Once they have
finished reviewing it. They can get into groups of 3 to discuss what they found to be wrong with
the essay. They must write down what they found wrong and why. When everyone is finished
students will discuss the paper and comments together as a class.

Day 4:

Instruct students to pick out a topic that they will be writing about for their personal narrative.
Give them a list of possible topics. Once students have their topic they can start brainstorming
ideas on what they want to talk about on that topic. After they have finished brainstorming and
outlining they can start drafting. Make sure they have a completed draft by the next day.

Day 5:

Create 6 stations around the room. In each station have index cards. On each index card write
down questions that they will have to answer. Students must go to every station and answer each
question. They must either make sure they have what the question is asking or they can correct it
if it's wrong.

Day 6:

Have them get into groups of two to do the peer reviewing process. While they are completing
peer reviews the teacher will handout a guideline sheet with questions similar to the once they
had in the stations. This will help them make sure that their peer has everything they need on
their paper. When they are done have the students return to their desk to evaluate the feedback
they have received.
Handout: https://www.englishworksheetsland.com/grade7/writing/18/1peer.pdf

Day 7:

Start the revision process with their essays. Just like the peer review you can use a powerpoint to
identify revision and the importance of it. Along with these definitions you can have some
sample sentences that you as a class can revise it and point out what is wrong with the sentence.

Day 8:

Have the students get into groups of 5. The groups will be red, green, blue, orange, purple. Each
group will have a task. Red is punctuation, blue is spelling, green is correct format, orange is
leads and endings, and purple is descriptive words. Each group will have a chart with what they
have to look for. Each group will get a certain essay and in the essay they will have to look for
what they are responsible for according to their group color.
Handout: http://englishlinx.com/cgi-
bin/pdf_viewer.cgi?script_name=%2Fpdf_common_core%2FThe-Writing-Process-ELA-
Literacy.W.7.5.pdf&x=47&y=0

Day 9:

Have the students continue and finish their revision process. Have the students get into groups of
2. They can trade papers and find any last minute mistakes. As a class talk about some common
revision mistakes that students make when writing a paper.

Day 10:

Have the students complete their final draft and sit down with them in groups or individually for
any questions they might still have. Once they are done and think they have everything they need
then they can turn it into the teacher.
Assessment:
This here will be the rubric that will be used to assess the students on their narrative
essay. The rubric will cover five important grading points. The points are Narrative Focus
meaning if the topic is clear and if it is maintained throughout the essay. Next will be how well is
the organization of the essay. Next is the elaboration of narrative and how well and how many
details are presented. The fourth point will be on language and vocabulary. The last point will be
on the conventions.

Score Narrative Focus Organization Elaboration Language and Conventions

of Narrative Vocabulary

4 The narrative, real or The narrative, real or The The narrative, The narrative, real
imagined, is clearly imagined, has an effective narrative, real or or
focused plot helping create unit real or imagined, clearly imagined,
and maintained and completeness imagined, and demonstrates a
throughout: Effective, consistent use provides effectively strong command
Effectively of a thorough expresses of
establishes a variety of transitional and effective experiences or conventions:
setting, narrator and/or strategies. elaboration events: Few, if any,
Characters. Logical sequence of using Effective use of errors, in usage
events from beginning to details, sensory, and sentence
end. dialogue, concrete, and formation
Effective opening and and figurative Effective and
closure for audience and description: language clearly consistent
purpose. Effective advance the use of punctuation,
use of a purpose. capitalization, and
variety of spelling
narrative
techniques
that advance
the story or
illustrate the
experience.
3 The narrative, real or The narrative, real or The The narrative, The narrative, real
imagined, is imagined, has an evident narrative, real or or
adequately plot helping create a real or imagined, imagined,
focused and generally sense of unity and imagined, adequately demonstrates an
maintained throughout: completeness, though provides expresses adequate
Adequately there adequate experiences or command of
establishes may be minor flaws and elaboration events: conventions:
a setting, narrator, some ideas may be using details, Adequate use Some errors in
And/or characters. loosely connected: dialogue, of sensory, usage
Adequate use of a and concrete, and and sentence
variety of description: figurative formation but no
transitional strategies. Adequate language systematic pattern
Adequate sequence of use of a generally of errors is
events from beginning to variety advance the displayed.
end. of narrative purpose. Adequate use of
Adequate opening and techniques punctuation,
closure for audience and that capitalization, and
purpose. generally spelling.
advance the
story or
illustrate the
experience.

2 The narrative, real or The narrative, real or The The narrative, The narrative, real
imagined, is somewhat imagined, has an narrative, real or or
maintained and may inconsistent plot, and real or imagined, imagined,
have a flaws are evident: imagined, unevenly demonstrates a
minor drift in focus: Inconsistent use of basic provides expresses partial command
Inconsistently transitional strategies uneven, experiences or of
establishes a setting, with little cursory events: conventions:
narrator, and/or variety. elaboration Partial or weak Frequent errors
Characters. Uneven sequence of using use of in usage may
events from beginning to partial and sensory, obscure meaning.
end. uneven concrete, and Inconsistent use
Opening and closure, if details, figurative of punctuation,
present are weak. dialogue, language that capitalization, and
Weak connection among and may not advance spelling.
ideas description: the purpose.
Narrative
techniques,
if
present, are
uneven and
inconsistent.
1 The narrative, real or The narrative, real or The The narrative, The narrative, real
imagined, may be imagined, has little or no narrative, real or or
maintained discernable plot: real or imagined, imagined,
but may provide little Few or no transitional imagined, expression of demonstrates a
or no strategies are evident provides ideas, is vague, lack of command
focus: Frequent extraneous minimal lacks of
May be very brief ideas may elaboration clarity or is conventions:
May have a major intrude. using little confusing: Errors are
drift or no Uses limited frequent and
Focus may be details, language severe and
confusing or dialogue, May have little meaning is often
ambiguous. and sense of purpose. obscured.
description:
Use of
narrative
techniques is
minimal,
absent, in
error, or
irrelevant.
Analysis paper:

Peer review and revision are useful writing strategies for students to use as they learn and

complete all stages of the writing process. While teaching students the writing process it is

beneficial to introduce and incorporate strategies. Peer review and revision will assist

them in writing their final draft. It will also make them better writers and give them the tools

necessary to give a supportive and meaningful review of their peers writing. Throughout our

two-week lesson we will be introducing both concepts to the students. We will begin with peer

review to get our students comfortable in writing an effective peer review. We will then

transition to revision by the end of the first week, but will make accommodations for those who

are struggling or require more assistance. Students will progress through the lesson beginning by

revising a sample writing as a class as well as independently. Afterwards students will begin the

writing process by writing their first draft which will be peer reviewed using a few different

approaches that will assist them with their revisions and final written essay.

Incorporating the Social Cognitive Theory in our lesson allows students the opportunity

to help, support, and learn from each-other. Therefore, by having students work both

independently and in groups throughout the lesson the students are able to better assess their

strengths and weaknesses and seek assistance from the teacher and peers and have a higher

chance of staying engaged. During the first week students will be introduced to Peer Review and

learn what it means to correctly review their peers writing by giving supportive feedback that

will help the writer to better understand what the reader is seeing compared to what he/she wants

them to see. Students will gain understanding of the importance of this strategy as they develop

through the writing process by revising drafts and completing a final written paper. Once

students have showed mastery in this area we will begin the second part of our lesson in which
students will use prior knowledge of peer review and personal narratives to revise and edit drafts

based on peer reviews and end the lesson with a completed and well written essay.

Before the students are able to move up to this unit they will have to be able to have some

prior content knowledge. For example, they must be able to know what the steps of the writing

process are. They must be able to know how to brainstorm after selection a topic. They must also

be able to write a full narrative essay. They must know the steps of writing a rough draft and

going over it by themselves and see if they find any mistakes then writing a final polished draft,

Learning the process of peer review and revision will help get students prepared for their future

educational years as well as their future careers. Students should know that this will most

definitely not be the first and last time that they use the peer reviewing process. It is important

for the students to learn how to peer review because every time they do an essay in a higher-

grade level they will be asked to give a peer review. More importantly they will be asked to give

positive constructive criticism. In order for them to be able to do this you need practice. The

students will also need practice on receiving comments because they won't be positive every

time and it is hard to hear that you did something wrong on the paper you thought you did a great

job. Revision will be used all throughout your school and career years. In your future career you

will want to know how to revise that letter you sent out to parents, principals, or even your

coworkers.

All the content in this unit will be accessible to diverse students including English Language

Learners. Lets say the student is in a bilingual class you will use the same exact steps for peer reviewing

that you use in English for Spanish native speakers. If there is any diverse students in the classroom it is

recommended for a trained interpreter to help translate the material to that student. Every city, country,

state you hear of writes at some point. Revising a letter or essay is highly recommended with everything

you want someone besides yourself to read. Knowing how to peer review and revise a piece of work we
believe is very important concept in education. This unit plan is accessible because everyone writes and

everyone goes through a similar writing process that will involve peer reviewing a draft and then going

back and revising that draft with taking the comments into consideration. For english language learners

some accommodations might have to take place in order for them to understand what the writing process

is and why we do the peer reviewing and revision. You might want to give them an extra week on this

unit depending how they are understanding the topic.

Worksheets/Handouts for revision and editing for our students, follow the links to look at
the worksheets:

https://www.englishworksheetsland.com/grade7/writing/18/1peer.pdf

http://englishlinx.com/cgi-bin/pdf_viewer.cgi?script_name=%2Fpdf_common_core%2FThe-
Writing-Process-ELA-Literacy.W.7.5.pdf&x=47&y=0

Handout for Parents from the teacher:

https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxqbG9vcHNjcmVhdG
Vkc3R1ZmZ8Z3g6MmUyNjIwZTIzOWQ4M2U0Yw

Work Cited
English Worksheets LandTons of Language Arts Worksheets - Common Core Aligned. (n.d.).
Retrieved November 28, 2017, from
https://www.englishworksheetsland.com/grade7/18revision.html
Tulare County Office of Education - Common Core Connect. (n.d.). Retrieved November
28, 2017, from http://commoncore.tcoe.org/

E. (n.d.). PDF Viewer Page for English Worksheets. Retrieved November 28, 2017, from
http://englishlinx.com/cgi-
bin/pdf_viewer.cgi?script_name=%2Fpdf_common_core%2FThe-Writing-Process-ELA-
Literacy.W.7.5.pdf&x=47&y=0