Grade 5

Feedback Please

Empowered Learner
Title of feedback with different colored clouds


Students seek and provide feedback from classmates using the Comments feature within Google Docs or Slides. Students will then revise their writing and/or presentation based on the feedback received. Finally the class will discuss the pros and cons of receiving digital feedback during a whole group debrief of the writing process.

Students will:

  • Be able to give constructive feedback on a peer’s presentation or essay using the Comments feature within Google Docs/Slides.
  • Be able to revise and improve their work based on the feedback offered.

Vocabulary Words:

  1. Feedback: Feedback is the reaction to one’s performance or work.

  2. Constructive Feedback: Specific information on one’s performance that specifically states positive and/or negative aspects of the work and may contain suggestions for improvement.

To prepare for this lesson:

  • Students will need access to their own Google accounts.

  • This activity may be used with any writing assignment within any subject area, but students will need a completed rough draft created within either Google Docs or Google Slides prior to beginning this lesson.

  • The teacher will need a working knowledge of the comments feature within Google Docs and Slides

  • The teacher may wish to assign students to specific editing groups, prior to the lesson in order to ensure all students are able to give and receive feedback.

Note: Video Tutorial for adding comments using Google Docs or Slides


Please see the Accommodations Page and charts on the 21things4students website in the Teacher Resources 

Directions for this activity:

  1. The student will share their rough drafts, created within either Google Docs or Google Slides, with classmates.

  2. Students will read and offer constructive feedback on the submissions of at least two of their classmates using the comments feature.

  3. Once the peer-editing has taken place, students will review the comments left on their work,  considering the feedback.

  4. Students will revise their writing based on the feedback.  

  5. Final documents with comments will then be shared with the teacher for formal assessment

  6. Once students receive their graded submissions, the teacher will lead a whole-group discussion wherein students discuss the pros and cons of receiving digital feedback.

Note: Students would need a Google Account in order to share their document. 

Different options for assessing the students:

  • Observations
  • Check for understanding
  • The teacher will use a checklist to assess students ability to provide feedback digitally
  • I can use the comment feature in Google Docs/Slides
  • I can offer specific, positive feedback on a piece of student writing
  • I can offer specific suggestions for improving a piece of writing (using kind, non-offensive language)
  • The teacher will formally assess the writing using a standard writing rubric.

MITECS: Michigan adopted the "ISTE Standards for Students" called MITECS (Michigan Integrated Technology Competencies for Students) in 2018.

Empowered Learner 
1c. Students will use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Device: PC, Chromebook, Mac, iPad 

Browser: Chrome, Safari, Firefox, Edge, ALL

Apps, Extensions, or Add-ons

Google Docs

Google Sheets

How to Add Comments in Google Docs and Slides


W.5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach

W.5.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others

Students could seek feedback on a presentation, writing, or creation (Google Drawing) from any subject area.


Students could seek feedback on a presentation or writing from any subject area.

Students could seek feedback on a presentation or writing from any subject area.

This task card was created by Jean Smith, Van Buren Schools and Michelle Wagner, Wayne RESA, January 2018. Updated May 2022.