Lesson Title: Peer Review: Plot Clarity and Descriptive Language

CCSS and CA SS /Standards: (What are the skills being taught? Which Agenda: (What is the snapshot of my class flow?)
standards are being specifically addressed in this lesson?) Model Focused Review
CCSS.ELA-LITERACY.W.9-10.3 Plot Clarity Review
Write narratives to develop real or imagined experiences or events using Descriptive Language Review
effective technique, well-chosen details, and well-structured event
sequences.
CCSS.ELA-LITERACY.W.9-10.5 HANDOUT
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions
should demonstrate command of Language standards 1-3 up to and including
grades 9-10 here.)
Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
By the end of this lesson, students will have provided their peers with focused feedback about their narratives on
descriptive language and plot clarity.
Key vocabulary and phrases: Descriptive language, plot clarity
Context of Lesson (what happened previous to lesson and how does this lesson build on that): S tudents are writing
narratives, and they are currently in the revision stage. They have just completed a writing workshop consisting of five stations that
addressed elements such as sentence variety, descriptive language, and story focus. Today, they will be participating in a focused
peer review that asks students to review peers narratives for storytelling elements such as plot clarity and descriptive language.

TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT Note: Materials/

A variety of formative assessments should Technology
be used at key points throughout the
lesson

Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they Projector
enter the classroom?)
Students will sit in their new writing groups that are
2 displayed on the Powerpoint. I arranged these groups of
min
four so that students who have yet to work together
during the writing process are together. I wanted students
to have three new students read their narratives.
Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that
should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that
student need to complete before the lesson begins?)
Students finished the last of their writing workshops
1 min
yesterday and should have a new draft today that has
addressed the feedback and activities from the five
workshops. Today, they will be participating in a peer
review that is focused on the elements of storytelling,
particularly plot clarity and descriptive language.


This model of a
Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy Handout, model
demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing
process.) self-assessment/focused narrative
The first peer review will be guided by focused questions review will allow me to
that we develop as a class. I will be modeling a assess whether students
self-assessment of my own writing and asking students to can ask questions about
do the same to their own narrative. Students will read their own writing that will
each paragraph of their narrative and write a focused guide future revisions.
10 min
question that addresses something they are unsure of in
their writing like Is this part irrelevant to the story?
Do you have a good understanding of my character after
reading this paragraph? etc. I have provided the students
with sample questions on their peer review worksheet
and I will be asking some out loud. At the end, I will
have a few students share out their biggest questions.
Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student I will monitor the room Handouts,
or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process)
In the assigned writing groups, students will then work and check in with markers
through the three peer reviews as explained on the students who have
worksheet. The first review is the focused review that questions regarding parts
will now allow students to ask their focused questions of their partners
and get answers from their peers. The first student will narrative to ensure that
read their narrative to their partner and get feedback for good feedback is being
each question while taking notes on the handout provided.
provided. Then, the partners will switch. This will be a
review that is facilitated by conversation.

40 min The second and third reviews will be done silently and
will be guided by the questions provided on the
worksheets. One new student will review for plot clarity,
and the next student will review for descriptive language.
I will encourage students to ask the author of the
narrative questions about the story if they are unable to
answer them on their own.

Before each of the last two critiques, I will go over the

instructions and clarify the elements they are reviewing
for. After each review, I will ask students to share out
their favorite piece of feedback they gave/received.

I will assess the

Independent Practice: (individual practice, discussion, writing process.) Handouts
extra Students will read over the feedback they received and reflections to see if
time or
complete the authors reflection. It asks students to students received answers
at
home explain how they will address the comments in their next to their questions and if
min draft and additional concerns they have moving into the they plan to address the
next peer review.


feedback in their next
draft.
I will look over the
Evaluate Understanding/Assessment: (How will I know if students have achieved
todays objective?)
If this lesson is successful, these peer reviews will be feedback that students
focused and the only comments that students receive will gave to see if they were
min

be related to the questions that were asked. able to do a focused peer

review.
Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective
and connect the lesson to the unit?)

2 min I will ask students to look over the feedback they

received and complete the authors reflection before
making revisions to their narrative.
ELL Strategies/Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all
learners, including IEP, 504 plans, high ability learners, etc.?) ADD ROWS AS NEEDED.

STUDENTS WITH IEP/504 PLANS

IEP/504 PLANS: CLASSIFICATIONS/NEEDS NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS, PERTINENT
IEP GOALS
Group Work 2 Students will complete the peer reviews in a
group setting that allows them to ask questions
of the author.
Visuals 3 Instructions are on Powerpoint slides and on
worksheet. During the model, my narrative will
be displayed via Document camera.
Modified Assignments 2 The authors reflection can be shortened as
needed.
STUDENTS WITH SPECIFIC LANGUAGE NEEDS
LANGUAGE NEEDS (ELL) NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS

Advanced English Language Learners 2 Visual Instructions

Group work/support
STUDENTS WITH OTHER LEARNING NEEDS
OTHER LEARNING NEEDS (High ability, struggling readers) NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS

High ability 3+ If students finish early, they can start the

authors reflection. However, I have grouped
the students so that stronger writers are spread
throughout the class and can assist those who
struggle with peer reviews. .