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This lesson provided by:
Author: LaSheree Sanford-Davis
System:Birmingham City
School:Ramsay High School
Lesson Plan ID: 33168
Title:

Argument Essay Speed Dating 

Overview/Annotation:

Student will use peer evaluations as a means of strengthening an argumentative essay.  Student will revise essay and prepare the assignment for final submission.

This is a College- and Career-Ready Standards showcase lesson plan.

Content Standard(s):
ELA2013(11) 19. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.11-12.1]
ELA2013(11) 23. 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 the first three standards in the Language strand in Grades K-11.) [W.11-12.5]
Local/National Standards:  
Primary Learning Objective(s):

The student will be able to:

  • write arguments to support a claim
  • revise, edit, rewrite a text using text to support
  • strenghten writing by trying a new approach   
Additional Learning Objective(s):  
Approximate Duration of the Lesson: 31 to 60 Minutes
Materials and Equipment:

Self-Evaluation Writing Rubric

Feedback Analysis Form

Technology Resources Needed:

Interactive White Board

Web Enabled Device

 

Background/Preparation:

This lesson should be used after students have written a first draft of an argumentative essay.

Procedures/Activities:

1. Instruct students to bring a typed copy of his/her essay to class for peer evaluation (Typed copies eliminate the problems with legibility).

2. As students enter the room, give them a note card. Ask students to indicate on the card, which part of the essay they found to be most challenging.  

3. Have students sit facing a partner and tell the students that they will be going on a "Speed Date" with their paper.    

4. Explain to the students that they will spend a few minutes talking to someone about their paper and their writing process.  Instruct students that each partner must discuss and offer feedback for each questiion.

5. Start the attached presentation. Present the first question and allow the teams to talk for approximately three to five minutes. Instruct the partner on the right to move one seat over to sit with the next person and then present the next question in the presentation. Continue this process until all four of the questions have been discussed.   http://prezi.com/vbrxtcwzzgy2/peer-evaluations/

6. At the end of the "Final Evaluator" stage, pass out a copy of the Peer Evaluators Feedback form.  Allow time for the final evaluator to read the rough draft and complete the evaluation.  Have student take the completed evaluation to their original seats.

7. Have students take out the cards that they received at the beginning of class and write down any helpful feedback that they received during their dates.

8. Tell students to use the cards and the feedback from the "Speed Date" to edit, revise and rewrite their paper for final submission.     

 


Attachments:**Some files will display in a new window. Others will prompt you to download. SpeedDatingPeerEvaluation.docx
Assessment Strategies:

Formative assessment of Team discussions

Peer Evaluator Feedback Forms

Final copy of argument essay 

Extension:

Student may meet for a second date with the teacher to look at revisions.

Students may schedule a "date" with other peers to revisit the evaluation questions.

Remediation:

Students needing extra assistance may color code his essay using highlighter to identify the introduction, narration, confirmation, concession/refutiation and conclusion.  

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

Hosted by Alabama Supercomputer Authority
The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
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