May
5
Lesson 6- Partner Revision
Note: This lesson may take place over multiple classes
Instructional Goals: Students will be able to gain feedback from a peer, and will have time to incorporate this feedback into their piece. Students will give constructive and positive feedback to a classmate.
| Activity | Description and Purpose |
| Introduction to Revision | The teacher will tell the students about the Writing Share that will occur. For the Writing Share, students will have the option to read their story to the class. The students will also participate in a gallery walk so that they can see the artwork or other visual elements of their peers’ stories. The teacher will ask students: What is revision? Some of us have already started to revise our pieces. What does it mean? The teacher can stress that all writers continue to change and improve their writing all the time! |
| Partner Time Expectations | With the students, the teacher will explain and write down some expectations for partner revision work. For example, the teacher will highlight the importance of providing positive feedback and saying what the author did great! The teacher will also explain how students can point out ways that they think their partner can continue to improve their writing. Students can call these “glows” (things that are great!) and grows (areas where the student can continue to develop). The teacher can also ask the students what they think partner share should be like as well. The teacher can write down sample questions that partners can ask one another, such as “Can you say more?” or “What do you mean?” (Servavallo, p. 369). The teacher can also ask the students what other questions may be helpful to ask and write those as well. |
| Partner Revision Time | Then, the students will have a chance to engage in partner revision. They will read each other’s pieces so far and provide positive feedback, and can ask questions (including questions from the brainstormed list) about the writing piece. The teacher can circulate and provide additional support if groups need it. |
| More Writing Time and Share | The students will have more time to write and work on their stories. They can choose to continue working with their partner or to work on their own. They could also exchange their writing with a different partner if they choose. Then, students can share either some of their writing or a take-away from the partner activity. |
Assessment/Checkpoint: By the end of this lesson, the teacher will hopefully have met with every student and provided targeted feedback.
Differentiation/Student Choice: The teacher can provide students with individualized supports based on the conferences. For example, if the student wants to work on their story beginning, the teacher can provide different examples that could help to spark an idea for the student.