Overview
The goal of Peer Review Partners is to create a feedback loop in which students offer each other advice, revise their written materials, and overcome obstacles. This approach can be especially helpful for writing assignments requiring students to create several drafts. Take into consideration that allowing students to work with partners will require several meetings.
Materials
There are no materials needed for this activity.
Resources
Recommended resources are listed below separately for grade 3, grades 4–5, middle school, and high school.
Guiding the Inquiry
- Preview the prompt for your students and decide how many drafts you wish them to develop using peer review.
- Use regular classroom routines to assign peer partners and assign the prompt. Be sure students understand they are responsible for providing feedback about their partner work, incorporating partner feedback into their own work, and handing in several drafts of the assignment.
- Have students discuss the prompt with their partner and decide if they already have enough information to answer it or if they will need to conduct further research. If further research is needed, provide students with the resources listed under each prompt.
Prompts Listed by Grade
SQ3 Using Peer Review Partners: Grade 3
Prompt, Resources, and Sample Student Responses Prompt: What parts of AbenakiHistorically, this name was used by the French to refer to many different Indigenous communities in Vermont, New Hampshire, and Maine. During the colonial wars, some New England Indians moved to southern Canada as war refugees. They were joined by refugees from other tribes and together became known as Abenaki. (Calloway, 1994) culture are the same today as a long time ago? Use resources, if needed, to research, draw and label at least two examples. Resources IndigenousThe first people living in any region, distinct from later arrivals. Expressions Film Series: Walking in Two Worlds [Video—12:12 min.] (ECHO Leahy Center for Lake Champlain, 2017c) (Teacher-led viewing and…
SQ3 Using Peer Review Partners: Grades 4 – 5
Prompt, Resources, and Sample Student Responses Decide if your students’ writing product will be the labeled Venn diagram or if they will use the information in their Venn diagrams as a guide for writing informative/explanatory text in paragraphs. Prompt: Compare and contrast the AbenakiHistorically, this name was used by the French to refer to many different Indigenous communities in Vermont, New Hampshire, and Maine. During the colonial wars, some New England Indians moved to southern Canada as war refugees. They were joined by refugees from other tribes and together became known as Abenaki. (Calloway, 1994) culture of the past and the present. Use resources to research,…
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SQ3 Using Peer Review Partners: Middle School
Prompts and Resources There are two writing prompts available for middle school students. Materials There are no materials needed for this activity. Worksheet WS 21. Lined Paper can be used at any stage of the writing process. Prompt 1: Compare and contrast the AbenakiHistorically, this name was used by the French to refer to many different Indigenous communities in Vermont, New Hampshire, and Maine. During the colonial wars, some New England Indians moved to southern Canada as war refugees. They were joined by refugees from other tribes and together became known as Abenaki. (Calloway, 1994) culture of the past and the present. Use resources to research,…
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SQ3 Using Peer Review Partners: High School
Prompt and Resources Prompt 1: Write an essay that discusses two or three aspects of AbenakiHistorically, this name was used by the French to refer to many different Indigenous communities in Vermont, New Hampshire, and Maine. During the colonial wars, some New England Indians moved to southern Canada as war refugees. They were joined by refugees from other tribes and together became known as Abenaki. (Calloway, 1994) culture that have undergone evolution throughout history. What factors do you think precipitated these transformations, and what do they reveal about the Abenaki peoples’ adaptability? Examine the broader implications. Use resources to research, if needed. After you write each…
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