A self and peer assessment checklist created for my Year 4 class, with space for extended peer feedback below. We usually do these a day or so after our first piece of persuasive writing, take on the feedback given from seeing the missing features, then spend time editing and improving before creating a final version. Then we self and peer assess a second time, to see the improvement between the two pieces of writing. <br /> <br /> Opportunities to extend - after receiving their peer feedback, students then spend time correcting spelling and re-drafting their work to better include the features of a persuasive letter. <br /> <br /> Hope you find this useful! A PDF and Word doc version are attached - if you print the PDF off at 86.6% size, with trimming it will easily fit in their writing books.

A PowerPoint depicting the story of Pandora's box for a literacy unit on Myths &amp; Legends cross with a Topic Unit on Ancient Greece.<br /> <br /> I use this to familiarise my Year 4 class with at least one myth before their Cold Task assessment, where they will have a first attempt at writing a myth before the unit's instruction. The unit will finish with a hot task, where (hopefully) they will have learned much more about the conventions of myths &amp; legends and will include them in piece of writing that show's that term's progress. <br /> <br /> Story taken from http://greece.mrdonn.org/greekgods/pandora.html and images found on Google. I do not claim authorship of these materials here, I have purely uploaded it in one PowerPoint for ease. Hope it's useful foryou!

A self and peer assessment checklist created for my Year 4 class, with space for extended peer feedback below. We usually do these a day or so after our first attempt at a play script, take on the feedback given from seeing the missing features, then spend time editing and improving before creating a final version. Then we self and peer assess a second time, to see the improvement between the two pieces of writing. <br /> <br /> Opportunities to extend - after receiving their peer feedback, students then spend time correcting spelling and re-drafting their work to better include the features of a play script. <br /> <br /> Hope you find this useful! A PDF and Word doc version are attached - if you print the PDF off at 86.6% size, with trimming it will easily fit in their writing books.

I've used this activity to teach stage terms to years 7 &amp; 8, and they love the activity.<br /> <br /> We explain the stage terms (upstage, downstage etc) and I draw a stage on the board and they fill in their own copy for their folios. I also explain the terms 'house' and house left &amp; right. These go at the bottom.<br /> <br /> I then use lay the initials of the terms (US/DS etc) out on the floor, and the students are divided into four teams with a captain. The captain must direct members of their teams to positions on the floor, using the full stage terms - &quot;Kate to upstage left&quot;. This is a giant naughts and crosses game, and the winners play the winners, and the losers play the losers in a mini tournament. Captains must use full stage terms.<br /> <br /> Differentiate each team by asking the naughts to sit on the floor and the crosses to stand up. This means you can easily see which team has won. <br /> <br /> This activity takes around 30 minutes, but this obviously depends on the size of your class.