English 8th Grade

Lesson: Narrative Poetry Peer Editing / Final Drafts

Standards:
CCSS.ELA-LITERACY.W.8.3.A
Engage and orient the reader by establishing a context and point of view and introducing a
narrator and/or characters; organize an event sequence that unfolds naturally and logically.

CCSS.ELA-LITERACY.W.8.3.B
Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop
experiences, events, and/or characters.

CCSS.ELA-LITERACY.W.8.3.C
Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one
time frame or setting to another, and show the relationships among experiences and events.

CCSS.ELA-LITERACY.W.8.3.D
Use precise words and phrases, relevant descriptive details, and sensory language to capture the
action and convey experiences and events.

CCSS.ELA-LITERACY.W.8.3.E
Provide a conclusion that follows from and reflects on the narrated experiences or events.

Objectives:
1. Students will be able to effectively write a narrative poem by using each element of
poetry and by following their rubric and success criteria.
2. Students will be able to reflect on elements of poetry and communicate with others
through writing by peer edit each others poems.

Time:
At least one week

Materials:
Writers Notebook
Narrative Poem Rubric
Chrome Books
Google Docs
Peer Editing sheets
Highlighter
Decoration supplies

Anticipatory Set:
Pass out the Narrative Poem Rubric and go over it in detail, describing everything
students will need to have in their poems.
 Remind students of the elements of narrative poetry that we have talked about over the
last few weeks. If they need help formulating a poem, they may look at poem examples
we have discussed.
Students will have already formulated poem topic ideas in their writers notebooks.
Begin 1st drafts by having students begin brainstorming and writing the 1st draft of their
poems in their writers notebook.
For those who are struggling, have students begin by writing out the story line. After their
story is written, it may be easier for them to turn their story into a poem.
Once a students 1st draft is written, they will let me know so that I can look at their poem
or story and conference with them about what they may need to work on or fix.

Steps in Lesson:
1. Once I have conferenced with a student and they are ready to move onto their 2nd draft,
they may begin typing out their poem on a Chrome Book using Google Docs.
2. Once they type their poem, they will look at their blue rubric to make sure they have
everything in their poem that must be included.
3. After making any changes, students may begin peer editing with each other.
4. As more and more students are ready to begin peer editing, explain to the whole class
what they will be doing with the 4 peer editing sheets.
5. It may help to arrange tables to make it easier for students to sit by each other and share
their poems with one another using Google Docs.
6. Students will cut out their editing sheets and pass them out to everyone in their group,
while also sharing their poem with everyone in their group (using Google Docs).
7. Each student should have at least 3-4 editing sheets to fill out for other students.
8. Students may also add comments to each others on Google Docs with critical feedback.
9. Once students are finished peer editing, they will make any necessary changes or
additions to their poem based on the feedback they got from their peer editing sheets and
Google Docs comments.
10. After making changes, students will share their poem with my email address so that I can
print off their 3rd draft for them.
11. On this hard copy draft, students will be highlighting and labeling each of the success
criteria that is listed on a poster board in the classroom.
12. Students will need to make sure they have each element of the success criteria. If they do
not, then they need to find a way to add it into their poem.
13. After analyzing the success criteria, students will then perfect the final draft of their poem
on Google Docs.
14. Once students are content with their final draft, they will share it with my email.
15. On their hard copy, they may decorate it with paper, markers, stencils, etc. however they
choose.
16. When finished decorating, students must turn in their final draft with their highlighted 3rd
draft and 4 editing sheets.

Assessment:

Formative:
1st draft conference with teacher
Summative:
3rd draft with highlighted and labeled success criteria
Peer editing sheets completed
Final draft of poem

Differentiation:
Expression story of choice
Poem structure of choice
Writing
Technology
Group work (peer editing)
Art (decoration of poem)

Accommodations:
Allow extra time for those who need longer to formulate their 1st draft.
Students may write out a story for their 1st draft, rather than a poem to make the process
easier.