Lesson Plan: TAG Peer Editing

Subject: Writing

Grade: 5th, can be adapted to other grade levels

Integration of Learning Outcomes: Students will be able to peer edit their writing pieces with a partner.

Standards

• 1.5.5.E: Revise writing to improve organization and word choice: check the logic, order of ideas, and precision of vocabulary.
• 1.6.5.A: Listen critically and respond to others in small and large group situations.
• Respond with grade level appropriate questions, ideas, information, or opinions.

Procedures

Beginning

• Show Peer Editing YouTube Video
• Read teacher’s writing example.

Middle

• Model peer editing using TAG method. Project TAG sign. Edit teacher’s writing while having students help with the editing.
• Tell the writer something you like
• Ask the writer a question
• Give the writer a positive suggestion
• Fill out checklist for peer editing.
• Be sure to have students give suggestions/feedback while modeling.
• Make minor corrections (look for punctuation, capitalization, etc.)

End

• Students will peer edit with partner and fill out peer editing checklist.

Differentiation

• Modeling so students know what to do.
• Graphic organizer so students know what kind of feedback/suggestions to give
• Working with partners

Formative/Summative Assessment

• Observations
• Check for revisions

Materials/ Technology

• Teacher example
• Peer editing checklist (Found on our Teachers Pay Teachers Page)
• Microsoft Word
• Peer Editing YouTube Video
• Computer with projector
• Document camera

Reflection on Instruction:

Day 1: Before I taught this lesson, another teacher sent me a link for a peer editing Power Point. I decided to use this to talk about peer editing. A lot of the points on the slides covered what I would have talked about.

Students loved the YouTube video of the kids’ peer editing. They thought it was hilarious. It showed how to edit, but it provided humor.

Students seemed to be really interested in my own writing piece. They wanted to ask questions. They provided all kinds of feedback that was helpful, both for compliments and suggestions.

Students wanted to jump on making corrections. I tried to stress that this should be last and that you don’t have to correct every detail. You should mainly focus on the big ideas.

Day 2: Students began peer editing with their peers. I gave them a worksheet to help guide their feedback. They seemed to give good feedback to each other that was useful. Some students wrote corrections that weren’t necessary, such as “you don’t need to write on the last line.” Some students were able to get to their final draft.