September 27, 2013

Objective: I can use my own words to to describe a level three analysis and assess the writing of my peers.

Students completed an activity to describe the difference between explicit and inferred meanings, before translating the school district's assessment rubric for using evidence to support an opinion. Students then used the rubrics to assess exemplars at each level before assessing their own writing to add more details or clarifying sentences to improve their own writing.

Warm-up: Write the corrected sentences. Look for spelling, capitalization, and punctuation errors.

Example:
 ms. Schafer is kewl --> Ms. Schafer is cool.

1. the cat likked it’s Tail
2. movies r awesome, but so r they’re books
3. “listen” he said, grabbing an hammer
4. “Really ” i asked bob