Informative Assessment

F. Informative Assessment: The teacher will assess the students by observing and listening as the students remodeling the strategy to the class.
What are you going to do when you get to your seat?
What will we do when we have a question and don’t know the answer to it
G. The students work will be separated by different group color. For instance, the blue will be assigned a challenge chapter for the advance learners, the yellow group will be assigned a chapter that does not require intensive thinking for intermediate learners. Finally, the red ground will be assigned two pages of a chapter for slow learners. After the students in their assigned group, they will be assigned a chapter in the book to use textual evidence to analyze the social justice Coretta Scott faces. In each group, three students will be chosen to distribute the book to their group, textual evidence worksheet, as well as pencil and erases. The students will work in pairs using the textual evidence sheet to record the evidence that demonstrate the way Coretta Scott overcome the hardship in her life while they are reading. Finally, the students will stop and think about the social justice Coretta
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While the students are working with their partner, they will be informally assessed by answering a variety of questions about their work by the following sequence of questions.
What facts or ideas show Coretta Scott was segregated against? Explain what is happening to Coretta Scott and why? What examples can you find to prove your idea? What other way would you show how Coretta Scott encounter social justice?
While the students are answering, their learning will be assessed with the following rubric.
I. Differentiate: Students will be grouped based on their strengths and weakness

J. Each group of students will put their textual evidence sheet on the overhead projector to share with the rest of the class. While each student is presenting, they will be assessed by a

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