Activity 01
Pairs: Feedback Sandwich Practice
Pair students to share a 1-minute poem recitation. The listener responds using the sandwich method: one positive, one specific suggestion, one positive. Partners switch roles, then discuss what made feedback helpful. Record examples on class chart.
Differentiate between constructive and unhelpful feedback.
Facilitation TipDuring Feedback Sandwich Practice, model how to phrase praise before suggestions so students hear the balance between encouragement and critique.
What to look forAfter students present their poems, provide them with a feedback form. The form should ask: 'What was one thing you liked about the presentation?' and 'What is one specific suggestion to make the poem or presentation even stronger?' Students complete this for a partner.
UnderstandApplyAnalyzeCreateSelf-ManagementRelationship Skills
Generate Complete Lesson→· · ·
Activity 02
Small Groups: Criteria Creation Workshop
In groups of four, brainstorm and refine five criteria for poem presentations, such as expression and figurative impact. Groups present to class; vote and combine into shared rubric. Apply rubric to sample recordings.
Design a set of criteria for evaluating a peer's presentation.
Facilitation TipIn the Criteria Creation Workshop, provide sentence starters like ‘I notice…’ to help students articulate standards clearly.
What to look forStudents write down one piece of feedback they received on their written work today. Then, they write one sentence explaining how they plan to use that feedback to revise their work.
UnderstandApplyAnalyzeCreateSelf-ManagementRelationship Skills
Generate Complete Lesson→· · ·
Activity 03
Whole Class: Revision Carousel
Display anonymised poem drafts around the room. Students rotate in pairs, leaving one sticky-note feedback per piece using class criteria. Return to own work, select one comment, and revise accordingly. Share changes.
Explain how to incorporate feedback to improve one's own work.
Facilitation TipDuring the Revision Carousel, rotate roles so every student practices both giving feedback and revising their own work based on input.
What to look forFacilitate a whole-class discussion using the prompt: 'Imagine you received feedback that said, 'Your metaphor is confusing.' What are three different ways you could ask for clarification or what might you change to make it clearer?'
UnderstandApplyAnalyzeCreateSelf-ManagementRelationship Skills
Generate Complete Lesson→· · ·
Activity 04
Individual: Feedback Reflection Journal
Students receive peer feedback on a poem, note agreements and disagreements, then rewrite one section. Pair-share revisions and explain choices. Compile into personal improvement log.
Differentiate between constructive and unhelpful feedback.
Facilitation TipIn the Feedback Reflection Journal, model how to summarize one key piece of feedback and plan one concrete change.
What to look forAfter students present their poems, provide them with a feedback form. The form should ask: 'What was one thing you liked about the presentation?' and 'What is one specific suggestion to make the poem or presentation even stronger?' Students complete this for a partner.
UnderstandApplyAnalyzeCreateSelf-ManagementRelationship Skills
Generate Complete Lesson→A few notes on teaching this unit
Teach feedback as a process by breaking it into three parts: noticing what works, suggesting one specific improvement, and explaining why it matters. Avoid letting students focus only on errors by co-creating positive comment stems early. Research shows that peer feedback builds metacognition when students must articulate criteria and apply them to others’ work before revising their own.
Successful learning shows when students give balanced feedback using specific language, use peer comments to revise their work intentionally, and reflect on how feedback improves their writing. By the end of the unit, pupils should be able to identify constructive comments and use them to refine their similes and metaphors.
Watch Out for These Misconceptions
During Feedback Sandwich Practice, watch for students who only give praise or only give criticism.
Pause the activity after the first round and model how to structure comments using ‘I like… because… Next time, try…’ before letting students repeat.
During Criteria Creation Workshop, watch for students who write vague comments like ‘it was good’ or ‘it needs work.’
Hand out a checklist with sentence starters such as ‘The poem’s rhythm sounds…’ and have groups revise their criteria to include measurable language.
During Revision Carousel, watch for students who ignore peer feedback and keep their original work unchanged.
Require students to write one sentence explaining how they used a piece of feedback before moving to the next station, using the reflection prompts on their worksheets.
Methods used in this brief