Escolar Documentos
Profissional Documentos
Cultura Documentos
Knowledge
1
2
3
4
5
● Identify
how
specific
examples
from
the
Comments:
novel
can
relate
to
one
of
the
overarching
themes
that
we
identified
as
a
class.
Thinking
1
2
3
4
5
● Connections
are
made
between
an
Comments:
analysis
of
the
novel
and
real
life
implications.
Application
1
2
3
4
5
● Each
section
of
the
SPEC
paragraph
is
Comments:
written
according
to
its
title
(statement,
proof,
explanation,
conclusion).
Communication
1
2
3
4
5
● Writing
is
clear
and
concise.
Comments:
● Presenters
project
their
voice
and
speak
clearly.
Feedback:
Purpose:
This
activity
is
completed
before
students
write
a
SPEC
paragraph
independently.
Since
this
is
not
the
result
of
a
student’s
individual
effort,
this
is
an
assessment
FOR
the
teach
to
gauge
the
general
ability
of
the
class
to
understand
the
sections
of
and
produce
a
SPEC
paragraph.
The
teacher
provides
feedback
to
groups
after
the
presentations
but
ultimately
uses
these
presentations
to
gauge
the
general
ability
of
the
class
to
complete
a
SPEC
paragraph
at
this
point
in
the
unit.
Type
of
Assessment:
FOR
the
teacher
to
monitor
the
class’
progress
to
make
adjustments
(FOR
the
teacher
to
provide
you
with
feedback).
2. Answer-‐Ask
Course:
Not
specific
Task:
This
is
a
debriefing
activity
where
a
class
conversation
is
carried
out
by
students
continuously
answering
and
asking
questions.
The
teacher
will
start
this
activity
by
asking
the
class
a
question.
One
student
will
answer
the
question,
and
is
then
responsible
for
asking
the
class
a
different
question
(on
the
same
topic
of
discussion).
Another
student
will
answer
their
peer’s
question
then
proceed
to
ask
the
class
another.
This
cycle
continues
for
a
set
amount
of
time
or
until
the
students
can
no
longer
find
new
questions
to
ask
(teacher
may
help
carry
the
conversation
by
stopping
to
discuss
certain
points
in
more
detail
or
by
asking
a
question
to
spark
a
new
conversation
piece).
Purpose:
This
activity
is
used
to
debrief
a
lesson,
unit
or
topic.
This
activity
presents
the
students
to
critically
assess
the
topic
of
conversation
by
answering
questions,
and
decide
what
information
they
think
was
most
significant
by
asking
questions
with
the
answer
in
mind.
This
activity
allows
the
teacher
to
understand
what
information
the
class
has
retained
and
what
information
the
students
have
deemed
significant.
Type
of
Assessment:
FOR
the
teacher
to
monitor
the
class’
progress
to
make
adjustments.
3. Exit
Cards
Course:
Not
Specific
Task:
Complete
the
exit
card
and
hand
it
in
before
the
end
of
class
(example
below).
What
is
something
you
really
enjoyed
in
today’s
What
is
the
most
interesting
thing
you
learned
in
class?
today’s
class?
Was
there
anything
in
today’s
class
that
need
further
clarification?
Purpose:
This
exit
card
will
be
used
by
the
teacher
to
assess
students’
learning
after
a
specific
lesson.
This
is
a
great
way
for
the
teacher
to
understand
the
level
of
understanding
throughout
the
class
in
order
to
plan
future
lessons
according
to
student
feedback.
Type
of
Assessment:
FOR
the
teacher
to
monitor
the
class’
progress
to
make
adjustments.