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Chapter 3: Peer Critique 2 Lesson Plan (3/6)

Total Time: 70 minutes

Lesson Objectives:
- Clarify Peer Critique Form/Expectations
- Peer Critique (or Studio Time)

Lesson Goals:
- Students will understand Peer Critique Expectations.
- Students will provide each other with quality feedback (or make productive use of Studio
Time).
- Students will practice using quotes as evidence.

Lesson Products:
- Peer Critique (collected)

Learning Target (LT):


- LT 1: I can provide specific, kind, helpful feedback on researched details, dialogue,
and the ending in my partners Chapter 3.

Overarching Goals:
- Peer Critique allows students to practice LT 1: COMMUNICATION and LT: 4
REASONING, long-term Learning Targets.
- Peer Critique will help students finish and revise their Chapter 3 narratives, the
culminating text for this unit that will asses LT 5: CONVENTIONS, LT 6: DESCRIPTIVE
WRITING, and LT 7: NARRATIVE WRITING, long-term learning targets.

Colorado Academic Standards:


- 1. Oral Expression and Listening 1. Communication skills and interviewing techniques
are required to gather information and to develop and deliver oral presentations a.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on
others ideas and expressing their own clearly. (CCSS: SL.8.1) viii. Demonstrate
appropriate verbal and nonverbal delivery techniques (clear enunciation, gesture,
volume, pace, use of visuals, and language) for intended effect
- 2. Reading for All Purposes 1. Quality comprehension and interpretation of literary texts
demand self-monitoring and self-assessment a. Use Key Ideas and Details to: i. Cite the
textual evidence that most strongly supports an analysis of what the text says explicitly
as well as inferences drawn from the text. (CCSS: RL.8.1) iii. Analyze how particular
lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a
character, or provoke a decision. (CCSS: RL.8.3)
- 3. Writing and Composition 1. Stylistic devices and descriptive details in literary and
narrative texts are organized for a variety of audiences and purposes and evaluated for
quality a. Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event sequences.
(CCSS: W.8.3)

Learning Styles Engaged:


- Musical-rhythmic because students can listen to music during work time
- Visual-spatial because students will be working with a color-coded template and be able
to see the written agenda, calendar, and learning target
- Verbal-linguistic because students will be contributing to group discussion
- Logical-mathematical because students will use evidence and reasoning during Peer
Critique
- Interpersonal because students will be contributing to group discussion and providing
each other with written feedback
- Intrapersonal because most of class will involve quiet, independent work time

Differentiation:
- Students on certain learning plans will be able to work in Starrs office on her computer.
Other students are able to use tools such as talk-to-text and typing helpers.

Minute-by-Minute

As students walk in, ask them to make sure they know how long their story is.

(1 min.) Welcome! Overview agenda, calendar, and learning target

(3 min.) Table Talk: How can researched details help paint a sense of place, develop
characters, or move the plot forward?
- 2 minute talk
- 1 minute share (write ideas on the board)

(3 min.) Table Talk: What elements create engaging, purposeful dialogue?


- 2 minute talk
- 1 minute share (write ideas on the board)

(3 min.) Table Talk: What elements create a satisfying ending?


- 2 minute talk
- 1 minute share (write ideas on the board)

(5 min.) Review Peer Critique template on Classroom. What are the three elements you will
be providing feedback on? How detailed should your feedback be (what, where, why, how)?
How can you include quotes (you said, or details like )?
Check for Understanding (CFU): Thumbs up if clear
Behavioral Expectations (BE): Students have good eye-contact and body language. No
side conversations during directions.
Academic Expectations (AE): Students participate when prompted and ask clarifying
questions if needed.
Teacher Expectations (TE): Dont talk while students are still talking. Refocus individual
students. Clarify directions and expectations before starting transitions.

(2 min.) Ask students who are finished to check in with me about how many pages they have
so that they can be partnered up. Stress the importance of being FINISHED with the chapter
so that their partner can complete the peer critique

(4 min.) Transition, once students are settled play music

(40 min.) Peer Critique


- BE: Students are sitting away from their partners. They are working quietly, not
distracting others or having side conversations.
- AE: If they finish, they can continue working on their own story. Students that are
drafting should be writing most of the time, except for occasional brain breaks. If they
cannot get into the flow, they can instead write down ideas or details they know they
want to include.
- TE: Manage the transition. Walk around the room to refocus off-task students. Help
students who are drafting brainstorm if they are stuck.

(2 min.) Pack up, L.N.T. (Leave No Trace)


- Reminder, finished Peer Critiques will be due tomorrow
- You will have time to discuss the feedback with your partner
- Discuss Ecosystem feedback

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