Unit 1 Lesson 12: Peer Assessment

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Unit 1 Lesson 12

Introduction: In this lesson, students begin work with a new writing standard, W.9-10.5, as they begin to learn how to work collaboratively with others during the revision process. The lesson has two goals: to revisit the Mid-Unit Assessment, and to finish Stage 5 of the short story, “St. Lucy’s Home for Girls Raised by Wolves.”

Standards

Assessed Standard(s)
RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Addressed Standard(s)
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
SL.9-10.1b: Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
W.9-10.5 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 Language standards 1–3 up to and including grades 9–10 
Assessment(s)
This lesson’s assessment is a Quick Write. Students will need to include strong textual evidence from the narrative. These pieces of textual evidence can include, but are not limited to, specific vocabulary words, phrasing, or events. The prompt is as follows:

  • Does the Stage 5 description accurately reflect Claudette’s development by end of her time at St. Lucy’s? Based on your response, what does this imply about the story’s theme? The Stage 5 epigraph states, “At this point your students are able to interact effectively in the new cultural environment. They find it easy to move between the two cultures.”

Vocabulary

  • lolling (v.) – sitting, lying, or standing in a lazy, relaxed way
  • dour (adj.) – sullen; gloomy
  • recoil (v.) – to shrink back
  • perfunctory (adj.) – carried out with a minimum of effort or reflection
 

Agenda

  • Standards: RL.9-10.1, RL.9-10.3, SL.9-10.1b, W.9-10.5
  • Text: “St. Lucy’s Home for Girls Raised by Wolves” (pp. 245–246)
  • Homework Accountability
  • Mid-Unit Assessment Feedback
  • Reading and Discussion
  • Quick Write

Materials: Mid-Unit Assessment

 Learning Sequence:

  1. Reflect on Gallery Walk experience .
  2. Introduce new writing and speaking and listening standards : W.9-10.5 and  SL.9-10.1b.
  3. Turn-and-Talk about what this standard might look like and sound like in this lesson when you provide peer feedback on each other’s  Mid-Unit Assessment writing.
  4. Talk in pairs about how we can apply the focus standard to their AIR text.
  5. Peer give feedback  to the Mid-Unit Assessment . We are  to provide constructive, critical feedback to our partner’s  writing through collegial discussion, as we just discussed in the Turn-and-Talk.
  6. Pairs will give each other specific feedback on the original assessment using self-stick notes. Each partner will give at least three pieces of feedback during the revision process, so each student will receive at least three notes regarding revision. The self-stick notes will include the following:
  • Note 1: ALTERNATE SOLUTION—Alternate ideas or suggestions for revision using the rubric for guidance; for example, the author may need to have a more thorough analysis of the text, add more textual evidence, or add specific vocabulary terms from the text. The reviewer will suggest these alternate solutions on self-stick note #1.
  • Note 2: BRAVO—Praise for specific parts of the response that align to the NY Regents Text Analysis Rubric; for example, a note might mention the author’s use of relevant and thorough textual evidence.
  • Note 3: CONFUSION—A flag about something unclear; for example, a note might point out if a complex idea is not fully developed or there is confusion around text evidence used.

The feedback should correlate with specific portions of the written response.share and explain your feedback from the self-stick notes in pairs

7. Individually write down one positive element of feedback you received and one area of improvement. I’ll collect these pieces of feedback to refer to in future peer review processes.

8. Reading and Discussion: Share QuickWrite responses.

9. Read and annotate Stage 5 (pp. 245–246). Pay attention to textual details, especially those that relate to the Stage 5 epigraph.

10. In  a small group,  discuss  this section of the text and  respond to the TDQs- a) . Claudette says that she had to have “a woodman accompany me; I couldn’t remember how to find the way back on my own.” What does this tell you about Claudette?   B) What is this line saying about Claudette’s “training” at St. Lucy’s?  c) Claudette’s brother is described as a “dour, balding children’s author.” What do you understand about the brother? d) What is the family’s reaction to Claudette/ f) What is the significance of her mother “recoiling back”? g) What is Claudette’s reaction to the family? H) In the end, does Claudette reach Stage 5? Use text evidence to explain your answer

Homework: respond to the following Quick Write prompt:

Does the Stage 5 description accurately reflect Claudette’s development by the end of her time at St. Lucy’s? The Stage 5 epigraph states, “At this point your students are able to interact effectively in the new cultural environment. They find it easy to move between the two cultures.”

In your response, include strong textual evidence from the narrative – these pieces of text evidence can include, but are not limited to, specific vocabulary words, phrasing, or events.

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