Grade 11 Module 4 Unit 2 Lesson 12

NYS Common Core ELA & Literacy Curriculum DRAFT Grade 11 • Module 4 • Unit 2 • Lesson 12
11.4.2 Lesson 12
Introduction
In this lesson, students engage in peer review and revision of their narrative writing pieces
from the previous lesson. Students peer review and revise their drafts for the structural
techniques described in standard W.11-12.3.c and identified in the 11.4.1 texts. These
techniques include linear plot, reflection, summarizing, turning point, foreshadowing, and
circular narration. Students are assessed via the completion of the Peer Review Accountability
Tool and student incorporation of peer revisions to their writing.
For homework, students read and annotate chapters XXII–XXIV of The Awakening, as well as
identify and define unfamiliar vocabulary. Additionally, students craft a revised narrative
writing piece based on peer review feedback.
Standards
Assessed Standard(s)
W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
Addressed Standard(s)
W. Write narratives to develop real or imagined experiences or events using
11-12.3.c effective technique, well-chosen details, and well-structured event
sequences.
c. Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole and build toward a particular tone
and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–
12 topics, texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively.
File: 11.4.1 Lesson 12 Date: 10/31/14 Classroom Use: 11/2014

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Assessment
Assessment(s)
Student learning is assessed via:
• Incorporation of peer review edits (from the Peer Review Accountability Tool) to their
narrative writing.
• Individual student responses to the peer editing on the Peer Review Accountability Tools
(Final Decision and Explanation Column only).
• Student incorporation of peer review edits and student responses on the Peer Review
Accountability Tool are evaluated using the W.11-12.3.c portion of the 11.4 Narrative
Writing Rubric and Checklist.
High Performance Response(s)
A High Performance Response should:
• Incorporate at least one suggestion or revision into the narrative draft in order to
effectively apply two structural techniques to sequence events so they build on one
another to create a coherent whole and a particular tone or outcome.
• Include thoughtful responses on the Peer Review Accountability Tool (Final Decision and
Explanation Column) that describe how the student chose to address their peers’
concerns and suggestions.
Vocabulary
Vocabulary to provide directly (will not include extended instruction)

• None.*
Vocabulary to teach (may include direct word work and/or questions)
• None.*
Additional vocabulary to support English Language Learners (to provide directly)
• None.*
*Because this is not a close reading lesson, there is no specified vocabulary. However, in the process of returning to
the text, students may uncover unfamiliar words. Teachers can guide students to make meaning of these words by
following the protocols described in 1e of this document: http://www.engageny.org/sites/default/files/resource/
attachments/9-12_ela_prefatory_material.pdf

Lesson Agenda/Overview
Student-Facing Agenda % of Lesson

Standards & Texts:
• Standards: W.11-12.5, W.11-12.3.c, SL.11-12.1
• Texts: “On the Rainy River” from The Things They Carried by Tim
O’Brien; “The Red Convertible” from The Red Convertible by Louise
Erdrich
Learning Sequence:
1. Introduction of Lesson Agenda 1. 5%
2. Homework Accountability 2. 0%
3. Peer Review and Revision 3. 70%
4. Lesson Assessment 4. 20%
5. Closing 5. 5%
Materials
• Copies of the Peer Review Accountability Tool for each student (refer to 11.4.1 Lesson 7)—
students may need additional blank copies
• Student copies of the 11.4 Narrative Writing Rubric and Checklist (refer to 11.4.1 Lesson
6)
• Sticky notes, colored pens or pencils, or computer-based peer review software (such as
Track Changes in Microsoft Word or Google Docs editing tools)

Learning Sequence
How to Use the Learning Sequence

Symbo Type of Text & Interpretation of the Symbol
l
10% Percentage indicates the percentage of lesson time each activity should take.
Plain text indicates teacher action.

no
Bold text indicates questions for the teacher to ask students.
symbol
Italicized text indicates a vocabulary word.
! Indicates student action(s).
" Indicates possible student response(s) to teacher questions.

# Indicates instructional notes for the teacher.
Activity 1: Introduction of Lesson Agenda 5%

Begin by reviewing the agenda and the assessed standard for this lesson: W.11-12.5. In this
lesson, students engage in a peer review of the narrative writing revised in the previous
lesson. Students revise their narrative writing in response to peer feedback.
• Students look at the agenda.
Activity 2: Homework Accountability 0%

• Students will be held accountable for homework during Activity 3: Peer Review and
Revision.
Activity 3: Peer Review and Revision 70%

Explain to students that in this lesson they peer review and revise the narrative writing pieces
they revised from the previous lesson’s homework assignment in response to the following
prompt: Choose one of your narrative writing pieces from 11.4.1 and revise it to include 2 of
the following techniques: linear plot, reflection, summarizing, turning point, foreshadowing,
or circular narration. Using these techniques, sequence events so they build on one another to
create a coherent whole and a particular tone and outcome.

Student review and revision focuses on the skills outlined in W.11-12.3.c, and is guided by the
Peer Review Accountability Tool. Instruct students to use the Peer Review Accountability Tool
as they peer review, selecting the 3 most significant revisions to record on the tool.
• Students listen.
• Differentiation Consideration: If students struggle with the peer review, consider asking
the following scaffolding question:
What are some structural techniques that help create a coherent whole or build
toward a particular tone or outcome?
• Student responses should include:
o Linear plot
o Reflection
o Summarizing
o Turning point
o Foreshadowing
o Circular narration
• Differentiation Consideration: Consider reminding students of the definitions of these
terms: foreshadowing refers to “a device in which a writer gives a hint of what is to come
later in the story,” reflection refers to “consideration of a subject, idea, or past event,”
summarizing refers to “briefly expressing the main and supporting ideas of a text,”
turning point refers to “a point at which a decisive or important change takes place,”
circular narration refers to “a narrative that ends in the same place it began; a narrative
that has certain plot points repeated,” and linear plot refers to “events in a story that
occur sequentially, or in order.”
In addition to the components of W.11-12.3.c, inform students that the peer review process
for any type of writing should also incorporate review for proper capitalization, spelling, and
punctuation.
• Differentiation Consideration: If individual students need more focused instruction on
specific capitalization, punctuation, and spelling conventions, consider providing web
resources for students’ reference, such as: http://owl.english.purdue.edu/ (search terms:
capitalization, spelling conventions, etc.).
Instruct students to work in pairs to peer review each other’s narrative drafts for the use of 2
structural techniques they identified in the 11.4.1 texts, including linear plot, reflection,
summarizing, turning point, foreshadowing, or circular narration (W.11-12.3.c). Instruct
students to look for instances in their peer’s narrative writing piece where a different or

additional structural technique could be effective, and when a structural technique in the
piece does not effectively create a coherent whole or a particular tone or outcome.
• Students listen.
Remind students to consult the W.11-12.3.c portion of the 11.4 Narrative Writing Rubric and
Checklist as they review their peer’s drafts.
• Students form pairs and review each other’s drafts, using the relevant portions of the
11.4 Narrative Writing Rubric and Checklist and completing the Peer Review
Accountability Tool.
• This collaborative feedback and discussion provides students with a crucial opportunity for
oral processing of their ideas, and supports their engagement with SL.11-12.1, which
addresses the clear, persuasive expression and exchange of ideas.
• Consider checking in with students on an individual basis during the review and revision
process to formatively assess their application of narrative writing techniques, and offer
targeted feedback for revision.
• Students can peer review by tracking their changes in a word-processing program. Google
Docs and other document sharing programs have their own protocols for tracking changes.
Ensure that students know how to use these tools before they begin modifying their peer’s
draft. Remind students to save their original documents with a different file name to
safeguard against accidental deletions or corruption.
• If students write directly on the papers, consider recommending they use colored pens or
colored pencils to differentiate review from their peer’s writing. Students can also use
color-coded sticky notes.
Activity 4: Lesson Assessment 20%

Instruct students to independently revise and edit their own drafts according to their peer’s
suggested revisions. Remind students to consult the W.11-12.3.c portion of the 11.4 Narrative
Writing Rubric and Checklist as they review their own drafts. Remind students to respond to
their peer’s feedback on the Peer Review Accountability Tool (Final Decision and Explanation
Column only) as they revise.
• Students work independently to revise and edit their drafts.
Collect Peer Review Accountability Tools from each student for assessment purposes.
• See the High Performance Response at the beginning of this lesson.
• Differentiation Consideration: Consider creating a writing gallery to extend the peer
review process. After students discuss the peer review, instruct them to post their work
around the classroom for their peers to read. Instruct students to walk around the gallery
of narratives, and read and discuss how the writing pieces effectively use the different
components of substandard W.11-12.3.c.
Activity 5: Closing 5%
Display and distribute the homework assignment. For homework, instruct students to read and
annotate chapters XXII–XXIV of The Awakening (from “One morning on his way into town” to
“such as she had not known before”). Direct students to box any unfamiliar words from
chapters XXII–XXIV and look up their definitions. Instruct them to choose the definition that
makes the most sense in context, and write a brief definition above or near the word in the
text.
Additionally, instruct students to continue to revise their narrative writing pieces, based on
peer feedback, and come to class prepared to share 1–2 revisions. Instruct students to read
their drafts aloud (to themselves or someone else) to identify problems in syntax, grammar,
or logic. Students should come to the following lesson with a revised narrative writing piece.
• Students follow along.
Homework
Read and annotate chapters XXII–XXIV of The Awakening (from “One morning on his way into
town” to “such as she had not known before”). Box any unfamiliar words from chapters XXII–
XXIV and look up their definitions. Choose the definition that makes the most sense in
context, and write a brief definition above or near the word in the text.
Additionally, continue to revise your narrative writing piece, based on peer feedback, and
come to class prepared to discuss 1–2 revisions. Read your draft aloud (to yourself or someone
else) to identify problems in syntax, grammar, or logic. Come to the following lesson with a
revised narrative writing piece.


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NYS Common Core ELA & Literacy Curriculum DRAFT Grade 11 • Module 4 • Unit 2 • Lesson 12

File: 11.4.1 Lesson 12 Date: 10/31/14 Classroom Use: 11/2014

Vocabulary to provide directly (will not include extended instruction)

File: 11.4.1 Lesson 12 Date: 10/31/14 Classroom Use: 11/2014

Student-Facing Agenda % of Lesson

File: 11.4.1 Lesson 12 Date: 10/31/14 Classroom Use: 11/2014

How to Use the Learning Sequence

Plain text indicates teacher action.

" Indicates possible student response(s) to teacher questions.

Activity 1: Introduction of Lesson Agenda 5%

Activity 2: Homework Accountability 0%

Activity 3: Peer Review and Revision 70%

File: 11.4.1 Lesson 12 Date: 10/31/14 Classroom Use: 11/2014

File: 11.4.1 Lesson 12 Date: 10/31/14 Classroom Use: 11/2014

Activity 4: Lesson Assessment 20%

• Students work independently to revise and edit their drafts.

• Students follow along.

File: 11.4.1 Lesson 12 Date: 10/31/14 Classroom Use: 11/2014

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