1^st bachelorette

Content: Modals of Deduction and Possibility

Checking for understanding and Feedback

The Whiteboard. Provide each student with a whiteboard, a marker and an eraser. Ask a question that can be answered with one-word (must, can’t, could, might) Modals of Deduction and Possibility. Have students hold up their answers so I can check for understanding.

Justification: They recognize and apply these modals in a context.

Grade: 3rd EGB

Age: 7-8 years old

The lesson focuses on clothes vocabulary and the grammar structure: I have got... The whiteboard strategy allows learners to quickly demostrate understanding by writing short answers such us: I have got a red hat. So, I can identify which students understand the vocabulary and grammar structure

6th and 7th grade

Simple past tense

I chose Carousel Brainstorming as a formative assessment strategy because it allows me to gather evidence of student learning in an active and collaborative way. Currently, I am teaching the simple past tense to seventh-grade students. Through this strategy, students rotate through different stations where they answer questions, complete sentences, identify errors, or create examples using the simple past.

This strategy is appropriate because it encourages participation from all students, promotes peer learning, and helps me quickly identify misconceptions or gaps in understanding. As students write and discuss their answers at each station, I can observe their use of grammar, vocabulary, and communication skills. Additionally, Carousel Brainstorming keeps students engaged through movement and teamwork, which is especially beneficial in large classes.

Therefore, this formative assessment strategy provides immediate evidence of student learning and allows me to adjust instruction according to students’ needs before moving on to more complex activities.

In the middle of a class for young adults in the military, students are learning how to write reports. At the beginning of class, I would propose three questions which will be answered throgh the course of the class.

• Question 1: How do you start and finish an email to a boss, a director, or an institution? (Formal)

• Question 2: What is the correct way to write an email to a coworker, a teacher, or a business partner you already know? (Informal/Professional)

• Question 3: How do you write a quick message or email to a close friend or family member? (Friend-oriented)

Because this is a formative assessment, I want to see if the tool worked. In the last 5 minutes, I will have them look back at the question they ranked as Number 1.

Finally I would ask them to write: "Now, look at your Number 1 choice. Write just the opening line and the closing line for that specific email."

• If a student who chose Question 1 (Formal) writes "Hey Director, (...) Talk soon,"that is an error and have to correct it on the spot.

• If they write "Dear Sir, (...) Respectfully," that will be fine

Content: Activating prior knowledge & pre-assessment

Activate: Three questions = ask my students what they know about: the city they want to move to, how to rent an apartment/house, how to find work

Visible thinking & organizing ideas: ask my students to tell me (or write) three things they might have misunderstood related to the three questions

Reflection & metacognition: 3, 2, 1 // students explains three things they didn't know, two things that surprised them, one thing they might do now they know facts.

JUSTIFICATION: many students have some knowledge about moving to the States as tourists, but reality might be different when they actually move to another country. So its best to have real-life knowledge and facts.

This strategy requires students to work in groups, where each group becomes responsible for learning and discussing the topic. After collaboratively organizing their ideas, students share their knowledge with classmates so that everyone gains more understanding of the topic.

I’m currently teaching a writing unit focused on unforgettable days, using the past simple and present perfect tenses. To apply the Jigsaw strategy, I would divide the topic into different aspects related to memorable experiences.

·       Group 1: Childhood memories.

• Group 2: Special family celebrations.

• Group 3: Travel experiences.

• Group 4: Personal achievements

  
  

Each group would discuss its assigned topic, adding useful expressions and sentence examples. And then, all students would use the information gathered from each group to write a paragraph or short essay about an unforgettable day.

So, this activity helps by organizing ideas collaboratively before writing. B1 learners can improve their language accuracy and confidence, which are essential for success in Cambridge certification exams.