Feedback Reflection

Overview

Lesson 13 of 15 in “Wombat Tales: A Story Adventure” focuses on giving and receiving constructive feedback on classmates’ short story drafts. Students practise respectful talk moves, listen actively, and use feedback to set a next-step goal for improving their own story.

Learning intentions

WALT: Give and receive feedback respectfully so we can improve our peer stories.

Success criteria

• I can contribute an idea to the class feedback session using a turn-taking routine.
• I can listen to a peer and respond to what they said.
• I can use a respectful feedback sentence stem (what I liked / one suggestion).
• I can choose one “next step” to improve my own story.

Curriculum links

• English (Literacy): Students use interaction skills including turn-taking, speaking clearly, active listening behaviours, responding to others’ contributions, and contributing ideas and questions.
• English (Literature): Students discuss responses to texts and make connections to their own ideas and experiences when sharing what works and what could be improved.

Lesson structure (45 minutes)

1. 0–5 min · Warm-up: Feedback talk moves. Teacher shows 3 feedback sentence stems and models tone and pace; students repeat with partner echo.

• Sentence stems: “I liked…”, “I noticed…”, “One thing to try is…”

2. 5–12 min · Explicit teaching: What good feedback sounds like. Teacher leads a quick whole-class “feedback sorting” using teacher examples (liked/notice, suggestion, respectful wording); students place cards under two headings.

• Emphasis: stay on the story, be kind, one suggestion at a time, ask a question if needed.

3. 12–18 min · Peer story stations. Teacher groups students into pairs; each pair has one story excerpt to read together (print or teacher-provided audio). Students read, then use stems to give two feedback points: one “I liked/ I noticed” and one “One thing to try”.

4. 18–26 min · Teacher check: Listening and turn-taking. Teacher circulates with a simple observation checklist (listening, turn-taking, respectful language). Students practise “listener moves” (face the speaker, wait, nod, then respond using a stem).

5. 26–36 min · Class feedback session (whole class). Teacher leads a structured share-out: “Story feature spotlight” (e.g., beginning/orientation, problem/complication, clear character action, readable sentences). Students take turns to offer one feedback idea for the class anchor chart while teacher prompts using “Who can add a respectful suggestion?”

6. 36–43 min · Apply feedback: Set a next step. Teacher demonstrates how to turn feedback into one goal using a template: “I will improve… because…”. Students choose one next step and underline it on their own story plan or draft.

7. 43–45 min · Exit ticket (quick reflection). Teacher reads the exit prompt aloud; students circle the best answer.

• Exit prompt: “Feedback helped me because…” (options: “I know what to fix.” / “I feel confident.” / “I have a new idea.”)

Resources

• Story draft pages or excerpt strips for peer stations
• Feedback sentence stem cards (large print)
• “Liked/Notice” and “Suggestion” sorting cards
• Anchor chart headings: “Respectful feedback” and “Next step”
• Simple observation checklist (teacher)
• Audio option: teacher voice recording or short read-aloud clip of excerpts
• Coloured pencils for underlining next steps
• Student reflection slips (exit ticket)

Assessment

• Formative: Teacher checklist during peer stations (turn-taking, active listening, respectful wording).
• Formative: Review students’ chosen “next step” for clarity and alignment to feedback received.
• Exit ticket: Checks whether students understand how feedback supports improvement.

Differentiation

• Support (sentence stems and modelling): Provide a “fill-in” feedback frame and a picture cue for each part (heart/eye/lightbulb for liked, suggestion). Allow extra time for reading excerpts using audio.
• Support (structured roles): Assign roles in pairs: Reader 1 and Feedback Giver 1, then swap. Use a timer to maintain turn-taking.
• Extension (advanced learners): Ask students to include a question and justification: “One thing to try is… because it helps the reader understand…”. Encourage them to give two suggestions linked to different story features.
• EAL/SEN: Use simplified sentence stems, pre-teach one or two key words for the lesson (“respectful”, “suggestion”, “notice”). Accept oral feedback if writing is difficult.
• Dyslexia-friendly options:
• Offer audio read-aloud for excerpts and teacher-modelled pacing.
• Use coloured overlays/boxed lines on printed text.
• Keep peer text to short excerpts and use larger font.
• Provide traceable sentence stems for writing the next-step goal.

Extension (optional)

• Write a reflection on feedback received using stems: “I liked…”, “I noticed…”, “My next step is…”. Encourage students to include one reason their next step improves the story.