9. Learning Intention
• To know and understand the requirements to
successfully complete the unit assessment.
10. SOLO Steps
We are learning how to Identify the key criteria for a successful
written assessment. [Unistructural]
We are learning how to Describe the key criteria for a successful
written assessment [Multistructural]
We are learning how to Analyse the key criteria for a successful
written assessment [Relational]
We are learning how to Prioritise the key criteria for a successful
written assessment [Extended Abstract]
11. Introduction to
Assessment
• At the end of this
unit you will have
written an
extended,
descriptive story
based on the
opening of ‘The
Lion King.’
12. At the end of this unit you
will have written an
extended, descriptive story
based on the opening of ‘The
Lion King.’
Here are all the words of the
assessment description all
pulled apart.
Your task is to identify the
KEY words of the assessment
description.
First stage: Get rid of the
words we don’t need!
13. Here are the key words from
the assessment description. In
pairs can you put them in order
from MOST important to LEAST
important in your books?
Challenge level One: Which
words tells us which kind of
assessment we are doing?
Challenge level Two: Which
words tell us what we need to
do to be successful in our
assessment?
14.
15.
16. Learning Check – Independent
Enquirer Skills
Write three
you
need to ask in
order to be
that
you
the assessment.
17. Let us look at our key
words from the
assessment description
and put all the pieces
together.
18. The Lion King
What piece
of the
assessment
puzzle are
‘The Lion
King’,
‘opening’
and ‘based’
19. Setting
‘The Lion King’
will provide the
setting for your
story. You will be
using it as a
stimulus (idea
starter) for your
final piece.
To be successful
your piece must
be set in the
opening scenes of
‘The Lion King’.
30. Working backwards
Keeping those two key words in your mind
extended and descriptive watch the opening
scene of the ‘The Lion King.’
After you have watched it work with your
learning partner to link the words extended and
descriptive to the clip. Put your thoughts and
ideas on the board under the relevant headings.
32. Prioritise ++ Activity
Thinking about our writing Afs and Levels put
the key words* in order the TOP of the list is the
higher level skills.
The BOTTOM of the list is the lower level skills.
* Group words together if you need to
33. Plenary
• In your own words (using your pyramid) write
what the assessment is asking you to do.
• How will you be successful in your
assessment?
• Are any of your learning check questions still
left unanswered?
• What questions will you need to ask next
lesson to continue to be successful in your
assessment?
Notas do Editor
New beginnings, new starts, start of something new.
Everyone wants to be successful in an assessment – knowing how to get there is half the job!
Differentiation: Support questions for lower ability students. Which area are we looking at? What are we doing with the Lion King?
Teacher uses this as an opportunity to tease out what is meant from these two words.
