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biographical Presentation Informative/Explanatory Writing
EmbEddEd AssEssmEnt
Step 4: Drafting
Use your completed graphic organizers and brainstorming document to help you draft your biography. Remember that your draft does not have to be perfect but should include interesting verbs and verb phrases, transitions, and correlative conjunctions.
Keep in mind the multimedia you will use in your presentation, and think about how the multimedia will support or enhance what you are writing. Before you begin the draft, review the scoring guide with your partner and ask each other questions so that you understand how your biography will be assessed.
Be sure your draft includes:
• a variety of sentence lengths and types.
• key ideas and details that are organized into paragraphs.
• a variety of interesting verbs and verb phrases.
• transitions to integrate ideas and improve the coherence of your writing. • sentences that include correlative conjunctions and use parallelism.
Step 5: Editing and Revising
Review the scoring guide again and look at the Student Expository Text Exemplar, which you will receive from your teacher. Then exchange drafts with your partner and use this checklist as you read your partner’s draft.
Peer Editing Checklist
■ Did the writer answer the prompt?
■ Did the writer provide details to support his or her key ideas?
■ Is the writing organized in a way that makes sense?
■ Did the writer vary sentence structures to make the writing more interesting? ■ Did the writer include interesting verbs and verb phrases?
■ Did the writer use correlative conjunctions and transitions correctly?
■ Are there any spelling or punctuation mistakes?
■ Are there any grammar errors?
my notes
One thing I really like about the writing is
Another thing I really like about the writing is
One thing I think the writer could do to improve the writing is
. . .
Look at the peer editing checklist that your partner completed. Use it to help you revise your draft. Use a classroom computer to revise and complete your draft. Be sure to include the multimedia that you will use in your presentation in your final draft. Check your final biography against the scoring guide before you submit it to your teacher.
Unit 3 • Choices and Consequences • Part 3: Embedded Assessment 131
Language Resources
Transitions
Correlative Conjunctions
before
as a result similarly
in conclusion
both . . . and either . . . or neither . . . nor not . . . but
not only . . . but (also)
Writing Checklist
■ Review the Biography Writing Rubric
■ Review the Student Expository Text Exemplar
■ Review your draft
■ Participate in peer editing
■ Revise
■ Publish
■ Present
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adapt
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4:58 PM
Activity 3.7 continued
3 When all presentations are done, establish conference time to deliver explicit and individual feedback
to students. Point out what was successfully accomplished and what needs to be improved.
DIffErEnTIaTE Interactingin Meaningful Ways: Listening actively
4 Direct students’ attention to
the “What Went Well/What Needs Improvement” chart. Assign two students’ presentations to each pair
to help facilitate productive feedback. Have students discuss their notes on the student presentations they’ve been assigned and complete the
chart. Then have them present their feedback directly to each student. Remind students that a critical aspect of listening actively to a presentation is asking relevant questions about things that were unclear. Encourage students to ask and answer as many questions as possible about one another’s presentations.
5 As students provide their feedback, use this opportunity to informally assess student work using the rubric below. After students complete their feedback, encourage presenters to express their opinions about the feedback.
assess
Use the following rubric to formatively assess students’ ability to understand the Interacting in Meaningful Ways skill: Listening Actively.
Emerging: Are students able to provide relevant feedback while asking and answering basic questions with prompting and substantial support?
Expanding: Are students able to provide relevant feedback while asking and answering detailed questions with occasional prompting and moderate support?
Bridging: Are students able to provide relevant feedback while asking and answering detailed questions with minimal prompting and support?
If students need additional help presenting, set aside time to provide personal one-on-one conferencing or practice time to address any needs that arise on an individual basis.
DaY fOUr
Embedded assessment Step 7: feedback
1 Review the tips for presenting with students. When finished, explain that they will provide feedback to presenters that will help them improve their presentation skills.
2 HavestudentstakeouttheActiveListeningGraphicOrganizertheycompletedtheprevious day. Remind them that they each had a chance to share their biographies with the class. Explain that today, they will receive feedback from you and their peers about their presentations.
Unit 3 • Choices and Consequences • Part 3: Embedded Assessment 209
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.