Title of lesson Introduction to Peer Feedback Grade 5

level

Subject ELA Topic Editing

Relevance As of last week, we explored a brief opportunity for students to give

feedback to their peers/ classmates. They struggled with how to do
this (as they had never encountered how to properly do so), and I feel
that would greatly benefit from having a clear description and lesson
on how to do so.

Resources Required ● Pencil

● Eraser
● Journal

QEP Subject Area Competency 1: Students will have a chance to read their classmates'
Competencies writing (a journal entry that we will make) and think of ways to give
appropriate and positive feedback. They must display the ability to
appropriately read and review the work that is given to them.
Competency 2: Students will have an opportunity to write their own
journal entry to start the lesson. They can take it in any direction they
want and will be free to write about what they are inspired about.
Their writing should be to the best of their personal abilities.

Learning Objectives ● Students will write personal stories/ narratives.

● Students will explore how to properly assess a piece
of writing.
● Students will explore how to give positive and
constructive feedback.
● Students will utilize feedback that is given to them to
improve their own writing.

Essential Question(s) What are the benefits of feedback?

What is the best way to give feedback?
How can we effectively utilize feedback?

Lesson Introduction (hook): Student will know:

Timing
Students will open the lesson by writing their own short ● Students will be
story/ journal entry about a topic of their choosing. They introduced on how to
will be encouraged to write about something they are give positive and
passionate/ interested in and can explore any topic of thought provoking
feedback that will
their choosing.
help their peers
Students will be asked to write “double spaced” to allow
improve their writing
room for feedback. (minimum 2 stars
10 mins
 and 1 wish).
● Students will know
what is expected of
them by following
the guided rubric
when editing.

Development (Learning activities – step by step Students will understand:

40 mins sequential procedure):
● Why it is important
Once students have completed their short writing, they will to engage with work
swap their journals with a peer. from their peers
Following a guided rubric, they will read through and offer ● Students will
suggestions/ feedback for their peers. This feedback should develop an
be focused on things that the student has done well/ areas understanding of
that are beneficial to include; additionally, students will what criteria
suggest something that they feel the writer could have should/can be
included that would improve their writing. included in a
This work will be done in the “other lines” that were skipped. structured writing
I will circulate to assist any questions that students have. paragraph.

Students will receive their own work with the comments and
feedback from their peers. They will read through the
constructive feedback and be open to the ideas that are
offered for them. They will then utilize that feedback to adjust/
add to their own journal entry and improve the overall quality
of it!
Students should be critical of their own writing and must be
prepared to make alterations as needed. The suggestions
are made to improve their writing and students should be
accepting of these comments.

Students will do:

● Students will write

their own writing
pieces and explore
areas that they
would like to.
● Students will read
through their peers
writing and offer
feedback that is
aimed to assist
them.
● Students will utilize
feedback that is
 given to them to
improve their own
writing.

Cross Curricular
Competencies:

To Use Information:
Students will be utilizing
the outlined rubric to
assist in their suggestions
and edits created for their
peers.

To Exercise Critical
Judgement:
Students will be judging
their peers’ work based
on the guidelines of the
rubric and how they
perceive what makes a
“good” piece of writing.

To Communicate
Appropriately:
Students will be
communicating their
thoughts and criticism in a
suggestive and helpful
manner.

To Adopt Effective Work

Methods:
Students will be expected
to respect the page length
and the time constraints.
They must work
effectively and structure
their time.

Broad Areas of Learning:

Personal and Career

Planning:
Many careers expect
employees to collaborate
and often provide critical
feedback to each other.
Managing their time and
learning how to edit a
piece of writing will help
them in further education
and future writing jobs or
tasks (e.g. emails).

Citizenship and
Community:
Collaborating and editing
each other’s work is
beneficial in creating
team-based learning and
relationships within the
classroom community.

Health and Well-Being:

The positive feedback will
aid students in developing
their confidence and the
‘bad’ criticism that might
be harder to process, will
aid students in self-
monitoring their emotions.
They will have an
opportunity to develop the
skill of being able to
accept the ‘good’ and the
‘bad’ (feedback).

Universal Design for

Learning/ Differentiation:

● The rubric will provide

a guideline that will be
beneficial to all
students.
● Examples of what
possible feedback
comments will be
provided in the intro
 and left on the board
for reference.
● Students with
difficulties writing the
feedback, will have the
opportunity to give their
feedback orally (with
the peer taking point-
form notes) and may
use a printed rubric
sheet to circle where
their peer scores.

Closure (transition): FORMATIVE - Assessment

FOR learning:
Once the students have finished reading their peer’s
work and providing written (or oral) feedback and have Utilizing the “silent thumb”
filled out the rubric, the lesson will come to a close. The is a great tool to assess
students' learning/
students will return the work and the receiver will have
knowledge as the lesson
a few minutes to look over the comments/feedback and
progresses. I will use this
ask questions to their critiquer for clarity. As a class we throughout the lesson to
will have a quick sharing session where we can discuss check for understanding.
what specifically a classmate said that improved their
writing. Some students will be called upon to share Students will be engaging
examples of what they have received as feedback or with resources (rubrics,
what they gave as feedback (kind words/ comments checklists) that will guide
that students had or even say how a specific comment them through the lesson
was used to improve a certain area). and offer clear directions
as to what is expected of
them.

Students will be engaging

with their peers during the
feedback opportunities. I
will be circulating to
monitor their work here.
 ·

FORMATIVE - Assessment
AS learning:
 The entire lesson revolves
around assessment as
learning because the
students will be
participating in an
evaluation process that
will lead to a further
understanding as to what
would be expected of
them for their own writing.
Any time students are
working with rubrics, it is
considered assessment
as learning. They will be
engaging in peer and self-
evaluations.

SUMMATIVE - Assessment
OF learning:

Students will get to

share some of the
feedback that they
received at the
end of the lesson.
Here we can see
who was offering
what feedback and
how the students
found it useful.

While reading
through the
journals, we can
see exactly what
was said and how
it was presented.

Further considerations (follow up activities)

· This lesson will be the backbone for future “peer feedback” opportunities. As this is
built off of a previous lesson, I want students to have an opportunity to learn how
to properly engage with their classmates about their academic writing. From this
lesson, students will know how to properly apply “peer feedback” activities and
segments within lessons.

This lesson can be expanded upon for more feedback opportunities. A future lesson
could include a premade sample of writing that is intentionally full of errors or is open
for suggestions to improve it. Students will read through and attempt to properly give
feedback based on the resources and lessons that are offered here.