Lesson Plan

Addressing Reader's Needs Thru Peer Review

Using the skills of good readers for reviewing the text of other students by asking questions; asking for clarification; requisitng elaboration of ideas; making personal, textual, aand global connections to ideas and focusing on what works in the text.
Rae O.
Co-Director UC Merced Writing Project
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My Grades 9, 10, 11, 12
My Subjects English Language Arts
EdTech Mentor

Students will be able to...

  • Write briefly on an issue responding to a question;
  • Read own paper to writing group;
  • Give feedback by asking questions, asking for clarification, asking for more information, and stating what is working and why it is working--use either Google Drive or Post-Its to make comments;
  • Write Responses to feedback--use either Google Drive or Post-Its to write responses;
  • Revise writing using feedback and responses as appropriate;
  • Evaluate writing using a rubric;
  • Publish writing on a blog.
English Language Arts
Grades 6 - 12
All Notes
Teacher Notes
Student Notes

1 Getting Started

Objective: Create text to use during peer review.

Student Instructions
  • Choose a question from the Learning Network:  Teaching & Learning with the New York Times "183 Questions for Writing or Discussion" and write a response. 
  • Compose written response in Google Drive on Google Docs to share with peer response group.

2 Direct Instruction

Objective: Model peer review with helpful and not so helpful feedback.

  • Show YouTube Video on Peer Assessment (1:40).
  • Share Chart
  • Model giving feedback on student writing--use a piece of student writing from a previous year or write a sample text to use for this activity.
  • Display Helpful/Not Helpful Feedback Chart by either writing on board or chart paper.
  • Display text with LCD projector from Google Drive.  Use comment tool to ask questions or write comments for all to see.
  • Note:  If you have never done a Think Aloud before review the procedure using this resource Modeling Think Aloud.



Student Instructions
  • Take Notes on Helpful/Not Helpful Feedback.

3 Guided Practice

Google Drive
Free, Paid

Objective:  Students practice giving feedback on a sample text (whole class activity).

  • Teacher displays his/her writing from the introductory activity sharing it with the whole class.
  • Students make comments or ask questions as modeled using Google Drive.
  • Commenting and questioning  displayed with LCD projector for all to see in real time. 
  • Note:  If questions are too general, conduct class discussion on why general questions are not helpful to the writer. 
Student Instructions
  • Comment on writing using Google Drive/Docs.

4 Independent Practice

Objective:  Students demonstrate their understanding of giving helpful feedback to writer.

Note:  Alternative to using technology for peer to peer feedback How to Use Sticky Note Feedback.

Student Instructions
  • Share a copy of your text with each person in your Peer Response Group (electronic or physical copy.)
  • Read your paper out loud to Peer Response Group.
  • Responders write on Post-Its or Google Drive/Doc Comment: asking questions, asking for clarification, asking for more information, and stating what is working and why its is working. 
  • Writer reviews comments and writes a response to the comments on the back of the Post-It (or they may use Google Drive/Doc to add their response.)
  • Use peer review comments and writer's responses to revise essay for clarity and coherence.

5 Evaluating

Objective:  Evaluate writing using a custom made rubric.

Student Instructions
  • Using a custom made rubric evaluate the features of your essay.
  • Where might you be able to improve? (Use your results from evaluating using a rubric to help you respond to this question.)

6 Publishing

Free, Paid

Objective;  Students publish their writing to a blog for authentic writing experience.

Student Instructions
  • Post finished opinion piece to Edublog (with teacher approval.)