formativeassessments
May, 2015*
Dear Learners; Pupils & Parents at Sunnerbyskolan
"Skolans mål är att varje elev utvecklar ett allt större ansvar för sina studier, och utvecklar förmågan att själv bedöma sina resultat och ställa egen och andras bedömning i relation till de egna arbetsprestationerna och förutsättningarna." (Lgr 11, s. 19)
“The most important advantage of self-assessment and peer assessment is that it makes students realise that success or failure depends not on talent, luck or ability, but on practice, effort and using the right strategies. This is motivating and empowering (Petty 2009).
All the best,
Leif Eliasson
Lärare i Engelska
leif.eliasson@nynashamn.se
* this letter is updated continuously due to suggested corrections & evaluations ...
LEARNING THROUGH FORMATIVE ASSESSMENT (Lärande Bedömning; Bedömning för Lärande; Formativ Bedömning) HAS FOUR MAJOR CONCEPTS
I. FEEDING UP WHAT I AM ABOUT TO LEARN WHERE AM I?
II. FEEDING FORWARD " " WHAT AM I GOING TO DO NEXT?
III. EFFECTIVE TASKS " " WHERE AM I GOING?
IV. FEEDING BACK WHAT I HAVE LEARNED HOW AM I GOING?
WHO ARE THE LEARNERS
Pupil Peers Group EPA
HOW?
I. LISTENING & WATCHING
II. TALKING & DISCUSSING
III. READING & WRITING
IV. PRESENTING (sharing 1)
IV. PUBLISHING, PERFORMING & RECORDING (sharing 2) TEXT or TALK or VIDEO
LESSONS:
0. FEEDBACK < > Vad har du lärt dig? FEED FORWARD > > Hur lär du dig något på ett bättre sätt nästa gång? Vad kommer du att lära dig kommande period? Vad vill du specifikt lära dig då? Hur vill du lära dig det?
1. FEED UP THE TOPIC / SUBJECT / ISSUE / http://www.freeeslmaterials.com/sean_banville_lessons.html
1.0 What do you KNOW about it?
1.0.1 PICTURE-WORD-LIST Write a list of what you see in the picture.
PICTURE-POETRY - Write words & phrases: Looks like ... Feels ... Tastes ... Sounds ... (Smells ...)
Anacrostic Poem
Crossword
Keyword Summary
DESCRIBE & PICTURE
What happens? Keywords?
Characters, Objects, Places, Time How? What? Who? Where? When? Why?
How are X & Y Alike? Different?
What is Said? Thought?
How does it Start? End?
What is known?
ENTRY / EXIT SLIP. QUICK WRITE 5 minutes summary.
What do you know?
QUICK DRAW / QUICK WRITE 10 minutes summary.
What do you know?
THREE - TWO - ONE
List 3 facts you KNOW; learn 2 NEW; express 1 WISH about something you would like to learn & how.
“I know that ..1, ..2 and ..3.”
“My peer has taught me that … and ....”
“I would like to learn ....”
“MY TOP 10 LIST”
“MY BOTTOM 10 LIST”
“MY TOP 5 & BOTTOM 5 LIST”
STATEMENT / “BIG IDEA”
Use one of the stems below about .....
In my opinion, ... leads to ....
I believe .. is beneficial/dangerous because ...
I think … is necessary/important because ...
I feel it is important to … because ...
I used to believe/think/feel ..., but now I believe/think/feel … because ...
MY TOP 10 LIST I need to find out about
QUESTIONS I have about …
SOS - SUMMARY Given the statement …
What does it mean? What’s your opinion? Support your opinion with evidence (facts, reasons, examples, etc.)
I agree/disagree because ...
KEYWORDS - SENTENCES
Write sentences with WORDS from the list on page ...
KEYWORDS - STORY
Write a story with WORDS from the list on page ...
KEYWORDS - POEM
Write a poem with WORDS from the list on page ...
KEYWORDS - CHALLENGE
Write all the keywords you know in
60 SECONDS: Ready! Steady! GO!
KEYWORDS - SUMMARY
List keywords a) about the topic b) to each letter of the topic.
Summarize your learning by using the keywords in a paragraph about the topic - What-Where-When-Who-How-Why
TOPIC TABOO
Describe a subject/topic/issue by using keywords, related words, from the text.
PICTURE NOTE MAKING
Draw a picture to help you remember as much as you can about the topic. List three important ideas about the topic.
CONCEPT MAPPING
What subtopics, subjects & issues are
related to the head topic?
MINI WHITEBOARDS
Answers, Questions & Statements.
WHAT ARE THE QUESTIONS to the answers ...
WHICH QUESTION WORD
- What - Who - When -
- Where - Why - How -
is needed to get
the following answers ....
WHAT ARE THE ANSWERS to the following questions ...
FEED UP what your are about to learn.
RETELL THE AD I: any detail about the place & environment, society, culture, nature, things & time of the events; characters & emotions, actions & conflicts.
I can see … / I can hear …
It is … / There are …
I feel … because …
RETELL THE AD II.
The story seems to take place in .. because ..
The time of the story seems to be .. because ..
The characters are ..
One of the characters is ..
Another character is ..
RETELL THE PROLOGUE
What do you see? What do you hear? What do you feel about it? What is happening? When is this happening? What time of the year is it? Who are the people? Where are they? What are they doing? What are they up to? What is going on?
I can see … I can hear …
I feel … because … It is about …
There is …There are …
PREVIEW & PREDICT of some info you have.
Give 5 true statements about what you believe the story is about? As “It is winter” “People are afraid”.
Preview & Predict of some info you might have. What do you know about it? What do you think it is about? Why? How come?
I know it is about … because...
I think it is about... because...
I believe it is about... because...
I suppose it is about... because...
RED & GREEN CARDS
Answer YES by a green card, NO by a red one, MAYBE by both cards.
SHARED READING / WATCHING Listen, watch and follow the story while it is being performed. What is it about? What does it say? What does it tell? What is happening?
I know it is about … because …
I think it is about... because...
SHARED READING / WATCHING Listen, watch and follow a part at a time while it is being performed. What is it about? What does it say? What does it tell? What is happening?
I know it is about … because …
It might even be about ... because ...
I think it is about ... because…
SHARED READING / QUESTION TIME. Listen, watch and follow a part while it is being performed. List as many questions as possible using Who-What-Where-When-Why-How-Which-Whose-Whom as question starters.
STICKY NOTE QUESTION
3.4 EVENT MAP ORGANIZER 3.4.1 STORY MAP WORKSHEET
DICTOGLOSS
Reconstruct the information in groups of 3.
CHOIR-READING; everyone gets the opportunity to pronounce words, phrases & sentences by repeating the teacher's recitation.
SHARED READING IV. Read the body text and dialogues aloud, 2-3 times; change characters and narrator each time; think of the text as a play; develop verbal and non-verbal communication according to the specific scenes; pronunciation, proper voice tone and body language.
READ IT a) Aloud b) Silently
READING & WONDERING
1. Preview a text. Read titles, subheadings and the table of contents. Look at the pictures or illustrations. Read the first paragraph.
2. & 4. Think of an “I wonder” question. Write it down: “I wonder …”
3. Read the text to answer the question. Write the answer when you find it.
SPOOF READING
What is wrong? Why? How do it right?
TRUE/FALSE STATEMENTS
List as many as possible, like: “The colour of water is yellow”
YES/NO QUESTIONS
List as many as possible, like: “Is the colour of water yellow?” “Does the sun shine?”
QUESTIONS
List as many questions as possible using who, what, where, when, why, how, which, whose or whom as sentence/question starters.
QUOTE & TRANSLATE 50 / 100.
A piece of the text, 50-100 words.
THE WORD LIST
Identify and highlight 2 unknown/unfamiliar words out of 100 (or 5% of the text). Read the sentences aloud where these words appear. Copy the sentences. Translate and write them in Swedish. Now, use the words and compose new sentences.
SAVE THE LAST WORD
1. Identify the most important idea in the story. Quote the sentence that addresses it (5 min): " ... .. .. .. ...."
3. Present the sentence to your group and let it guess the reason of your choice.
4. Reveal your own opinion.
PARAGRAPH QUESTIONS
List the requested numbers of questions to each paragraph of the text using who, what, where, when, why, how, which, whose or whom as sentence/question starters.
Elaborate The Topic / Text / Video - ESSAYS
15.1 ESSAY 50, write 50 words on your opinions and ideas; 20 minutes + 1 of checking your writing.
16. ESSAY 100+, write 100- 500 words on your opinions and ideas; 40 minutes + 5 of checking your writing.
17. ESSAY FOLLOW UP 50, (write a response or a next part of a text), use 50 words; 5 minutes + 1 of checking your writing.
18. ESSAY FOLLOW UP 100+ (write a response or a next part of a text), use 100- 500 words; 40 minutes + 5 of checking your writing.
GENRE; Parts of Films, Stories and Plays; Text Types in Literature
WRITE THE … COMPOSE … ABOUT THE STORY…. 19- 44
19. HEADLINE (the title of a newspaper story that is printed in large letters).
20. HEADLINES (the most important stories in newspaper). Essay 50 http://www.breakingnewsenglish.com/
21. STANDFIRST (a short summary of a newspaper story or article that appears between the headline and the text. Its intention is to make people interested in reading the story.) Essay 50
http://www.breakingnewsenglish.com/
22. AD (advertisment) / A TRAILER (a short film on television or short article on radio that is intended to persuade people to buy something.) Essay 50
23. SYNOPSIS (a brief summary of the major points of a subject or written work or story, either as prose or as a table; an abridgment or condensation of a work.) Essay 50
http://www.teenink.com/novels/other/book/69156/Anna-Marie/
http://www.imdb.com/title/tt0057261/plotsummary?ref_=ttkw_ql_2
24. PLOT (a series of related events that make up the main story in a book etc.) Essay 100 http://www.wikisummaries.org/Lord_of_the_Flies http://www.sparknotes.com/lit/flies/summary.html
25. SPOILERS (information about what happens in a story that you may not want to know about before reading a book, seeing a film etc for yourself.) Essay 50 / Essay 100
26. FOREWORD (a short introduction to a book, usually written by someone other than the writer. It often tells of some interaction between the writer of the foreword and the book's primary author or the story the book tells.) Essay 50
27. PROLOGUE (the beginning of a play, film, or television programme that introduces the story.) Essay 50 http://www.teenink.com/novels/other/book/69156/Anna-Marie/1/
28. SUBPLOT (a second, less important story in a book or film.) Essay 50
29. EPILOGUE (an extra part added at the end of a novel, usually used to bring closure to the work and often serves to reveal the fates of the characters.) Essay 50
30. ACT / CHAPTER (one of the parts that a play, opera, or ballet is divided into. Each act is divided into two or more scenes.) Retell / Rewrite / Remake Essay 100+
31. SCENE / PARAGRAPHS (a part of a play, book, film etc in which events happen in the same place or period of time.) Retell / Rewrite / Remake Essay 100+
http://www.wikisummaries.org/Romeo_and_Juliet#Act_II.2C_Scene_ii
32. CLIFFHANGER (an exciting end to part of a book or television programme that makes you want to read or watch the next part.) Retell / Rewrite / Remake Essay 50
RETELL (a part of) the story from another
POINT OF VIEW, either from an observing narrator (omniscient point of view) or the protagonist/antagonist, or from any other character/object appearing (first-person point of view). Essay 50 / Essay 100+
CUBISTIC TEXT
Retell (a part of) the story from several first-persons point of views; characters/objects appearing.
TRANSFORM (a part of) the DIALOGUE into a SHORT STORY. Let the narrator be an observing narrator (omniscient point of view) or the protagonist/antagonist or any other character/object appearing (first-person point of view).
TRANSFORM (a part of) the TEXT into a DIALOGUE; a PLAY; monologues or dialogues; lines of a play.
SMS / LETTER / NOTE / INFO
Choose a character/object and imagine you are that figure; you have important info of advice to deliver in private or anonymously to another character/object. Never threaten or harass someone because it can cause you legal actions.
A Letter to your Future Self, your Newborn Self
RAFT
DIARY ENTRY
Choose one of the characters/objects and imagine you are that figure.
Write about your feelings or events that happened in your life during the day/week/period; facts, important information, advice, ideas or opinions. Think of the diary as a real person, as a platform of your character's/object's thoughts and feelings. Always write truthfully. A diary will always 'listen' so to speak, and it will never forget, never judge and never reveal your secrets. Close your entry with "your name", and add a sort of a "Bye".
LETTER TO THE EDITOR
(a public message, i.e. in a newspaper)
You feel strongly about an issue; you want people to know your opinion, on something you agree or disagree, that surprises or upsets you, what you think ought to be done, or simply inform or both. You believe you can even influence people to take some action if you speak your mind; convince them by using emotions, or facts, or a combination of them.
http://www.teenink.com/hot_topics/letters_to_the_editor/
NEWS ITEM
(a note of public interest in mass media)
Write a brief outline of what has happened: what, who, where, when, how & why.
http://www.breakingnewsenglish.com/index.html
REVIEW
(an article of opinion of public interest in mass media)
Give your opinion, express and explain the elements you enjoyed or disliked; what was good and bad? Why? Give your opinion about it by expressing “I agree about … because …. I could agree about … if … I disagree about … because …
http://www.teenink.com/reviews/
http://www.wikihow.com/Sample/Movie-Review-for-School-Paper
http://www.wikihow.com/Sample/Book-Review-Template
http://www.teenink.com/reviews/book_reviews/article/1280/Water-for-Elephants/
COLUMN
(an article of a particular subject of some public interest in mass media)
Give your opinion about an issue people are talking about, like news and incidents. The topic centers around human interests. Is there something happening in your community that might be of interest to the country or the world? Express and explain the elements of your opinion or point of view.
http://www.wikihow.com/Sample/Column-in-School-Paper
BIOGRAPHY
A description of all the things that have happened to someone during their life; a detailed account of a person‟s life. It is a story of their life and what they did, what happened, where they went etc. Note: an autobiography is an author writes a biography about him/herself.
http://www.famouspeoplelessons.com/
http://www.sparknotes.com/biography/
INTERVIEW
A text in which someone have answered questions, about themselves, their life, work, or their ideas, in order to publish the information.
DISCUSSION ARTICLE
A piece of writing about an important or serious subject: 1. Introduction – Lay out the topic and context of the discussion. Include a brief summary of each side of the discussion to be explained further in the body of the article. 2. Body Part #1 – Give an in-depth explanation of one side of the discussion. Provide evidence by including your own unique insights, analysis, and commentary on the discussion topic. 3. Body Part #2 – Give the article a new dimension by discussing another angle of it.
This, in essence, is a counterpoint to the original discussion. You can either lay out each part of the discussion separately or use as point/counterpoint style. 4. Conclusion – Evaluate each side of the discussion and decide whether there is a “winner” and a “loser.” If there is, name them. If not, explain why not.
http://www.teenink.com/opinion/all/top/
FEATURE ARTICLE
An article that concentrates on a particular subject; a nonfiction article that intends to inform, teach or amuse the reader on a topic. Look for not only at what interests you, but what people are, and have been, talking about. Pay attention to the news. Sometimes feature articles come from looking at a news article and asking why that incident occurred. The topic centers around human interests. Is there something happening in your community that might be of interest to the country or the world? Feature stories may include conven-tions found in fiction such as dialogue, plot, and character.
http://www.teenink.com/nonfiction/academic/top/
http://learnenglishteens.britishcouncil.org/magazine
46. DRAMATIC STRUCTURE of a text/story;
46.1. “The main title and subtitle of the story is …”
EXPOSITION. The reader meets the characters and discovers the setting. Reader interest is aroused here. The conflict that drives the story’s action is discovered at the end of the introduction, with the initiating incident.
46.2. “The place where the story happens is … because …”. “The time when the story happens is … because …” (SETTING)
46. 3. “The main characters are …”. What are the important details about each character? How are the characters related?
46. 4. What are the sleeping/inactive/ongoing conflicts? Which are internals (self vs. self) and which are externals (self vs. person, society or nature). List and describe the different types of sleeping conflicts. “One sleeping conflict is … because …. Another sleeping conflict is … because …. A third sleeping conflict is … because ...”
RISING ACTION. Builds up the story (the longest part)— a series of steps that lead to the climax. You get more information about conflict and character here.
46.5. “The first rising action is when ... Another rising action is ... A third rising action is ...”
CLIMAX; the moment of highest tension, at which the conflict comes to a head.
46.6. “The Climax - the most exciting part - is when …”
FALLING ACTION. The plot begins to wrap up in this section; the conflicts unravel.
46.7.. “One falling action is … Another falling action is … A third falling action is …”
RESOLUTION; an ending that satisfactorily answers all the questions raised over the
course of the plot.
46.8 “The Main Resolution is when … The story is ending with …”
47. THEME. Theme or Message. What are the subjects of the story? What is the lesson the author is teaching or the observation the author is making about the subject? What is the main idea of the story? Theme differs from the subject in that it involves a statement or opinion about the subject.
“One theme / message / idea of the story is that … I think this because …. These sentences indicates that ….” (evidences supporting your ideas)
Literary Techniques
48. POINT OF VIEW; the perspective that a narrative takes toward the events it describes.
“The story is told by … I think the author uses this point of view because …”
http://www.champscharter.org/ourpages/auto/2012/8/19/40966249/Glossary%20of%20Literary%20Terms.pdf
49. IN MEDIAS RES; the story opens with a dramatic action in order to create suspense from the start, rather than exposition, setting up the characters and situation; a narrative technique of relating a story from the midpoint (Latin "in the midst of things").
“This in-medias-res-sentence ... is the best one because ...”
50. SUSPENSE; anxiety or apprehension resulting from an uncertain, undecided, or mysterious situation. Suspense is when the writer creates excited anticipation of an approaching climax in the reader.
“A moment of suspense is when … because ...”
51. FORESHADOWING; a hint of events to come: if something foreshadows a future event, it shows or gives a warning that it will happen.
“This is a foreshadowing-sentence … because it …”
52. FLASHBACK; when a character thinks back to an event that occurred before the story began; a very clear memory of something unpleasant or painful that happened in the past.
“This is a flashback-sentence … because it explains …”
53. DEUS EX MACHINA; someone or something that solves a situation that seemed impossible to solve, in a sudden and unlikely way, especially in a book, play, film etc.
“A deux-es-machina-scene happens when … because ...”
54. CHARACTERISATION: The collection of characters, or people, in a short story is called its characterisation. A character, of course, is usually a person in a story, but it can also be an animal or an object. Character Types:
54.1. Protagonist: The main character in the story. The protagonist is usually, but not
always, a “good guy.”
“The protagonist/s is/are …”
54.2. Antagonist: The force against the protagonist. The antagonist is usually another character, but not always, especially if the conflict is “person against self.” The antagonist is usually described as “the bad guy”, although that description doesn’t work if the conflict is person against self or person against environment.
“The antagonist/s is/are …”
54.3. Flat: This is a minor character with one or maybe two sides to the personality. These characters might not seem very realistic or life-like because so little is known about them.
54.4. Round: These characters are believable and complex people with several sides to their personality. They are lifelike and behave like real people would, if real people were in those same situations.
54.5. Dynamic: Also known as a kinetic character, a dynamic character changes in some important way because of plot events. For example: a cruel old man might see the error of his ways and become generous and kind, or a gentle girl becomes vicious and angry because her parents divorce.
54.6. Static: These characters are the opposite of dynamic characters. These people don’t change through the course of a story. They have the same personality throughout.
54.7. Stereotypical: Also known as stock, these characters are people who are easily
recognised as “types”. It wouldn’t matter in which story they appear, they are always the same. For example, the old witch-like woman, the geeky scientist, the airhead, and the dumb jock characters are all stereotypical, or stock, characters. In this sense, they are also clichés. (A cliché is an overused expression, like “light as a feather,” or an overused idea, like the stereotypical characters just discussed.)
54.8. Character Foil: A character foil, or simply “foil”, occurs when two characters balance each other in some way; they are almost like two halves of a whole person. This is when a character is portrayed as opposite of another character in a particular way. By putting the two characters next to each other, the different characteristic is emphasised. This helps readers recognise particular characteristics. A good person might be a foil for an evil person, for example.
55. CHARACTER / OBJECT ANALYSIS I. Abstract a CHARACTER'S (or an OBJECT'S) MOST IMPORTANT SCENE by quoting its most significant sentence/scene in the text/story. Explain the reasons of your choice.
“This sentence/line … to … is the most important about … because…”
56. CHARACTER ANALYSIS II.
“... is proud of … because …”
“... strength is …”
“The skill … needs to work on is … because ...”
“... thinks his/her biggest improvement has been … because ...”
“... next learning goal is … because ...”
“... needs to find out more about … because ...”
57. CHARACTER ANALYSIS III.
“... knows this well … because ...”
“... is confused about this … because ...”
“... does not get this yet … because ...”
58. CHARACTER ANALYSIS IV.
“... strengths are …”
“... weakness are …”
“... opportunities are …”
“... threats are …”
59. CHARACTER ANALYSIS V.
“Top 10 list about …”
60. CHARACTER ANALYSIS VI. Choose one character. Compare and contrast this character with two others in the story.
61. CHARACTER ANALYSIS VII. Choose one character and describe how this character changes over time in at least two ways. Explain why these changes occur.
62. CHARACTER ANALYSIS VIII. Sequence one event from the story and discuss how it affected the main character.
63. CHARACTER ANALYSIS IX. Choose one action the main character took and discuss the character’s motivation (Why did he/she take that action?)
64. CHARACTER ANALYSIS X. Describe and ANALYSE A CHARACTER / AN OBJECT.
The ...’s Name
[← the headline of your paper ←]
APPEARANCE How does … look like (physical traits)? How does … dress?
BACKGROUND/ ENVIRONMENT From where does … come? Where does … live? Occupation? ACTIONS What does … actually do? REACTIONS TO OTHERS How does ... treat others? SPEECH How does … express it/himself verbally? What does … actually say or not say? PERSONALITY What kind of attitudes does … reflect? THOUGHTS What are … deep reflections? OTHERS’ REACTIONS TO …. How do others treat ...? What do others say & think about ...? How do others react to ...? (locate and cite at least three text based evidence in the plot that support your ideas)
Present Stories in a Certain Way
65. RETELL; to tell a story again or in a different form.
66. REWRITE; to make changes to a piece of writing in order to make it better
67. REMAKE; to make something again, especially in a different way.
68. SPIN; to tell a story, especially one that is not true, in an interesting and exciting way.
69. PLOT; to invent the series of related events that make up the main story in a book, film etc.
News, Reports, Newspapers articles
70. BROADSHEET; a newspaper printed on large sheets of paper. Broadsheets are generally believed to contain more serious news than tabloid newspapers,which are smaller, although many broadsheets are now printed in compact size.
71. TABLOID; a newspaper with fairly small pages mostly containing stories about famous people and not much serious news. More serious newspapers are called broadsheets, which have bigger pages, or compacts.
72. FANZINE; a magazine written for and by fans
73. MAGAZINE; a large thin book with a paper cover, containing reports, photographs, stories etc, usually published once a month or once a week
74. JOURNAL; a magazine containing articles relating to a particular subject or profession
Narrative Text Types
75. STORY; an account of something that happened. Stories can be imaginary, traditional, or true.
76. NARRATIVE; a story, or an account of something that has happened.
77. ANECDOTE; a story that you tell people about something interesting or funny that has happened to you. http://www.teenink.com/novels/realistic_fiction/book/84607/The-Book/
78. SHORT STORY; a short piece of fiction. It has three elements plot, characterisation, and setting. Usually, short stories concentrate on a single event with only one or two characters. In addition, short stories also contain other devices/features including: theme, conflict, point of view, suspense, foreshadowing, flashback, deus ex machina (NT), and in medias res (NT). Theme is so vital to the short story, however, that some critics consider it the fourth element, rather than a device or feature. Types of short stories:
DETECTIVE; a story or film in which a detective tries to solve a crime.
FAIRY TALE; a traditional children's story in which magic things happen; often 3 times.
COMEDY; a story that is intended to amuse people
DRAMA, a play or film about people’s feelings
HORROR; a story that is intended to frighten people
THRILLER; a book, play, or film that tells an exciting story, especially about something dangerous like a crime
LOVE STORY
TRAGEDY; a play in which people suffer or die, especially one in which the main character dies at the end
SHOCKER; a book, film, or play about something shocking
TRAGICOMEDY; a play, story, or situation that is both sad and humorous
MELODRAMA; a story, play, or film in which the characters behave in an extreme emotional way, with the bad characters being very bad, the good characters being very good etc
http://www.teenink.com/novels/action_adventure/book/79157/Collection-of-Short-Stories
http://www.teenink.com/novels/other/book/78437/Birds-of-a-Feather-Stories-Written-by-Teens-Like-You/
http://www.teenink.com/novels/realistic_fiction/book/84607/The-Book/
http://www.teenink.com/novels/other/book/58660/Love-Has-No-Gender
http://www.learnenglishkids.britishcouncil.org/en/short-stories
http://www.storystar.com/php/list.php?sub_category_id=2
Feedback
79. + 1 (+ 5) of CHECKING YOUR WRITING. When you have finished writing, read through your work (aloud or silently) to check for errors and coherence; check for any spelling, grammar and punctuation mistakes and be sure that everything makes sense.
80. COMPARE YOUR WORKS
81. SANDWICH I.
“Today you did well on …”
“One thing you could work on improving is …”
“Next time you could try …”
82. SANDWICH II.
“I did really well on …”
“I think these parts need to be changed because …”
“Some ways I can improve it are …”
83. “PIM”. Let a peer give feedback by expressing three statements on your work: a PLUS an INTERESTING IDEA and a MINUS:
“I like this word/phrase/sentence:.. because....”
“This idea is interesting… Could you give further information, please?”
“I think this word/phrase/sentence need to be changed ... because ...”
84. TWO STARS AND A WISH”. Let a peer give feedback by identifying two positive aspects of your work [drawing 2 STARS in the margin] and express one wish about what you might do next time in order to improve your work [drawing 1 “W” in the margin]. Provide the feedback orally but sign the comment].
85. QUESTIONS. “Questions I have about my work …”
86. STRATEGIES. “Strategies I can use to improve my work …”
87. SWOT ANALYSIS I.
“My strengths are …”
“My weaknesses are …”
“My opportunities are …”
“My threats are …”
88. SWOT ANALYSIS II.
“Your strengths are …”
“Your weaknesses are …”
“Your opportunities are …”
“Your threats are …”
Strengths: Areas or skills that you best understand and do well at; Weaknesses: Things which the student feels they are not good at or needs extra help with.
Opportunities: These may refer to resources which the student can use to improve their learning and target areas in the W-section. Threats: Things which will be an obstacle between the student and their desired goal.
89. AFTER CHART. What new things did you learn compared to what you knew in the beginning?
90. VENN DIAGRAM
“I know this well …”
“I am confused about this …”
“I do not get this yet …”
91. LEARNING/IMPROVING GOALS
“First I would like to Learn/Improve ….”
“Secondly ...
“Thirdly …”
“Fourthly …”
“Fifthly …”
92. SNOWBALLING. Compare your answers - reasoning, methods, and answers. Discuss and try to agree on the best answer(s) and why you chose that(those) response(s).
93. SHARE & MINGLE YOUR IDEAS & OPINIONS
94. SHARE YOUR ESSAYS in groups of 3 by SWOT etc. The owner of the work is then allowed to respond to the feedback and ask questions for further clarification if necessary. The process is repeated for each member of the group.
95. SELF-EVALUATIVE QUESTIONS
What did you find difficult when you were learning to ...
What helped you when something became difficult about learning to ...
What did you need more help with about learning to ...
What are you most pleased with about learning to ...
What have you learnt that is new about ...
How would you change this activity for another class/group who were learning to …
96. SELF-EVALUATIVE FEEDS. Choose One, Three, All.
“I’m PROUD OF … because …”
“My STRENGTH today was …”
“The SKILL I need to work on is …”
“I think my biggest IMPROVEMENT has been …”
“My NEXT learning GOAL is … because ...”
“I need to FIND OUT more about … because ...”
97. GOOGLE DOCS FEEDBACK. Study your revision history and comments.
98. PORTFOLIO
1. Arrange all your work from most to least effective.
2. After reflecting on your two best pieces of work, answer these questions.
a. What makes this your best (second best) work?
b. How did you go about it?
c. What problems did you encounter?
d. How did you solve them?
e. What goals did you set for yourself?
f. How did you go about meeting these goals?
3. What makes your best work different from your least effective work?
4. What are your future goals?
99. WRITER’S WORKSHOP FORUMS http://www.teenink.com/forums/writers-workshop
100. POEM
101. VOKI is a FREE service that lets you create customized speaking characters.
102. "FIND SOMEONE WHO ..."
103. STUDY NOTES TEMPLATES, suggestion:
X-skolan
School Year 2015/16
Leif Eliasson
100 00 X-Town
STUDY NOTES BY
Name, Group & Period:
Good Stuff Textbook:
Topic / Subject / Issue:
Text / Story / Video:
DATE LESSON
Grammar Attacks / Exercises (GSW): 1 2 3 4 5 6 7 8 9 10
/ = Started X= Finished O= FeedBack -Up Lessons 8p, 85i+86