Date: March 15, 2005

Subject:  ESOL Literature

Grade:  B1

Period/Block:  1

Number of Students:  11

Lesson Topic:  Peer Response and Peer Editing for creative essays on “Hatchet”

SOL Objective Targeted:

• LEP 4.1:  The student will use effective oral communication skills in a variety of settings.
• LEP 4.4:  The student will read and demonstrate comprehension of fiction and nonfiction.
• LEP 4.5:  The student will use meaning clues and language structure to read words.
• LEP 4.6:  The student will use strategies to read a variety of fiction and nonfiction materials.
• LEP 4.9:  The student will use English mechanics and usage.
• LEP 4.8:  The student will write narratives, explanations and short reports across all content areas.

• Unit Title:  “Hatchet”

 Unit Goal(s) Addressed: Students have learned about Gary Paulsen’s use of imagery and figurative language in “Hatchet”.  As a summative assessment, students have been asked to write a creative essay (from the main character’s point-of-view) using four forms of figurative language, and three forms of imagery. 

Rationale for the lesson:  As ESOL students, most are probably not very aware of forms of descriptive language and the impact they have on a reader’s response.

• The warm-up will serve to refresh student’s memories about the plot, and help to prepare them for their reading quiz. 
• The quiz will serve to check students’ understanding and also to ensure that students keep up with at-home reading assignments and comprehension. 
• The peer response and peer editing will enable students to analyze one another’s use of figurative language and imagery, as well as identify theme and editing mistakes.

Student Objectives: SWBAT:

• Listen to directions and follow reading.
• Work with peers.
• Analyze literature and writing styles.
• Identify four forms of figurative language and three forms of imagery.

 Assessment/Learner Outcomes:

1.      Formal:  When finished, each student will have completed peer response and peer editing exercises to be assessed.

2.      Informal:  I will be able to informally assess students as I monitor their peer response and peer editing. 

Materials/Technology:

1.      Student Materials:  Pens/Pencils; “Hatchet” folder booklet; copies of “Hatchet”; dictionaries.   

2.      Teacher Materials:  Overhead projector, transparencies for example essay, transparency pens.  Handouts for students.

Methods/Procedures:

1.      Entry:

·        Explain today’s agenda and homework.

·        Warm-up: “Read page 186 again.  How does the rifle change Brian?”

·      Short Review of Chapters 18-19

·        Reading quiz Chapters 18-19

2.      Learning Activities:

·        Break students into pairs.  Explain to students that today we are going to do a “peer response”, and pass out the directions handout.

·        Read through the directions with them. 

·        Model the directions, using a sample essay, on the overhead.  Explain that they are NOT editing the essay.  They are only reading for understanding.

·        Point out the Peer Response Sheet and read over the directions with students.

·        Have students exchange essays and complete these two steps – silently!  Give them a time limit of 15-20 minutes.

·        When finished, have students share their answers with (and explain them to) their partners.  Have them give their responses to each other.

·        Have students turn to the last page in their folders – the editing page. 

·        Have students write “Peer editing” on the top of the second copy of their partner’s essay.

·        Model editing for them, using the sample essay on the overhead again.

·        Give students 15-20 minutes to edit each other’s papers.

 3.      Closure:

·        Give participation grades.

·        Explain homework again:

(1)    Final Draft of Essay, including the First Draft, Peer Editing, and Peer Response Sheet.

(2)   Hatchet folders will be collected on Friday.