Lesson Day

Feedback Provided

How you encouraged

students to use the
feedback.

Day 1

I provided child friendly

written feedback on a
checklist. The students
also received verbal
feedback because they
brought their completed
writing and checklist to a
teacher in the classroom
and it was reviewed
immediately.
(attached)

The students were

encouraged to use this
feedback by editing and
correcting their mistakes
right away. The checklist
helped the teacher and
student pinpoint areas that
the child needed to
improve on, so they were
able to fix these mistakes
with the help of a teacher.
They also received more
instruction the following
day as a whole class and
worked on more of the
areas they were struggling
with. The students were
also given these checklists
to look at while they
completed their final
opinion writing.

Day 2

Anecdotal notes were

taken during instruction
today. From these notes, I
was able to determine
what the students needed
extra help on. The students
completed an activity on
the SmartBoard where
they would drag and drop
events to the correct place
on the timeline. I was able
to give students immediate
verbal feedback on
whether they placed an
event in the correct place
or not.

I encouraged the students

to use this verbal feedback
the next day by completing
another short activity of
putting events in order.
With the help of the notes,
I was able to determine
how to best instruct the
students and focus only on
areas that the students
were struggling with.

Day 3

Anecdotal notes &

The students were

checklist (attached)
*I completed two formative
assessments on day three
and broke down my two
final activities with
summative assessments
on day four, because the
students are preparing for
testing and I was only
given a short amount of
time to teach these dates.*
The anecdotal notes once
again showed the
strengths and weaknesses
of the students and areas
that I needed to spend a
little more instruction time
on prior to the students
completing their final
projects.
The checklist assisted the
students in completing
their projects and once
again the students were
given verbal feedback.

encouraged to pay close

attention to the order they
were placing events on the
timeline.
The written feedback on
the checklist provided
assistance to the students
in the creation of their
personal timeline projects.
The students were also
allowed to have these
checklists on their desk
while they completed these
projects.

Opinion Writing Checklist

Yes No
Writing includes an introduction that states the writers opinion.

___

___

Writing includes a reason that supports the writers opinion.

___

___

Writing includes AT LEAST two examples that support writers

___

___

opinion.

Writing includes a concluding statement that restates the

___ ___

writers opinion.

Italo Marchiony Timeline Project Checklist

Yes

No

 My name is on my project

____

____

The events are in the correct order by date

____

____

All the events have a place on the timeline

____

____

I used transition words between each event.

____

____