Assignment 2 days GRADED peer Additional By grading Students will print out rough draft. IMPORTANT! Students will not include Rough draft checklist and evaluations. (30 glimpse into someone else’s their name on rough draft. INSTEAD teacher will assign students a district rubric points) Evaluators what a paper, student number. Teacher will need to keep track of numbers (I used 100-130 for and peer- are graded on their successful can better refine my first period...500-530 for my second period, etc.) This is designed to evaluation helpful feedback assignment his/her own protect egos and to enable more authentic feedback. based on should look like piece. Each student was to evaluate 2-3 rough drafts depending on length. completeness of but from a more responses to specific and Quiet, independent reading time and evaluating time. checklist, and comprehensive based on viewpoint. Once evaluation document is complete and turned in, students can pair comments for up to discuss. grade as aligned DOK level 3-4 to district rubric. RI.6.7 District 1 day GRADED While I am grading essays, students will work on fun writing activities not Final draft argumentative related to topic. These will be posted onto Edmodo and peers can 80 points rubric respond. Class will go outside if weather is good. This will be a playful time to celebrate completion of essay, and to provide distance from topic DOK level 3-4 so it is fresh when revisited later if using the debate option. W.6.4 Part 5: Option 1: “HOW TO” DEMONSTRATION Activity Texts and Sequencing Assessment Conceptual Procedural Instructional Resources And Goals Goals Notes Scaffolding Prepare for Various HOW-TO 4 days GRADED Engage Create and Show students short How-To YouTube videos. “Life Hacks” is also a word demonstrations checklist and effectively with present a search in YouTube. “How To” on Youtube and rubric (in an audience to series of steps demonstration the How-To supplementary sustain interest for an audience Reveal a few idea for presentations, then brainstorm with class for more. demonstration materials) and teach to follow to assignment, something. . replicate your Go over procedure for all to follow. The outline provided will give outline and rubic desired guidelines. outcome.
Rough draft and peer- evaluation DOK level 3-4 RI.6.7 Assignment checklist and district rubric 2 days GRADED peer evaluations. (30 points) Evaluators are graded on their helpful feedback based on completeness of responses to checklist, and based on comments for grade as aligned to district rubric. Additional glimpse into what a successful assignment should look like but from a more specific and comprehensive viewpoint. By grading someone else’s paper, student can better refine his/her own piece. Students will print out rough draft. IMPORTANT! Students will not include their name on rough draft. INSTEAD teacher will assign students a number. Teacher will need to keep track of numbers (I used 100-130 for my first period...500-530 for my second period, etc.) This is designed to protect egos and to enable more authentic feedback. Each student was to evaluate 2-3 rough drafts depending on length. Quiet, independent reading time and evaluating time. Once evaluation document is complete and turned in, students can pair up to discuss. Final draft DOK level 3-4 W.6.4 District argumentative rubric 1 day GRADED 80 points While I am grading essays, students will work on fun writing activities not related to topic. These will be posted onto Edmodo and peers can respond. Class will go outside if weather is good. This will be a playful time to celebrate completion of essay, and to provide distance from topic so it is fresh when revisited later if using the debate option. Part 5: Option 1: “HOW TO” DEMONSTRATION Activity Texts and Resources Sequencing And Scaffolding Assessment Conceptual Goals Procedural Goals Instructional Notes Prepare for “How To” demonstration Various HOW-TO demonstrations on Youtube and the How-To demonstration assignment, outline and rubic 4 days GRADED checklist and rubric (in supplementary materials) Engage effectively with an audience to sustain interest and teach something. . Create and present a series of steps for an audience to follow to replicate your desired outcome. Show students short How-To YouTube videos. “Life Hacks” is also a word search in YouTube. Reveal a few idea for presentations, then brainstorm with class for more. Go over procedure for all to follow. The outline provided will give guidelines.
Perspectives-in-Communication-Unit-Plan.docx