Peer Review: Feedback

Lesson Overview

In this 90-minute interactive lesson, students will develop essential communication and critical thinking skills by engaging in peer review sessions focused on drafts related to their “Time-Traveling Journalists: US History” unit. By learning how to effectively give and receive constructive feedback, students will strengthen their writing and collaborative abilities, which are key skills emphasized by the Common Core State Standards (CCSS).

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Grade Level

Grades 6-8

Learning Objectives

By the end of this lesson, students will be able to:

• I can provide constructive, specific, and kind feedback to my peers about their writing drafts.
• I can receive feedback with an open mind and use it to improve my own work.
• I can engage in collaborative discussions that focus on the ideas and organization in peer drafts.
• I can apply revision strategies based on peer feedback to strengthen my writing.

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Common Core State Standards Alignment

Reading: Informational Text

• CCSS.ELA-LITERACY.RI.6.1 / 7.1 / 8.1
  Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Writing

• CCSS.ELA-LITERACY.W.6.4 / 7.4 / 8.4
  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CCSS.ELA-LITERACY.W.6.5 / 7.5 / 8.5
  With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Speaking & Listening

• CCSS.ELA-LITERACY.SL.6.1 / 7.1 / 8.1
  Engage effectively in a range of collaborative discussions with diverse partners on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly.
• CCSS.ELA-LITERACY.SL.6.3 / 7.3 / 8.3
  Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

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Success Criteria

Students will demonstrate success if they:

• Use specific examples from peers’ drafts when giving feedback.
• Actively listen and ask clarifying questions during feedback sessions.
• Reflect thoughtfully on feedback received and identify next steps to improve their writing.
• Show evidence of revising their drafts based on peer suggestions.

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Materials Needed

• Draft copies of each student’s writing assignment (Time-Traveling Journalist drafts)
• Peer Review Feedback Forms (customized with prompts and sentence starters)
• Whiteboard and markers
• Sticky notes
• Timer or clock
• Reflection Journals or notebooks

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Lesson Procedure

1. Introduction & Objective Review (10 minutes)

• Begin with a brief review of the unit and the purpose of peer review: to help each other improve writing by giving clear, respectful feedback.
• Display the I can statements and success criteria on the board.
• Quick warm-up: In pairs, have students share one strength they noticed in a partner’s previous work (non-judgmental, positive feedback).

2. Mini-Lesson: How to Give and Receive Feedback (15 minutes)

• Use the whiteboard to model examples of constructive feedback versus vague or unhelpful feedback. Highlight the use of "I noticed..." and "I wonder..." statements.
• Introduce sentence starters for peer feedback (e.g., “I liked how you…,” “I was confused about…,” “Have you thought about…?”).
• Discuss the importance of listening actively and respectfully when receiving feedback.

3. Peer Review Session (40 minutes)

• Step 1: Students exchange drafts with one partner. Each student reads their partner’s draft and fills out the Peer Review Feedback Form, focusing on:
  • Clarity of content about US history topic
  • Organization and flow of ideas
  • Use of supporting evidence from historical texts
  • Grammar and style suggestions (brief)
• Step 2: Students take turns sharing feedback orally with their partner, using feedback forms as a guide. Encourage questions and clarifications.
• Step 3: Students briefly summarize the feedback they intend to use for their revisions, verbally or in writing.

4. Reflection and Goal Setting (15 minutes)

• Students write a reflection in their journals, answering prompts such as:
  • What was one helpful piece of feedback I received?
  • How will I use feedback to improve my draft?
  • What did I learn about giving feedback?
• Invite a few volunteers to share reflections with the class.

5. Wrap-Up & Homework Assignment (10 minutes)

• Reiterate the value of revision and peer collaboration in improving writing.
• Homework: Revise draft applying at least two pieces of feedback received and be ready to share the updated draft in the next lesson.
• Optional: Students can jot down feedback tips they found most useful for future writing workshops.

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Differentiation Strategies

Student Need	Strategies
English Language Learners	Provide sentence frames and vocabulary banks for feedback; allow oral or written feedback formats.
Students with IEPs	Pair with a supportive peer, allow extra time for reading and responding; reduce feedback focus areas.
Struggling Writers	Focus peer feedback on one or two key writing elements (organization or content) rather than all areas.
Advanced Learners	Encourage deeper critical analysis of argument effectiveness and historical accuracy in drafts.

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Extension Activities for Advanced Learners

• Lead a small group workshop where advanced learners analyze drafts more deeply for historical accuracy and rhetorical effectiveness.
• Challenge students to write a brief meta-reflection on how peer feedback improved their writing process and product.
• Encourage students to role-play journalists delivering feedback as future historical figures to apply perspective-taking skills.

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Assessment

• Formative assessment based on participation in the peer review discussion and quality of feedback provided.
• Review completed Peer Review Feedback Forms for understanding of constructive criticism principles.
• Reflection journal entries evaluated for insight into the peer review experience and application plans.

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This structured yet engaging lesson empowers students to become active collaborators and critical reviewers, deepening their understanding of US history while fostering essential academic communication skills in alignment with Common Core standards.