Find our more › We've just flicked the switch on moving all our digital resources to instant digital download - via our new subject stores.For every subject you can now access each digital resource as soon as it is ordered.Instruct students to bring a typed copy of his/her essay to class for peer evaluation (Typed copies eliminate the problems with legibility). Instruct students that each partner must discuss and offer feedback for each questiion. Instruct the partner on the right to move one seat over to sit with the next person and then present the next question in the presentation.Continue this process until all four of the questions have been discussed. At the end of the "Final Evaluator" stage, pass out a copy of the Peer Evaluators Feedback form.Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems. Students need to "speed date" with each other to find another element (or elements) to form a bond with in order to make a up- certificate sheet. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
The answers are copied on the back of the card so that students can check their work.To close out today’s lesson and assess students current ability to solve rational equations, I will present Page 3 of the Flipchart and ask students to determine the area of the given rectangle.I may review with students for a moment to make sure they recall how to find the area and perimeter of a rectangle. Students are given a "dating card" each which gives an element and some information about them.students given a certificate of bonding sheet; they must draw a dot and cross diagram for the compound they made as well as explain in terms of electrons/oxidation states why they decided to make this compound.