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- Class journals guided by daily metacognitive  questions
- Co-created success criteria
- Individual created success criteria
- Self reflections
- In class discussions (critique)

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- Test
- Exam
- Oral Presentation
- Dramatic Reenactment
- Concept Maps / Timelines
- Portfolios

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- artist statements, written reflections

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- Frequent check-ins with the student about progress work
- Discussions about planned steps (i.e. research, materials needed, material acquisition, steps in the project)
- Pop/practice quizzes for Art History concepts
- Increased emphasis on the PROGRESS/PROCESS work over the final

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- Padlets
- Jamboards
- Kahoots (learner pace)
- Poll Anywhere
- Word Cloud - Menti
- Questioning (i.e. by show of hands...)

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- Exit Slips
- Peer Assessment/ Self Assessments
- Checklists
- Conferencing
- Debates

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- tests: art history terms, vocabulary, explanations and definitions
- presentation and display of work while considering evaluation of process work

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-Flash cards (at the beginning of class to review previous material)
-Exit cards
-Polls throughout the lesson
-Presentation on a certain biology concept

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-Tests / quizzes
- Research papers/ project
- Labs/ lab reports

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-Lab activities
-Self-reflection
-Peer-evaluating practice lab reports

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Labs (they can confirm their own learning by completing the lab and seeing if the results were what was expected)

Think- pair-share (do the math problem by yourself, pair up with your partner and walk through the solution)

Concept checks (students can reflect on teacher feedback to determine their level of understanding)

Kahoots (can be done the day before a summative assessment for students to reflect on which areas they need to review)

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- asking for similarities in first language
- think pare share opportunities
-check ins for understanding with the dial chart (dial up or dial down the difficulty)
- exit slips
- listening exercises with fill in the blanks or short  answers
- society or other games in the class surrounding the language
- pairing strong french language learners with strong english language learners/ speakers to learn from each other

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Quiz, test, exam

Assignments

Lab write ups

Homework checks

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Assessing oral language - remembering that different accents means different pronunciation (there is no one correct way)

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“What do you already know” quizzes

Recall activities/examples

Oral questioning during lessons

Class debate or group discussion

Exit cards

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- Exit slips for students to reflect on how well they understood the lesson/ what they need more clarification on
- Giving examples that reflect the different cultures of all students to help with their comprehension
- Peer assessments
- Collaborating with peers (students who are more proficient in French can help those who are struggling)

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Read a text, write a script, practice acting, perform orally.

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ELD -OLLB
1) Respond to the question what are the primary colours using single words & gestures.
2) Respond to the question How do you create a secondary colour? in full sentences.
3) looking at a colour wheel respond to the following question: Identify the complimentary colour to red on the wheel explain how you know it's complementary.
4) Respond to the question: Identify the complementary colours in this art work and describe the effect that is created.

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Group: Julia Bonifacio, Shannon Boolsen Vorster, Eliza Bennet, Joel Lecky, Sarah Peeren, Myka Bélanger

Task: Conversation in General

Step 1: Order something at a restaurant for conversational language - many visual supports with menu provided + specific vocabulary words

Step 2 to 3: Conversation about a past event - telling the teacher about what they cooked/ ate on the weekend - more advanced grammatical structures - past tense connecting L1 prior knowledge about the past to L2.

Step 4 to 6 : Job Interview for a restaurant position/ fast food position. Can bring their resumé to use for reference during interview including vocab but not pictures. - asking students to share prior experience working in similar positions or cooking at home.

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Dramatic reenactment
OLB (Grade 9-12, Speaking)
1)  Use non-verbal communication to convey and receive messages
2)  Use a small repertoire of conversational strategies
3)  Self-correct or seek confirmation that a word or expression is used correctly
4)  Strategically use conversational norms
5)  Use language to effectively convince or persuade
6)  Adjust speech for the appropriate purpose and audience

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Group Members: Sofia, Tyler, Sarah, Danielle
Review Activity - Listening, 6 Step
To be completed in small groups
1) Tell a partner, what was the most interesting thing you learned yesterday?
2) Teacher asks review questions
3) Follow instructions to set up a hands on activity
4) Rotate to a different group's activity and complete the activity based on the oral instruction
5) Teacher does a lesson orally, students have to listen and summarize
6) Watch a Ted Talk, write a reflection - what did you take away from the talk and what more do you want to learn?