Peer Feedback Session

Overall Curriculum Connections

• Ontario Language Curriculum (2023) - Grade 6 Speaking and Listening (Oral Communication)

  • LK1.3 Use appropriate spoken language in a variety of situations to explore and share ideas and experiences.
  • LK2.1 Apply active listening strategies to understand and respond appropriately to texts and others' ideas.
  • LK3.3 Identify and provide two specific and constructive comments when responding to oral presentations or media texts.

• Ontario Language Curriculum (2023) - Grade 6 Writing (Writing and Representing)

  • Developing and Organizing Content: D1.1 Use a variety of organizational structures and formats appropriate to purpose and audience.
  • Revising and Editing: D2.5 Use feedback from peers, teachers, and self to refine and improve their texts.

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Lesson Title

Peer Feedback on News Reports

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Duration

45 minutes

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Grade

6 (Age 11-12)

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Class Profile

• 24 students (20 regular, 3 with autism & behavioural diagnoses, 4 with ADHD, 3 with IEPs working at Grade 3-4 levels)
• Gender ratio: 7 girls, 17 boys
• Diverse learning needs and motivational levels

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Learning Goals (I Can Statements)

• I can give clear and helpful feedback on my classmates’ news reports.
• I can listen carefully and consider feedback from my peers to improve my own news report.
• I can use a rubric to guide my reviewing and revising process.

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Success Criteria

• I provide at least two specific and constructive comments on my peers’ news reports.
• I make revisions to my news report based on the feedback I receive.

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Materials Needed

• Student news reports (drafts)
• Peer feedback rubric (printed and audio version) – includes clear criteria like clarity, facts accuracy, structure, and engagement
• Clipboards or digital tablets/devices (if available)
• Recording devices or apps for audio feedback (dyslexia-friendly option)
• Anchor chart with tips on giving constructive feedback
• Revision checklist handout

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Lesson Breakdown

1. Introduction & Review (5 minutes)

• Teacher revisits the purpose of the unit, emphasizing the importance of sharing media messages effectively and critically.
• Explain “I can” statements and success criteria clearly for the lesson.
• Quick review of the peer feedback rubric: what to look for in a news report and how to give feedback politely and constructively.
• Demonstrate with a mini example: Read a short news paragraph, model how to identify strengths and areas to improve.

2. Strategic Pairing & Peer Feedback (20 minutes)

• Differentiation: Use pre-assigned pairs balancing students’ strengths & challenges (e.g., stronger writers paired with those needing extra support). Consider pairing students with ADHD with peers who have good focus skills.
• Distribute news reports and feedback rubrics. Provide audio rubric for students with dyslexia (played on tablets or devices).
• Students read their partner’s news report silently or listen to it if audio-recorded (supporting diverse learners).
• Using the rubric, students write or record two specific, constructive comments: one on content/accuracy and one on structure/engagement.
• Teacher circulates to support students needing guidance, especially those with IEPs or behavioural challenges.

3. Reflection and Revision (15 minutes)

• Students receive feedback on their own news reports and reflect silently for 2-3 minutes on what they learned from the feedback.
• Use the revision checklist to guide their editing process.
• Teacher supports those needing help with interpreting feedback and making revisions, either by conferencing one-on-one or small group.
• Encourage students to share aloud any changes they plan to make and why (optional).
• Students begin revising their news report drafts.

4. Wrap-up and Extension Opportunity (5 minutes)

• Recap success criteria: ask who met them today (show of hands) and discuss how feedback helped.
• Introduce the extension activity for advanced learners—creating a short video report based on their revised written news report. They can plan now or take this as homework.
• Remind dyslexia-friendly options available: audio comments, reading support apps, etc.
• Set expectation: final news report due next class (lesson 7).

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Differentiation Strategies

Learner Need	Strategy	Reasoning/Benefit
Students with IEP at Grade 3-4	Provide sentence starters for feedback; audio feedback option; teacher guided small group	Supports language and cognitive levels
ADHD	Shorter feedback sessions; movement breaks; paired with focused peers	Helps maintain attention and focus
Autism & Behavioural Diagnoses	Pre-teach feedback rubric; use quiet space for feedback session	Reduces anxiety, provides structure
Dyslexia	Audio rubrics and oral comment feedback; text-to-speech tools	Reduces reading/writing barriers
Less motivated learners	Strategic pairing with highly engaged peers; tangible rubric; praise for participation	Encourages engagement and success

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Assessment & Follow-up

• Informal assessment during peer feedback conference: teacher notes students’ ability to give specific comments.
• Revised reports collected next lesson for summative assessment using rubric criteria aligned with Ontario Writing standards.
• Anecdotal records for IEP and behaviour plans updated based on participation and progress.

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Wow Factor! (Tech & Engagement Ideas)

• Use a simple recording app or device in the classroom so students can leave audio feedback for peers if preferred, especially helpful for struggling readers/writers.
• Create a digital rubric that allows checkboxes and voice memo comments for students to use on tablets.
• Offer an option to use digital editing tools like Google Docs or Microsoft Word with commenting features for revision.
• Use a "feedback wall" in the classroom where students post sticky notes with positive comments about their peer's reports for extra motivation.

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This peer feedback lesson not only builds important communication and revision skills but also builds empathy and critical thinking, perfectly aligned with Ontario's Language Curriculum expectations and the diverse needs of your class in Sutton.