Submitted by Martha Johnson
Time Frame:
Two 84 minute class periods.
Materials Needed:
- 3-4 copies of the rubric per student (for peer feedback and self evaluation). I chose to make 4 per student and made them back to back in a packet. (see attachment #1)
- The partially completed student KWL charts that students made in Lesson 3
Description of Task:
DAY SIX
Pre-task
1. Reflection on language learning and the writing process. The teacher will lead a discussion where students will reflect on the process. What have you learned from this writing process? (how to do internet research, how to write a bibliography, drafting, editing, revising, vocabluary, using connector words, giving/recieving feedback, etc. were all things my students came up with). To push all students to continue to improve, ask students what more they need to learn/practice to be better writers. All of their answers should be recorded (maybe by a student so the teacher can facilitate the discussion) on a butcherblock paper that can be added to the wall-collection later.
2. Reflection on content learning. Hand back the partially completed KWL Charts and ask them to complete the chart about what they learned about the topic. Since they did this chart originally with a partner, they will probably want to work with the same person again. To facilitate sharing, they should discuss their responses with their partner before writing.
During task
3. Students will share their rough drafts with at least 3 other students and receive feedback using the rubric (see attachment #1). Students who are having special challenges will share their essays with the teacher and have individual conferences. The reading phones may be used as needed.
Note: Another way to do peer-review would be to have stations. At one station, the students are only looking at the use of Palabras de enlace and transition sentences, etc. If students do not have much experience doing peer editing, this might be a good way to do it. This way only one rubric would be used and the students doing the particular section would sign their names in case there was a question. I find a wholistic peer review to be more useful when possible. In order to prepare the students, you may choose to share the sample essay (see attachment #2 below) and do a group editing process using the rubric together. This could be done as a whole class activity or in pairs. If you do it in pairs, then it'd be helpful for the pairs to share and discuss their results with 2 other pair-groups and then together as a whole class to debrief.
4. Students will review the feedback from other students and decide what changes they want to make to their essays based on student feedback. Students will also use the reading phones to edit their own essay one more time. They will then read their essay again using the rubric as a form of self-evaluation.
Post task
5. Students will work on their final copies of their essay. These are due at the beginning of the following class period.
DAY SEVEN
On Day Seven, the final copy will be turned in to the teacher along with the graphic organizer, the rough draft and the rubrics used for peer editing and self-evaluation. The teacher will use the co-created rubric to give feedback and review the rough drafts and the peer rubrics as well. Day 7 will also be the first day of the new unit (Globalizaciόn de la economía).
DAY EIGHT
*Essays will be returned to students on Day 8. A work day for the new unit is planned for Day 8 so the teacher can conference with students about their essays. Students will then make final corrections and turn in the final final copy the following day. These will then be submitted to the local newspaper for possible publication!
**I have included a sample of one student's completed 5 paragraph essay (see attachment # 2). It is used with permission of the author. It is interesting to note that she is a traditional world language learner. She took Spanish I -V and then Spanish Immersion Public Speaking (a one quarter class). Spanish Immersion Global Studies was her second experience with Spanish Immersion classes.
References and Resources:
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)1. Rubric. (rubric.doc) This is a rubric made from the list (La composicion superior...) the students brainstormed in class. They should use it for giving peer feedback and for self-correction. The teacher will also use the same rubric as well.
2. Un ejemplo de una composición. (composicion.doc) This 5 paragraph essay was written by one of the students in the class. Interestingly, this student is not a native speaker or an immersion student. She took traditional Spanish I - V and then took Spanish Immersion Public Speaking. This was her second Spanish Immersion class.