Please enable JavaScript.
Coggle requires JavaScript to display documents.
Differentiating Post Pre-Assessment: What makes a piece of persuasive…
Differentiating Post
Pre-Assessment
: What makes a piece of persuasive writing excellent?
Station 1: Students who had little knowledge of persuasive writing
In correspondence with Bloom's first 2 levels of taxonomy: Remembering and Understanding
Go over the elements of a persuasive essay at Scholar Station with teacher; assessing a good writing sample with teacher
progress to task cards where students identify persuasive elements in sentence examples
BONUS
Introduce next topic of
Intros: Writing a Hook
to enable and empower them to instruct others during the next session on speech writing
Differentiating for Preference:
Quizlet game study & review for individuals
Make and play a memory game with cards (peer or individual)
Peer Quizzes of terms and persuasive examples until Mastery
Differentiating for Interest:
Gaming for knowledge retention
Incentive of challenge by progressing to task cards
Students will be empowered to be leaders during the next session
Differentiating for Special Needs
Options for oral discussion, written response or gaming with online tools
Visual/audio samples of effective persuasive techniques
Differentiating for ELL
Oral discussion
Visual and audio samples of effective persuasive techniques
Online review of terms and basic examples
Formative:
Students will re-take Pre-Assessment and master 90%
ELL and Special needs will take a different format of cloze, T/F and MC
Station 2: Students who answered 5-7 questions correctly on persuasive writing
In correspondence with Bloom's 3rd & 4th levels: Applying and Analysing
Think Dots
Differentiating for Interest
As the tasks are made progressively harder, students can choose to complete 2 tasks from each row
Differentiating for Preference
some tasks are visual and practical, others are abstract and auditory
Dfferentiating for ELL:
A simpler ThinkDots assignment will be provided
Students may complete any 4 of the 6 ThinkDots tasks
Differentiating for Special Needs:
A simpler ThinkDots assignment will be provided
Students may complete the first row OR any 3 of the 6 ThinkDots tasks
Formative:
Students will turn in 1 or 2 of the 6 tasks for marking by the end of class
ELL and Special Needs will have a simpler version of ThinkDots
Station 3: Students who answered 8 or more questions correctly about persuasive writing
In correspondence with Bloom's 5th & 6th Levels: Evaluating and Creating
RAFTS
Differentiating for Interest
Students can choose one of the given roles to fulfill
Differentiating for Preference
Each role and format aare different
Differentiating for ELL:
VLOG
StoryboardThat presentation
Choice to analyse a speech for techniques
Differentiating for Special Needs:
PPT presentation
StoryboardThat Presentation
VLOG
Choice to analyse a speech for techniques
Formative:
Students will complete a graphic organizer of their RAFT by the end of class
ELL and Special Needs will have the option of analysing an existing speech rather than creating a persuasive paragraph.
Carousel Brainstorm Pre-Assessment:
Questions and terms regarding the persuasive writing techniques were posted around the room. Students brought their own sheets to jot down notes in answer to the post at each station. Students can discuss at each station or take notes independently. While students watch a YouTube video introducing persuasive writing techniques, teacher evaluates each student's notes, then groups them into the stations from which they would most benefit.