d too stiff in some places. The writing may sound too informal in other places.
The writer does not sound convincing.
The point of view changes a lot.
The writing sounds too stiff or informal.
The writer does not express an opinion.
The point of view cannot be determined.
Conventions
There are no mistakes in capitalization, punctuation, or spelling. The writing is very easy to read.
There are some mistakes in capitalization, punctuation, or spelling. The writing is somewhat easy to read.
There are mistakes in capitalization, punctuation, and spelling.
Mistakes make the paper difficult to read.
There are many mistakes in capitalization, punctuation, and spelling.
Mistakes cause confusion for the reader.
The writing has not been edited.
It is very hard to read.
End
1min
Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation -
how do you plan to give more support? How do you plan to challenge the more able learners?
Assessment -
how are you planning to check learners learning?
Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).
By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.
By outcome providing challenge, variety and choice.
Observe learners when participating in use of English activities.
Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills
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