Stephanie Finnigan

9th Grade (honors/regular/remedial)

50 Minute Activity

Day Ten: Completion- Reading/Grading Peers Completed Work

Purpose/Rationale: This lesson will give students the opportunity to read their peers completed

and revised work and “grade” it based on the rubric. The goal of this lesson is to give students

the opportunity to see how scoring using a rubric works (this is the first writing unit of the year

and students will use rubrics to grade all of their writing as the year progresses, so they need to

be familiar with them). Prior to this lesson, students have completed gateway activities, language

lessons, created their “evaluative criteria”, written their narrative, and completed the

drafting/peer review process. This unit is focused on the practice and implementation of the

narrative techniques, and this final narrative should demonstrate what students have learned.

*The students grade on their essay will not rely on their peers score. The teacher will go

over all essays and grade them him/herself. This is merely so students get experience with how

the rubrics for this class will work.

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.L.1.1)Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use parallel structureb. Use various types of phrases (noun, verb, adjective, adverbial, participial,

prepositional, absolute) and clauses (independent, dependent, noun, relative, adverbial) to convey specific meanings and add variety and interest to writing.

(LAFS.910.L.1.2)Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

a. Use a semicolon, with or without a conjunctive verb, to link two or more closely related independent clauses.

b. Use a colon to produce a list or quotation.c. Spell correctly

(LAFS.910.L.2.3)Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA handbook, Turabian’s Manual for Writers) appropriate for the disciple and writing type.

Objectives:

SWBAT demonstrate knowledge about narrative form and technique.

SWBAT apply accurate use of description to their narrative.

SWBAT determine peers grades using the provided rubric and explain the grade they give their

peers.

Materials:

Projector

PowerPoint for bellwork and assignment directions (see appendix)

Worksheets with bellwork prompt and assignment directions for students with

accommodations (see appendix)

38 copies of rubric (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 5-

minute 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 Student volunteers are reading their bellwork writing out loud to the class.Other students are listening and discussing their peers writing.

The teacher is choosing students to read their writing, based off of those that volunteer, and leading a short discussion on the students responses.

5 Minutes Students are individually reading the assignment instructions on the board (see appendix) and taking out their final copy of their narrative.

The teacher is explaining the assignment, reading the directions on the board (see appendix) and passing out rubrics (see appendix).

2.5 minutes Students are looking at the board and finding their partner for the first “peer grading”. (see appendix) They will bring their essay

The teacher will display the groups on the board (see appendix) and monitor students moving to their groups.

and their rubric with them and sit with their partner.

12 Minutes Students are reading their peers essay, keeping in mind the elements of the rubric (see appendix) as they read (they helped create the rubric so they should be familiar with it). If students finish reading before time is up, they may move on to the next step (filling in the rubric). Students ARE NOT writing on their peers paper, they will write on the rubric only.

The teacher will display the rubric (see appendix) on the board for easy reference while students are reading. Then the teacher is walking around the classroom monitoring students and answering questions.

3 Minutes After students have thoroughly read their peers essay, they will use this time to fill out the scores on the rubric (see appendix) based on what they have read. [If students finish reading before the ten minutes is up, they may have started this already]. Students ARE NOT writing on their peers paper, they will write on the rubric only. They will hold onto their scores for “peer grading 1” and turn them in at the end of the class.

The teacher will continue to monitor students and answer questions.

2.5 minutes Students are looking at the board and finding their partner for the second “peer grading”. (see appendix) They will bring their essay and their rubric with them and sit with their partner.

The teacher will display the groups on the board (see appendix) and monitor students moving to their groups.

12 Minutes Students are reading their peers essay, keeping in mind the elements of the rubric (see appendix) as

The teacher will display the rubric (see appendix) on the board for easy reference while students are reading. Then the

they read (they helped create the rubric so they should be familiar with it). If students finish reading before time is up, they may move on to the next step (filling in the rubric). Students ARE NOT writing on their peers paper, they will write on the rubric only.

teacher is walking around the classroom monitoring students and answering questions.

3 Minutes After students have thoroughly read their peers essay, they will use this time to fill out the scores on the rubric (see appendix) based on what they have read. [If students finish reading before the ten minutes is up, they may have started this already]. Students ARE NOT writing on their peers paper, they will write on the rubric only. They will hold onto their scores for “peer grading 2” and turn them in at the end of class.

The teacher will continue to monitor students and answer questions.

Summary/Closure:

As students leave the classroom, they will place their essays and peer grading in the assigned

“class folder” for the teacher to review. Students should know this because this is how they turn

in all assignments. The teacher will read their essays and grade them according to the rubric,

returning them to the students when they are all graded.

Assessment:

2 points for each “peer grading rubric” that students turn in. They will receive full credit

if they fill out all portions and their “scores” are reasonably close to the one the teacher

gives. (If it is obvious that the students simply gave their peer a random score, the student

will not receive their points).

The final essay will be graded based on the rubric (see appendix).

Homework/follow-up assignment:

No Homework!

Accommodations/adaptations:

1. A student with a mild form of Aspergers: This student will not need accommodations

for this activity. Students are paired in groups, but this activity is not focused on peer

interaction, as the will sit quietly and score their partners work, not discuss the work. If

this student does need accommodations (if they are uncomfortable even being paired in a

group) they may score their own essay using the rubric.

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, and will not switch partners with the rest of the class. These students

should be able to grade one paper during the thirty-minute period when others students

are grading two.

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

12-minute 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 and will not switch partners during the activity. The

low-English proficiency students 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

should be able to read and grade one entire narrative during the thirty-minute period

where the rest of the class is grading two. This student will grade and be graded using the

same rubric as all others students. He/she will be able to use a dictionary if needed.

Appendix:

Narrative essay assessment rubric/score sheet (SAMPLE RUBRIC)

This rubric is adapted from page 149 of the Writer’s Inc. reference text.

Area 1 Ideas and Content:_____ focuses on a specific experience or time in the writer’s life._____ presents and appealing picture of the action and the people_____ uses dialogue and sensory details_____ makes the reader want to know what happens next

10 9 8 7 6 5 4 3 2 1

Area 2Organization:_____ has a beginning, a middle, and an end_____ pulls reader into the text with beginnings techniques_____ gives events in an order that is easy to follow _____ uses transition words and phrases to connect ideas

5 4 3 2 1

Area 3Voice_____ creates a tone and a mood that fits the topic_____ shows the writer’s personality

5 4 3 2 1

Area 4Word Choice_____ contains specific nouns, vivid verbs, and colorful modifiers_____ uses sensory details and figurative comparisons

5 4 3 2 1

Area 5Sentence Fluency_____ flows smoothly from one idea to the next_____ uses a variety of sentence lengths and structures

5 4 3 2 1

Area 6Conventions_____ applies basic rules of grammar, usage, and mechanics_____ presents paper according to format listed in directions

5 4 3 2 1

ASSIGNMENT SHEET

Bellwork Prompt: Write as if you were a drop of water. Describe your journey whether through oceans, rivers, mountain streams, forest creeks, house pipes, city sewers, rain storms, hurricanes, whatever…

Assignment

• What to do: Using your rubric, grade your peers paper (you will have 2 partners).

• Time limit: 15 minutes• Aim to spend 12 minutes reading thoroughly and 3

minutes filling out the rubric

DO NOT WRITE ON YOUR PEERS FINAL ESSAY DRAFT! ONLY WRITE SCORES/COMMENTS ON

YOUR RUBRIC

Plan B:

If students are uncomfortable scoring peers work, or students have not finished their essay, they will score sample essays using the rubric provided (see appendix).