Lesson Plan

Unit 2: Coming of Age-The Loss of Innocence Length: 90 Minutes Day: 11

Standards: 9.3.3. a-e

o a. Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
(CCSS: W.9-10.3)
o b. Write literary and narrative texts using a range of poetic techniques, figurative
language, and graphic elements to engage or entertain the intended audience
o c. Refine the expression of voice and tone in a text by selecting and using
appropriate vocabulary, sentence structure, and sentence organization
o d. Review and revise ideas and development in substantive ways to improve the
depth of ideas and vividness of supporting details
o e. Explain strengths and weaknesses of own writing and the writing of others
using criteria (e.g., checklists, scoring guides)

Learning Target:

o I can evaluate and analyze the writing of my peers and provide helpful feedback. I
can also reflect on the feedback I receive from peers in order to improve my
writing.

Success Criteria:
o I will use a peer review checklist to evaluate peer writing based on format and
conventions. I will then finish revising my paper using the feedback my peers
gave me.

Assessments:
o Formative: Peer review worksheets will let students know what they are doing
well and what they need to improve.
The peer review worksheet I created was adapted from a version of Dr.
Pam K. Cokes peer review worksheet

Inquiry Questions:
o What message do I want to send the world?
o How does coming of age differ from person to person?
o Can one come of age more than once?
o Is a novel or narrative ever finished?

Differentiation:
o The use of peer review worksheets gives students who are struggling specific
feedback for improvement. It also provides encouragement in areas that are
strong.
 o This peer review is focused on formatting or conventions, however, it also
includes a section for students to revisit a portion they still need help with. This
portion is one of three from the last peer review, which can be seen on the
worksheet.

Materials:
o Peer review worksheet #2
o Writers notebook
o Writing utensils
o Presentation assignment sheet
o Second draft of narrative
o Laptops

Procedures:

o 5 Min: Attendance

o 10 Min: Writers Notebook

Prompt: After all of the hard work youve put into writing your short story,
what are you proudest of? If you could share one part of the story with the
class, what would it be? Explain why this story means something to you.

o 45 Min: Short story peer reviewing. (15 Minutes per peer review section)

Students will get in groups of 4 and pass their drafts to the left.

o 10 Min: Handout presentation assignment sheet and answer questions

o 20 Min: Work time for final project. (Revisions: Format and Conventions)