Presentation on theme: "A…Amir was a chicken, but he was also a good person. He was not"— Presentation transcript:
1A…Amir was a chicken, but he was also a good person. He was not What kind of person was Amir from The Kite Runner?A…Amir was a chicken, but he was also a good person. He was nota very loyal friend, but he did have a conscience that bothered him.C…He was a chicken because he was too afraid to stick up for hisfriend Hassan because he Was only thinking of himself and howafraid he was of the bullies that were hurting Hassan. Then heframed Hassan for stealing his money so that he could get him togo away. He wanted him to go away because his conscience botheredhim every time he saw him. He felt so guilty for what he did toHassan that he thought about it for the rest of his life. But in the end,he rescued Hassan’s son from the orphanage to make up for his pastmistakes.E…I don’t think I could ever do that to my friend. I know I wouldhelp my friends, no matter what risk it would cause for me. Iwould rather be hurt than have no loyalty.ANCHORPAPERA High school anchor paper that some have embraced. This is from an AP English class. Same process as first grade example.Answer-Red Cite-Blue Expand-Green
2C… (Compute) or show your work X = (12+3) 29 29 X = (15) 29 x15 There are 29 NBL teams. Each team is allowed to have 12 active playersand 3 on injured reserve.How many players are in the NBL at any one time?Rubric Score4-AdvancedA…(Answer) 435 playersC… (Compute) or show your workX = (12+3)X = (15) x15X =29_E… (Explain) in writingFirst, I figured out that each team was allowed to have 12 players plus 3 who were hurt and that equals 15 total players on each team. Then I multiplied the sum by 29 to getmy answer of 435. I showed my work in an algebraic equation.OR…You could round 29 up to 30 and multiply by 15 to get 450. Then you would subtract a group of 15 from 450 to get the same answer…435.SECONDARY EXAMPLEThis is a secondary example that again shows how to use ACE to “organize” the answer. We often have a discussion here about the second explanation. This might be how a higher level math student would get the answer…but they often would not or could not explain it because they can do this in their head. It’s important to emphasize that we need to help these students learn to explain their answers. Students like this often don’t see the need to explain their work.
3________________________________________ C ACE ASSIGNMENT…for readingA________________________________________CETHIS WAS DEVELOPED BY A SPECIAL ED TEAM BECAUSE THEY WANTED THEIR STUDENTS TO HAVE JUST A QUICK PARAGRAPH TO READ AND ONE QUESTION TO ANSWER. THEY ALSO SAID THEIR STUDENTS NEEDED THE STRUCTURE THAT THIS TEMPLATE GAVE THEM. I’VE HAD HS TEACHERS WHO LIKE IT ALSO AND SAID THEIR STUDENTS NEEDED IT AT FIRST ALSO.
4Passage to read…. Question to answer… ACE ASSIGNMENT …for readingPassage to read….Question to answer…A______________________________________________________________________________C______________________________________________________________________________E______________________________________________________________________________________________________________________THIS WAS DEVELOPED BY A SPECIAL ED TEAM BECAUSE THEY WANTED THEIR STUDENTS TO HAVE JUST A QUICK PARAGRAPH TO READ AND ONE QUESTION TO ANSWER. THEY ALSO SAID THEIR STUDENTS NEEDED THE STRUCTURE THAT THIS TEMPLATE GAVE THEM. I’VE HAD HS TEACHERS WHO LIKE IT ALSO AND SAID THEIR STUDENTS NEEDED IT AT FIRST ALSO.
5ACE…..your math questions RubricScore ____Standard:_______________________Benchmark:_____________________Question:_____________________________________________________________________________________________________________________Answer:Computation:Explanation:_______________________________ _________________________________________ _________________________________________ _________________________________________