Topic: Peer Editing

Grade: 2

Subject: Language

Time: 45-50 minutes

OBJECTIVES
Ontario Curricular Expectations
Oral Communication: 2. Speaking to Communicate
2.2 Interactive Strategies: demonstrate an understanding of appropriate speaking,
behaviour in a variety of situations, including paired sharing and small and large group
discussions
2.3 Clarity and Coherence: communicate ideas, opinions and information orally in a clear,
coherent manner using simple but appropriate organizational patterns
Reading: 1. Reading for Meaning
1.8 Responding to and Evaluating Texts: express personal thoughts and feelings about
what has been read
3. Reading With Fluency
3.1 automatically read and understand many high frequency words, some words with
common spelling patterns and words of personal interest or significance, in a variety of
reading contexts (i.e in personal writing and the writing of their peers)
Lesson Objectives: To learn about and practice peer editing on our descriptive Haunted
House paragraphs
Social Objectives: Mutual respect, attentive listening, partner work, peer evaluation
MENTAL SET

Estimated time: 5 minutes

What does editing mean? What does peer editing mean? Lets refer to the success criteria
we made about paragraph writing and sentence writing.
STATED OBJECTIVES AND PURPOSE:

Estimated time: 1 minute

Today we are going to learn how to peer edit our partners paragraph.

INPUT/ MODELLING/ DEMONSTRATION: Estimated Time: 15 minutes

Go through the Peer Editing Checklist and discuss each of the items on the checklist.
Explain that each student will get a partner and they will be editing each others paragraph.
They must go through their paragraph and check that it has all of the criteria listed:
Indented paragraph
Sentences and proper nouns start with capital letters
Sentences end with appropriate punctuation (period, question mark, exclamation mark)
Words are spelled correctly
Descriptive adjectives are used
Paragraph has a topic sentence and closing sentence
At the bottom of the page there is a space for 1 compliment and 1 suggestion, explain what
this means.
Go through a sample of what editing looks like:
the hunted house was on the end of a dark spooky street? The windows were broken and
covered in creepy spider weebs There were black bats flying around and goats lurking in
the dark shadows. MY spaghetti dinner was good! The yellow light from the mon was
shining down on the big old mysterious house and no one dared to walk up the crooked
path?
Read through the paragraph, ask them what is wrong with it, they can highlight on the
smart board. What is good about the paragraph? What is one compliment and one
suggestion for the author?
Materials:
-Peer edit checklist
-Haunted house
Students will be paired up by the teacher. They will take turns reading paragraphs
their paragraphs to their peer and then switch and edit each others
-Pencils
work.
-Smartboard
Tactics:
Peer editing,
partner work
i.)

PRACTICE

Estimated time: 30 minutes

CHECKS FOR UNDERSTANDING:

Students have edited each others work and used the checklist. The checklist is handed in
completed and their peers have made the changes on the paragraphs.
CLOSURE:
Students will take their own paragraphs back and make the changes their partner
suggested. They will make a good copy.
CONSIDERATIONS
Multiple Intelligences:
verbal linguistic
logical/mathematical
musical/rhythmic
bodily/kinesthetic
visual/spatial
interpersonal
intrapersonal
naturalist
existential

Accommodations:
How
- kind of assignment
- breadth
- depth
- pace
- grouping
- time
- place
- other

Assessment:
- self-evaluation
- group evaluation
- teacher evaluation
- observation
- anecdotal notes
- quiz/test
- checklist
- rubric
- interview
- discussion
- learning log/journal