Jeanie Boyette

RE 3150

Procedure Mini-Lesson

Class/Subject: ___Language Arts_____/ Peer evaluations__________________________

Block/Period: _____________________________________ Date: __________________

Overview: This mini lesson would be completed prior to beginning peer evaluations. Students should have work in their portfolios to use for evaluation.

Purpose: To explain the purpose of peer evaluations and to provide several examples of peer evaluation techniques. This mini lesson will show the importance of peer evaluations. After this lesson, students will have several procedures available to use in evaluating peers. Students also will understand proper peer evaluation etiquette.

Objectives of Lesson:

• 5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through exploring what impact literary elements have on the meaning of the text such as the influence of setting or the problem and its resolution.

• NL-ENG.K-12.3 EVALUATION STRATEGIES

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

Time required: 35 minutes

Materials Needed:

Samples of student work. This could be from previous years or samples of a teacher’s work. Students will need a blank mini-lesson note sheet. Overhead projector and transparencies for three different samples of student work.

Introduction: (teacher overview) (5 minutes)

Teacher: “Many people do not like getting feedback on their writing because they feel like they are on the chopping block. But as writers you need to understand that you have many options when accepting peer evaluations; the type of evaluation is up to the writer and depends on where the writer is in the writing process. Why do you think it is important to receive peer evaluations?”

Student A: “To find out what someone else thinks?”

Teacher: “Yes, to find out what a reader thinks when he reads your writing. After all, unless we are writing in our diaries or personal journals, we write for readers. However, peer evaluation takes practice and patience. You may be uncomfortable evaluating a classmate’s work. But remember, you are not expected to judge or criticize another student. A reader’s purpose in peer evaluation is to give the writer a thoughtful audience. A reader’s job is to describe for the writer “what they see” and “how they are reacting” as they read. This is what writers need. You are expected to follow our normal class rules for conduct and communication when writing your comments. Today I am going to show you four ways that you can give a writer feedback. Take notes about these four ways on a mini-lesson note sheet. Remember to list examples for each type of evaluation technique. Go ahead and write peer evaluation for the subject of the mini-lesson on your note sheet.”

Guided Practice (teacher/student): (10 minutes)

Teacher: “The first example is actually not a peer evaluation, but it is a valuable way for the writer to evaluate their writing. It is called Sharing: No Response. (write on the board “1. Sharing: No Response”) In a Sharing: No Response evaluation, a writer reads his or her piece aloud to listeners. The writer can listen for sentences that don’t sound right or for sentences they have trouble saying. The listeners do not respond. The key for this type of evaluation is the writer reading aloud. Actually, no one but the writer has to be present, so this is a technique you could use at home when working alone. As you read your piece, listen for sentences or words that do not sound right---that sound awkward or do not seem to fit. These are the sentences that you may need to modify. To demonstrate, I would like a volunteer to read this sample 8^th grade writing.”

Student A: (takes the piece and reads it aloud to the class)

Teacher: What sentences did not seem to flow well?

Student B: “The one about the beaver in the trap.”

Teacher: “In this example, the writer would look for ways to modify this sentence so it did not sound awkward.” (Ask for some suggestions on how the write might change the sentence.)

Teacher: “The second example is called Pointing and Center of Gravity. During this peer evaluation, readers take a copy of the writer’s work and mark words or phrases that struck them or stood out to them in some way. Readers also mark sections that seemed important. This type of response shows a writer what a reader found interesting and what the reader thought was important. Here is a sample piece of writing to demonstrate Pointing and Center of Gravity.” (place transparency on overhead projector) “I need a volunteer to list this second example on the board.” (Student A goes to the board and writes “2. Pointing and Center of Gravity.”) “Let’s look at the first sentence and someone tell me a word that stands out to you.” (Mark the words as the students call them out. Move through the rest of the piece.) “In this example of peer evaluation, you do not need to tell the writer why the words or phrases stand out---just point out the words that stand out.”

Teacher: “The third example of a peer evaluation technique is What is almost said? What do you want to hear more about? During this technique, the reader takes a copy of a work and identifies sections where he or she feels something is almost said. The reader makes a note of what he or she thinks the writer is trying to say. The reader also identifies items that they want to hear more about. These notes are made in the margins of the piece where the text is located. Here is an example of how this works.” (place another transparency on the overhead projector and ask Student A list add this technique as number three on the board. Ask another volunteer to read the first two sentences) “Is there anything in these sentences that you want to hear more about, or is there anything that you think is almost said?” (Move through the piece and write comments on the transparency as the students say them. If no one has comments, suggest a few of your own.)

Teacher: “The last example of peer evaluation techniques that we are going to look at today is called Movies of the Reader’s Mind. In a Movies of the Reader’s Mind peer evaluation, readers will tell you honestly and in detail what is going on in their minds as they read your words. Readers may mark “I felt confused starting with this sentence” Whatever the reader is thinking, he or she marks this down through the piece. Movies of the mind are the richest and most valuable form of response, but they require writer confidence and reader support. As a writer, you may not like what the reader is thinking as they read your piece, but do not be offended by what the reader writes. Remember to choose a reader whose opinion you value. Here is an example of how this technique works.” (Place writing sample transparency on the overhead, ask Student A to add Movies of the Reader’s Mind as number four on the board, and read several sentences.) “My favorite animal is a monkey. My monkey is small and brown… I may write that I would like a better description of the monkey, What kind of sounds does the monkey make? What kind of fur does the monkey have? That is the way a Movies of the Reader’s Mind works---whatever you are thinking as you read the piece, you write in the margin. Does anyone have any questions?”

Independent Practice (student): (15 minutes)

Teacher: “Now each of you will select a piece from your portfolio to receive feedback from a peer. Select a piece that is “in progress” or one that you think is finished. You decide which piece that you want feedback on. Then select a partner, and select one of the four techniques that you want the partner to use to evaluate your piece. I’ll be going around the room to offer support and assistance. You have about fifteen minutes to complete this evaluation. This first time will be the most difficult, so be patient.”

Closure: (5 minutes)

Teacher: “Would anyone like to share how their evaluation went?”

Student A: “I was nervous about writing my comments.”

Teacher: “It is hard at first, but it will get easier. I expect you to use these peer evaluation techniques at least once with a member of the class before you submit the final copy of a piece. Attach the peer evaluation behind the final copy of the piece, so I can see how you are doing. Remember that peer evaluations take practice for the reader and the writer, but peer evaluations will improve your writing and give you another source of input besides me.”