This document provides the marking criteria for Section A and Section B of the General Certificate of Secondary Education English Language exam.
Section A is worth 30 marks and focuses on analysis of an extended literary text. Candidates are placed into bands from 1 to 8 based on their response. Section B is worth 30 marks and involves imaginative writing assessed across two parts. Each part is marked out of 30 and focuses on control of material, understanding of task, and use of vocabulary, structure, and punctuation.
LED 6510 Lesson Plan Peer Review FormTitle of Lesson Plan Revi.docxjesssueann
LED 6510 Lesson Plan Peer Review Form
Title of Lesson Plan Reviewed:
Your Peer’s Name:
Your Name:
Directions: Each student will be assigned 2 peers’ draft of final lesson plan for review on Canvas. Upon completion of reading, do provide your feedback to your peers using the following directions:
1) use the peer-review form to provide overall feedback for the other students' draft of lesson plan; Attach the forms with your feedback to your peers while you have completed peer review activity;
· Per the requirement, each student’ draft of lesson plan should include the following components (The other components are optional depending on each individual’s progress, so you just provide your feedback based on the content in the lesson plan)
· The below section is mandary to be reviewd and provided with feedback using the guided question in this form, highlighted in red in the form
· Language comparison, grammar focus of instruction, and establishment of relevance
· Introductory Statement of Your Language Task
· Structured input activity, structured practice activity and output assessment activity
2) For the grammatical, spelling, mechanic and other suggestions, kindly use the "Review" or "Track changes" button in the student's original word document and post your comment on the right side of the column of the word document, and then return the document to your peers with your comment/feedback.
1. Does the author clearly present the grade level of students, concentration domain, materials and digital tools need and time needed for the lesson?
I’m not sure if the students are in first grade or in middle school. Be more specific.
2. Does the author concisely describe the following aspects in Learners & Learning Environment? How can the author improve in each aspect, if any?
Yes, but it is confusing because there is no header indicating that she is talking about it.
· Language comparison, grammar focus of instruction, and establishment of relevance:
Yes, it is descriptive.
· Introductory Statement of Your Language Task
Yes, it is clear.
· Review of Terminology
Good review of the terminology
· Annotation
The annotations are not highlighted in yellow.
3. Does the author concisely define the following aspects in Standard and Outcomes? How can the author improve in each aspect, if any?
Yes they are clearly outlined. If they were in bullet points it would be easier to read.
4. Does the author understand the concepts of structured input activity, structured practice activity and output/assessment activity clearly and concisely?
The structured input activity is not clearly defined. The output assessment activity should be more descriptive. Also is the instructional practice the structured practice activity? The headers should be more clearly defined.
Does the author demonstrate the structured input activity, structured practice activity and output/assessment activity in a clear and organized way? Does the author provide teaching r.