Guided Feedback Time

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📝 Curriculum Information

Curriculum Area: English – Writing
Key Stage: Key Stage 2 – Year 3
National Curriculum Focus:

• Writing composition: plan, draft, evaluate and edit by assessing the effectiveness of their own and others’ writing.
• Use of spelling, grammar and punctuation in line with Year 3 expectations.
• Develop positive attitudes towards writing by discussing and evaluating their own and others' writing.

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🔍 Lesson Overview

Unit Title: Cinderella: A New Perspective
Lesson Number: 4 of 12
Lesson Title: Day 4: Guided Assessment – Editing and Feedback
Length: 60 minutes
Class Size: 30 pupils
Age Group: 7–8 years
Learning Intention (OLI):
To assess and edit writing.

Success Criteria (SC):

• ✅ I can use the success criteria to assess my work.
• ✅ I can provide constructive feedback to a partner.
• ✅ I can make edits to improve my writing.

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🧠 Prior Knowledge

Pupils should have:

• Drafted a section of their new version of Cinderella in a previous lesson.
• Been introduced to the concept of changing perspectives (e.g., telling the story from another character's point of view).
• Used success criteria for Year 3 narrative writing previously.

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🗂️ Resources

• Printed success criteria checklist (individual copies)
• Highlighters (two colours per pupil - one for self-editing, one for peer feedback)
• Pupil’s first drafts of their rewritten Cinderella extracts
• “Feedback Bingo” cards (see Activity 3)
• Editing pencils (special colour to show new edits)
• Visualiser (or document camera) for modelling
• “Kind and Constructive” Feedback anchor chart on display
• Relaxing instrumental background music (optional, for independent editing time)

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⏱️ Lesson Breakdown – 60 Minutes

⏰ Starter (10 mins) – Warm-Up Editing Game: "Fix It Frenzy"

Objective: To get students thinking critically about writing errors in a fun and engaging way.

1. On the whiteboard/visualiser, display 3 short sentences from a mock "bad Cinderella story" (with incorrect grammar, wonky punctuation, or awkward sentences).
2. Ask pupils to work in pairs to spot and correct the errors.
3. Share answers as a class and discuss why the changes improved the writing.

💡 Teacher tip: Choose silly errors for humour (e.g., "The slipper fit, but Cinderella yeeted it out the window").

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🧭 Main Input (10 mins) – Modelling Feedback and Edits

Objective: To demonstrate what quality editing and peer feedback look like.

1. Using the visualiser, model reading a paragraph of writing aloud with the success criteria on display.

2. Highlight what works well using one colour.

3. Point out something that could be improved – model how to phrase feedback kindly:
   "I liked how you described the slipper, but maybe you could add what Cinderella was feeling?"

4. Invite some mini-conference style suggestions from pupils – selective ‘thinking aloud’ from 2-3 volunteers.

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🧑‍🤝‍🧑 Activity 1 (10 mins) – Self-Assessment

Objective: Pupils begin with reflective practice using success criteria.

1. Each pupil receives:
   • Their written extract
   • A self-assessment checklist with the following success criteria:

Success Criteria	Yes	Kind of	Not Yet
I wrote in clear sentences.	□	□	□
My punctuation helps the reader.	□	□	□
I included a character's point of view.	□	□	□
My ideas follow a clear beginning, middle, end.	□	□	□
I used interesting vocabulary.	□	□	□

2. Pupils highlight examples in their work to show they’ve met criteria (use colour 1).
3. Encourage brief margin notes: “need better word here” or “add feeling?”

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🧑‍🤝‍🧑 Activity 2 (20 mins) – Peer Feedback with “Feedback Bingo”

Objective: Encourage engagement and ownership over peer assessment.

1. Pupils pair up (preferably not with close friends – use random partner cards if needed).
2. They exchange their stories and fill in a “Feedback Bingo” card – each square contains a type of constructive comment (e.g., “Ask a question,” “Give a compliment about vocabulary,” “Spot something confusing”).

Feedback Bingo Example Squares
“What happened next?”
“I loved this bit...”
“Could you describe this more?”
“Add a feeling here?”
“Great word choice!”

3. Each box must have a comment that is:

   • Kind
   • Specific
   • Helpful

4. Once complete, authors take back their stories and discuss the feedback with their partner briefly (2 mins each).

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📝 Activity 3 (8 mins) – Edit and Polish

Objective: Apply peer suggestions and self-reflection to meaningfully improve writing.

• Pupils use a specially coloured editing pencil to make 1–3 specific improvements.
• Use relaxing background music to create a calm, focused atmosphere.
• Teacher circulates to support and affirm good editing choices.

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🎯 Plenary (2 mins) – “Pass It On Praise!”

• Pass writing forward two places and ask each pupil to read a random sentence from someone else's work that stood out and say aloud: “I liked the part where…”

This builds classroom community and celebrates successes.

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📊 Assessment Opportunities

• Teacher collects self-assessment checklists for evidence of metacognitive awareness.
• Observes the level of specificity in peer feedback exchanges.
• Reviews edited drafts and notes changes made – quality over quantity is the focus.

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🧠 Differentiation

For SEND and EAL pupils:

• Provide simplified success criteria (with icons for each point).
• Offer guided peer groups or adult/scribe support during feedback time.

For Higher Achieving Pupils:

• Challenge them to improve narrative voice or vary sentence structures.
• Encourage an additional edit for tone or emotional impact.

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🧩 Extension / Homework Idea

Invite pupils to write a “Feedback Fan Letter” to their partner, celebrating one brilliant thing in their writing and one thing they helped them improve.

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🎉 Teacher Reflection Prompt

At the end of the lesson, consider:

• Did students take pride in improving their work?
• How effective were they at giving kind but specific feedback?
• Which pupils were ready for deeper editing next time?

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📈 Next Steps

In Lesson 5, pupils will begin drafting the next major section of their Cinderella adaptation, incorporating feedback from today’s editing session.

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Let's raise the standards of reflective writing — one enchanted rewrite at a time! 💫