Lesson+4+Erin+H

Peer Editing
Peer editing checklist Computer with internet and projector capabilities [|Peer editing Prezi] Jing || Explain to students that sometimes people make honest mistakes when they are writing. This is no reason to make fun of each other. Everyone makes mistakes.
 * **Lesson Title:** || **Peer Editing** ||
 * Subject Area: || English/Language Arts ||
 * Grade Level: || 5 ||
 * Unit Title: || The Healthy Body – An Interdisciplinary Unit ||
 * GLCEs/ HSCE: || W.PR.05.05 Proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups ||
 * METS-S/NETS-T || NETS- T 3.c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats. ||
 * Essential Questions: || How can I effectively and proofread and annotate a piece of writing to correct it for errors? ||
 * Objectives: || Given the Peer Editing Checklist, students will critique based on punctuation, capital letters, grammar and spelling the research papers of two classmates ||
 * Tools and Resources: || Mad Lib
 * Rationale: || Writing skills need to continue to be developed through increasing competency of the writing process, specifically the editing piece. ||
 * || **Sequence of Activities:** ||
 * Anticipatory Questions/Activity: || Explore the website [|Funny Typos]

Allow 10 minutes for this activity || (Artifact: link to real world, website, book, picture, etc.) || Groups will be given the same blank Mad Lib to fill in. Allow 15 minutes for students to fill in their Mad Lib and each is read aloud. Allow for an additional 15-20 minutes for class discussion about creativity and grammar and make a connection to the editing process. See Segment #4 for detailed explanation. || (Factual information/Vocab Includes sample feedback loop) || Teacher: What is peer editing? Student: //An editing technique where students read and edit each other’s work.//
 * Body of Lesson Plan:
 * //Segment #1//**
 * **//Segment #2//**

Teacher: What is the purpose of peer editing? Student: //Helps identify parts of your story that are confusing//, //helps you determine if it is organized so that it's easy to follow, and helps to determine if it is clear, concise and easy to read.//

What parts of a story can be corrected? Student: //Its grammar, spelling, punctuation and capitalization.// || (Includes multiple intelligence strategy: Hands-on, small groups, reteaching strategy) || Present to students the Prezi lecture. See Segment #4 for details. ||
 * **//Segment #3//**
 * || 1. Begin Segment #1. Separate students into five groups of equal size. Give each group the same blank Mad Lib titled “My First Rock Concert”. Ask groups to fill it in based on the instructions on the directions page.

2. Have each group read their final story.

3. Explain to the class how word choice made each story unique. Point out that the story sounded funny when someone put in a verb that was the wrong tense or didn’t put in a noun that was supposed to be plural.

4. Explain to the class that correcting these errors is one part of the peer editing process. Additionally, the more strong the word choice the more interesting an essay can be.

5. Segment #2 vocabulary will be utilized in the Segment #3 Prezi.

6. Begin Segment #3. Using a computer with a projection screen, access the [|Peer editing Prezi] lecture about peer editing. To view a video of how to access the Prezi, see the [|Jing video].

7. Present the class with the question “How would you define peer editing?”

8. Show slide two and explain that peer editing is an editing technique where students read and check over each other’s work.

9. Ask students what they think the purpose of peer editing is. Call on a few students randomly to answer.

10. Show slide three.

11. Explain that the purpose is to help identify parts of your story that are confusing. Additionally, it helps you find mistakes in spelling and grammar.

12. Ask the students, now that they have all of this information, how do they begin to peer edit?

13. Show slide 4.

14. Tell the students to read the entire paper over once, to simply just read the story. Next, read the story a second time, circling any mistakes in the four categories of the rubric: spelling, punctuation, grammar and capitalization. Then, talk with the author about the parts of the paper that you didn’t understand or may be confusing.

15. Give suggestions about how to fix the problems

16. Finally, talk about the parts of the paper that were good. For example, //good word choice, perfect paragraph structure, great spelling.//

17. Show slide 5.

18. Remind students to be tactful when peer editng. Some important information about being an effective peer editor. Please do not insult someone else’s work, do not tell them it is great and nothing could be better, and do not only offer negative remarks.

19. Close the Prezi and offer to answer any questions that students have about the peer editing process.

20. Tell the class that we will be peer editing each other’s research papers using a rubric style checklist.

21. Using the classroom document camera, display a copy of the Peer editing checklist

22. Point out that the students will look over their peer’s papers for errors in the areas of punctuation, capitalization, grammar and spelling.

23. The second column of the checklist explains in more details what is mean exactly by those categories.

24. The third column is where a check mark will be placed once the step is completed.

25. Finally, the fourth column is where the student will write down his comments and suggestions about that category.

26. Tell authors that once their paper and peer editing checklist is returned, they can look and think over their editors comments. They do not have to agree with everything that was told to them. Corrections must be done using a dictionary, thesaurus or online reference to ensure correct changes.

27. Allow time in class for students to use the peer editing checklist to peer edit each member of their group’s research paper.

28. Editors will return completed checklists to author.

29. Author will keep copies of his checklists in his research paper folder and will turn it in upon completion of research paper. ||

Unit Plan Erin H | Lesson 1 Erin H | Lesson 2 Erin H | Lesson 3 Erin H | Lesson 4 Erin H | Lesson 5 Erin H