Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Brady Boehm

Date To be determined Subject/ Topic/ Theme PEER EDIT DAY!

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the most important part of my entire unit plan, my students do not do peer edits. They get 20 points off if they use one single conjunction, so this lesson
will show the students that revision in groups can and will help their paper in the long run. This lesson was created to help students with their grades on papers, the
writing of the students is not bad, it is the grading of the students writing which is.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
R, U, A,
Learn grammatical errors of other students, and fix their own.
An, E, C
Catch conjunctions in other students writing. A, E
R, U, A,
Edit their own papers based on the mistakes/strengths of others. X
An, E, C
Common Core standards (or GLCEs if not available in Common Core) addressed:

Writing Standards Grades 11-12:10--Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Must be able to read/listen.
Must be able to write/orate.
Identify prerequisite
Must be able to write an introduction.
knowledge and skills.
Must be able to write a body paragraph(s).
Must be able to write a conclusion.

Pre-assessment (for learning):

Formative (for learning): Students will work together in groups to edit their peers work, catching contractions,
grammar mistakes,etc.
Outline assessment
activities
Formative (as learning):
(applicable to this lesson)
Summative (of learning): Students will turn in a revised version of the text back to the student who owns the
paper.

What barriers might this Provide Multiple Means of
lesson present? Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
What will it take
reflection
neurodevelopmentally,
Students will be able to speak
experientially,
with me as I walk around the
emotionally, etc., for your
class, to help with individual
students to do this lesson?
writing voice/style. (What
works for them.)
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students will work together in
groups to revise, and peer edit
their peers papers.
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
Read, be spoken to, take notes,
help with class discussion.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
Goals consist of working toward
a paper on Beowulf, this time
editing their first draft.
Provide options for expression and
communication- increase medium
of expression
Students may use ipads, laptops,
etc. to revise their peers papers.

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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats
Read, Orate, Type on a laptop, Students will move around the
Class discussion will be focused Write on paper, Doodle. class to form groups.
around making the grade for the
paper better.
Laptops, Notebooks, pencils, draft of Beowulf as an epic hero, enough red pens for each student.

Students will be in a group setting the whole time, focusing on other students papers, asking for help,
How will your classroom revision etc.
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
0:01 Motivation Open the classroom up by splitting into groups.
(opening/ Tell students to peer edit their peers papers. The
introduction/ students will switch papers three times with other
engagement) students in order to have optimal revision strategy.

0:05 Tell students to revise each others papers

according to the following criteria:
-Grammar
-Punctuation Allow students to revise/edit their peers papers.
-No Contractions Students will be handed a red pen at the beginning
Development -Spelling of class, and will edit their peers papers for [15
(the largest -Overall Argument minutes, 10 minutes of editing, 5 minutes of review
component or -Sentence Structure with peers.] three separate times [45 minutes].
main body of -Word Choice/Usage
0:45 the lesson)

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I found this lesson extremely helpful for the students. They had never before done a peer edit in this class, which blew my
mind! In all of my previous high school classes, even other classes than English we had done peer edits with our classmates.
My students caught all contractions, many grammar mistakes, and spelling errors. I am very excited to see if their grades will
be better. I know there will be many better grades as there are no contractions.

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