Assessment feedback – the hunger games creative assessment materials
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This document provides assessment feedback and writing tips on punctuating speech, avoiding comma splices, using commas properly, identifying different sentence types, spelling rules, and using colons and semi-colons. It addresses common issues like punctuating dialogue, fixing run-on sentences, and placing commas between independent clauses, adjectives, and items in a list. Examples are given for using colons to introduce a list and semi-colons between related independent clauses.
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This document provides guidelines for properly punctuating quotations in writing. It states that periods and commas always go inside quotation marks, even for single quotes. For questions or exclamations that include quoted material, only one punctuation mark is used, which goes inside the closing quotation mark. Single quotation marks are used for quotes within quotes. Quotation marks are only used for direct quotations and not for paraphrasing. Quotations longer than three lines are not enclosed in quotation marks and are formatted as a block quote instead.
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This document provides an overview of assessment objectives for GCSE English Language exams. It outlines four assessment objectives, including understanding how language works, summarizing and synthesizing ideas from a text, analyzing language use and structure, and evaluating different views expressed in a text. The document provides descriptors for candidates who partially or fully meet the objectives, noting abilities like recognizing language techniques, making references to language features, and conveying and justifying ideas about a text.
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- Feedback was provided to Year 8 students on their assessment drafts and a library lesson went smoothly.
- Year 9 received feedback on assessment questions and worked on improving their PEE paragraphs through analysis of vocabulary in a text.
- The formal observation of a Year 9 lesson on Mrs. Birling's character went well with feedback to incorporate more independent learning and role-playing activities.
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- The teacher recognized they need to provide clearer instructions and learning objectives in some lessons to improve student understanding.
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- Lessons for Year 7 focused on comparing life in District 12 and the Capitol from the book being read and students were able to extract evidence and discuss differences.
- Feedback was provided to Year 8 students on their assessment drafts and a library lesson went smoothly.
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This document provides an overview of a 7-week unit plan for teaching Suzanne Collins' novel The Hunger Games in a KS3 English class. Key elements of the unit include:
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- Developing reading comprehension through strategies like reciprocal reading and close analysis of quotes.
- Creative writing assignments like diary entries, monologues, and designing fictional tributes for the games.
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1) The lesson plan is for a Year 9 class studying An Inspector Calls and focuses on planning for an assessment question on the theme of responsibility.
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Formal Observation 7NE 20.4.2016
Jeremy Tang observed a Year 7 class focused on narrative writing techniques. The class read from The Hunger Games and discussed vocabulary. Students then worked in groups to create mind maps of descriptive writing techniques. While the lesson engaged students and developed independent work, the observer noted areas for improvement, including better planning reading time to promote comprehension, considering alternative writing forms, and providing more examples to illustrate descriptive techniques. The observer praised student enthusiasm but encouraged the teacher to give more explicit instruction on descriptive writing.
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Jeremy Tang, a student teacher, was observed teaching a lesson on errors in writing to a class of 7th graders. The observer notes that Jeremy sets high expectations, treats students with respect, and provides evidence of good subject knowledge in explaining writing errors. Some targets for improvement are identified, such as focusing more on writing content than just spelling and grammar. Overall, the observer judges that Jeremy is making the required progress in the PGCE program at this stage.
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This document provides an overview of a 7-week unit plan for teaching Suzanne Collins' novel The Hunger Games in a KS3 English class. Key elements of the unit include:
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This lesson plan is for a Year 7 class studying The Hunger Games. The objectives are for students to understand the start of Chapter 3 and empathize with the main characters. Students will listen to an audio recording of Chapter 3, participate in a hot-seating activity where they ask questions of characters Prim, Katniss, and their mother, and write a paragraph summarizing the characters' feelings and which one they empathize with most. The teacher will help students who have difficulty writing the summary paragraph.
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This lesson plan is for an 8th grade mixed ability English class on Romeo and Juliet. The learning objective is for students to write a draft of their newspaper article assessment on Romeo and Juliet. During the lesson, students will be given a sample article to analyze, asked questions to scaffold their understanding, and time to write a draft of their own assessment. The teacher will formatively assess students during these activities and provide feedback to support writing their drafts.
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This lesson plan is for a mixed ability 8th grade class studying Romeo and Juliet. The objectives are for students to learn how to write a newspaper article focusing on purpose, layout, audience and style. Formative assessments include recapping events from Act 3 Scene 1, ordering events in a worksheet, and analyzing sample opening paragraphs and homework articles using PALS conventions. Students will work in pairs to analyze articles and order events using APK and collaborative learning strategies. Key terminology includes Romeo and Juliet, William Shakespeare, newspaper articles, and headlines. Resources are a worksheet ordering events from Act 3 Scene 1 and students' own newspaper articles.
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This lesson plan is for a mixed ability Year 7 class studying The Hunger Games. The learning goal is for all students to write up their assessment in a neat format. Students will find their draft assessments and rewrite them neatly, which will allow the teacher to formatively assess their work. Key terms that will be discussed are dystopia, utopia, characters from the book, and resources include copies of The Hunger Games books and lined paper for students to rewrite their assessments.
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Formal Observation 7NE 20.4.2016
Jeremy Tang observed a Year 7 class focused on narrative writing techniques. The class read from The Hunger Games and discussed vocabulary. Students then worked in groups to create mind maps of descriptive writing techniques. While the lesson engaged students and developed independent work, the observer noted areas for improvement, including better planning reading time to promote comprehension, considering alternative writing forms, and providing more examples to illustrate descriptive techniques. The observer praised student enthusiasm but encouraged the teacher to give more explicit instruction on descriptive writing.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 4
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Chapter 5
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Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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Assessment feedback – the hunger games creative assessment materials
- 1. Assessment Feedback – The Hunger Games Creative Assessment 1. Punctuating Speech Rules for punctuating speech: 1. 2. 3. 4. 2. Comma splicing What is comma splicing? How do you fix a comma splice? 1. 2. 3. 3. Commas Commas are used to: 1. 2. 3. 4. 5. 4. Types of sentences Simple: Compound: Complex: 5. Spelling rules Common spelling rules:
- 2. 6. Colons and semi-colons When should you use colons? 1. 2. When should you use semi-colons? 1. 2. Example: