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Discuss "wilding" in the context of today's world as compared to the novel.

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Review objectives and students self-assess level of knowledge.

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Full trial to assess Lennie's guilt in Of Mice and Men.

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Pose a prompt that is related to the content and then ask students to share out (with a partner or with whole class).

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A quick write prompt will be posted on the smart board at the beginning or end of a lesson. Quick writes will be used to get students thinking about a topic that is going to be introduced or to solidify knowledge that they gained in a lesson.

Quick writes can occur during short time periods during any portion of the class, though I plan to use them at the beginning or the end of lessons. All students can participate in quick writes, as it is a form of active reflection and can be completed regardless of level.

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On a small piece of paper, ask one question and receive one sentence answer. If they understand, we know that they understand the content enough. If they do not know then we know to reteach that part of content and ask different questions to help the students move along.

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Learn what words they do or do not know

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End of unit portfolio that contains all their work from that unit.

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Students write in a table/chart what they already know, what they want to learn, and then later down the road, what they have learned. (Diagnostic and Formative combo)

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Ask questions what they know about future subject matter to get an idea and understanding of what they know or don't know. From there we have class discussions

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Exit tickets that relate to the specific content of the day to see if anything needs to be taught again prior to the next lesson.

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Have students collect evidence or write down comments while reading a text. Check their progress on this after each day to see if you need to revisit any concepts moving forward.

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This is my go-to! At the end of a day or lesson, I ask a Google Question on Google Classroom, and students respond in a short answer. Sometimes they are required to write in complete sentences, and sometimes not.

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Pose questions such as "What do you think when you hear X" or "What about this symbol" etc and have students jot them down on sticky notes and place them around the room.

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I like to give more than one prompt. And let the students choose. Then grade to a rubric that the students understand.

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I often give my students a prompt to be answered on a Jamboard at the start of a lesson to see what they already know.

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Super basic but necessary

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Have students prepare a presentation that relates to the topic but aims to teach the class something new about the subject/novel/unit.

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Students will follow along with modeling of how to annotate a poem and a letter and then do a venn diagram looking at similarities/differences of two texts. Before they do the venn diagram, they are posed higher level questions surrounding the two texts to deepen understanding.

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I love kahoot for vocab or other things that students need to know and this shows me what needs to be retaught due to their answers.

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Students turn in a cumulation of their work for the unit (annotations, venn diagram, questions they answered, and a poem that they have written to show understanding of metaphors and deeper meanings)

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Create a poster with images from the unit. Then the students will have to defend their choices. Students can provide their explanations in a typed essay or presentation (live or prerecorded) options to give students to pick from depending on their comfort level).

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Have students fill out a survey before the unit or lesson

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Across 3 walls of the room, one side is for one side of the debate, across the room is for the other side of the debate, the back of the room does not know what side they are on. Both of the sides knowing is trying to convince those around them why their side is better. I absolutely loved this in my English class because it gave us all time to argue and as kids that was fun.