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Grade 6: Module 1: Unit 2: Lesson 14
Focus students on the Work to Become Ethical People anchor chart, and remind them specifically of respect and compassion. Remind students that the purpose of peer feedback is to help the other student improve his or her work, so when we provide feedback, we have to be careful to ensure we are respectful and compassionate.
Emphasize that peer critique is not about telling someone how bad his or her work is—it is about celebrating the good things about the work and helping to make it even better.
Invite students to Think-Pair-Share, leaving adequate time for each partner to think, ask the question to their partner, and partner share:
“How can we e ectively give peer feedback? What things should we think about and be aware of ? What strategies can we use?” (Responses will vary.)
“What does this look like? What does this sound like?” (Responses will vary.)
As students share out, capture their responses on the Peer Critique anchor chart. Refer to the Peer Critique anchor chart (example for teacher reference) for guidance.
Tell students that today they will give and receive feedback about their compare and contrast essay. They will help each other take the drafts of their compare and contrast essays and make them into high-quality work pieces.
Post and review the Directions for Peer Critique.
Emphasize also that students should only revise their work when they agree with the peer critique. If they don’t agree, they shouldn’t do so, as we don’t always have to take the advice we are given.
Answer clarifying questions.
Use student work in a whole group peer critique to model the process.
Work Time
C. Peer Critique – W.6.5 (10 minutes)
Review the learning targets relevant to the work to be completed in this section of the lesson:
“I can provide kind, specific, and helpful feedback to peers.”
“I can revise my essay to use precise language and domain-specific vocabulary.”
Read aloud Part II of the Module 1: End of Unit 2 Assessment: Compare and Contrast Essay Directions (example for teacher reference).
Explain that students who composed their essays on electronic devices should receive feedback using the comment/suggestion feature provided through the word-processing software. For students critiquing an essay composed on lined paper, distribute sticky notes.
Invite pairs to begin working.
Circulate to support students as they complete their peer critiques and make their
revisions.
Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.
EL Education Curriculum 249
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