Teacher: Ms.

Julia Robinson

Grade/Subject: 9h Grade English

Peer Editing

Lesson # 3 of 3

Standards:
3. Writing and Composition
Prepared Graduates:
Apply standard English conventions to effectively communicate with written language
Concepts and skills students master:
3. Writing for grammar, usage, mechanics, and clarity requires ongoing refinements and
revisions
Evidence Outcomes:
c. 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. (CCSS: W.9-10.5)
g. Explain the relationship between authors style and literary effect.
Understandings:
Students will understand how to give effective feedback to their pees so that their peers are able
to correct their papers mistakes.
Inquiry Questions:
How can I better my peers paper through correcting their grammar, sentence structure, spelling,
and format?
Evidence Outcomes:
I can read my peers research paper and correct the mistakes visible to me.
This means students can analytically read a partners paper, correct their partners paper, and
find the parts of an effective research paper in their partners paper.
List of Assessments:
Formative:
- Turn in a peer editing worksheet
- Grammar activity

Planned Lesson Activities

Name and
Purpose of
Lesson

Approx. Time
and Materials

Peer Editing
Students can often struggle with Shakespeares language as many of its
conventions are not as familiar to them, on top of this there is the added
struggle of interpreting the language within the less widely read format of
playwriting. This lesson will provide young readers with strategies to help
them better understand Julius Caesar while also giving them an opportunity to
play around with the dialogue and make it their own.
One 90 minute class
SmartBoard
Grammar prompt
Peer Editing Work sheets
High lighters
Students need paper and a pen
Grammar Activity: Comma Splice (adapted by: Keith Polette)

This activity will allow students to review the previous days lesson. In
Anticipatory Set addition, being aware of grammar is essential when peer editing papers. In this
activity students will be in pairs. They will be given a passage. In this
passage there are numerous comma splices. The pairs must identify the
splices. Then the class will recollect and go over the passage together.
1. Anticipatory set (15 minutes)
3. Discuss the guidelines for peer editing (5 minutes)
4. Peer edit a paragraph together on the SmartBoard (10 minutes)
6. For the next activity students will get into pairs (remaining in the circle).
The students will receive a peer editing worksheet. The pairs will then
exchange papers and edit each others papers. They will fill out the worksheet,
Procedures
which I will collect for a grade, when I collect their papers. They will then
return the worksheet to their partner so their partner can improve their paper
and view suggestions. The students will do this twice because they will rotate
after the first peer edit. (25 minutes)
8. Closure. (5 minutes)
Closure
Modifications

Ticket out the Door: Have students write down one thing that they will fix in
their paper, and one thing that they did really well on in their paper.
Different learning styles will be addressed. In addition, all IEPs and 504s will
be addressed (regarding seating and pairing). For example if a student needs to
work with a specific student then this will be addressed.

Peer Editing Checklist

Author's Name: _______________________________________________________
Document Title: _______________________________________________________
Peer Editor's Name: ____________________________________________________
Remember these tips for being a good peer editor:

1. For every suggestion for improvement, list one thing you think is done well.
2. Make sure you are critiquing the paper, not the person. It's ok to disagree with the author,
but it's not ok to expect them to change their writing to agree with your point of view.
3. Point out errors in spelling and grammar, but don't correct the paper for the author. You
should list errors in spelling, punctuation, or grammar, but let the author research the
correct usage.
Spelling, Grammar, Word Usage and Punctuation:
Suggestions for improvement:
1.
2.
3.
Items well done:
1.
2.
3.
Story Sequencing and Flow:
Suggestions for improvement:
1.
2.
3.
Items well done:
1.
2.
3.
Story Development:
Suggestions for improvement:

1.
2.
3.
Items well done:
1.
2.
3.
Other:
Suggestions for improvement
1.
2.
3.
Items well done:
1.
2.
3.

Grammar Activity Passage:

The Goose with the Golden Eggs:
One day a countryman looked into the nest of his Goose, there he found an egg, all yellow and
glittering. He picked it up, it was as heavy as lead. He was going to throw it away because he
thought a trick had been played upon him. He took it home, soon he found, to his delight, that it
was an egg of pure gold. Every morning, the same thing occurred, and he soon became rich by
selling his eggs. As he grew rich, he grew greedy, and thinking to get at once all the gold the
Goose could give, he killed it and opened it. He looked inside, he found nothing.
Greed oft oer reaches itself.

Correct Version that I, the teacher, will have:

One day a countryman looked into the nest of his Goose; there he found an egg, all yellow and
glittering. He picked it up; it was as heavy as lead. He was going to throw it away because he
thought a trick had been played upon him. He took it home; soon he found, to his delight, that it
was an egg of pure gold. Every morning, the same thing occurred, and he soon became rich by
selling his eggs. As he grew rich, he grew greedy; and thinking to get at once all the gold the
Goose could give, he killed it and opened it. He looked inside; he found nothing.
Greed oft oer reaches itself.