A. Set Expectations for Peer Critique (5 minutes)
- Tell students that they will engage in a peer critique protocol today to get feedback to help improve their two-voice poem.
- Invite students to look at the Peer Critique Expectations and Directions. Review the expectations. Let students know that these four points are crucial for success:
Be kind: Always treat others with dignity and respect. This means we never use words that are hurtful, including sarcasm.
Be specific: Focus on particular strengths and weaknesses, rather than making general comments such as “It’s good” or “I like it.” Provide insight into why it is good or what, specifically, you like about it.
Be helpful: The goal is to contribute positively to the individual, not simply to be heard. Be sure your comments contribute to improving your partner’s poem before you say them.
Participate: Peer critique is a process to support each other, and your feedback is valued!
- Explain the steps for the peer critique. Emphasize that this is focused only on the Command of Evidence row of the rubric.
- Ask students to give you a thumbs-up if they understand the directions or a thumbs-down if they aren’t sure. Call on a student with a thumbs-up to explain again. Listen for the student to paraphrase the posted expectations and directions. If there is any confusion, clarify for the class.
- Distribute the Peer Critique recording form.
- Tell students that they will focus their feedback using the Command of Evidence row on the two-voice poem rubric. Review the criteria in the Command of Evidence row. Remind students that, for this feedback to be helpful, they should focus only on this specific area and should give lots of feedback. Pointing out misspelled words or incorrect punctuation will not be helpful at this point in the writing process.
- Let students know that the partner with whom they are working today will be the same as the person who will hear their two-voice poem in Lesson 6. This gives them a chance to become familiar with their partner’s poem.