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Starter – Responding to feedback Starter – Responding to feedback

Starter – Responding to feedback - PowerPoint Presentation

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Starter – Responding to feedback - PPT Presentation

Your exercise book has been marked You will have received the following marks Indicative Grade for effort for presentation TASKS Read all comments and marks Look for the EBI questions and ID: 403297

skeletons evidence point connections evidence skeletons connections point smsc making pieces support field clues give discuss inferences clue reliability

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Slide1

Starter – Responding to feedback

Your exercise book has been marked

You will have received the following marks Indicative Grade for effort for presentationTASKSRead all comments and marksLook for the EBI questions and ANSWER/RESPOND to them3) Write out any spellings correctly x3

5

is excellent

1 needs improving

Marking For Literacy codes

V Inaccurate/ unsatisfactory vocabulary choice – choose another wordS Spelling error hereG Grammar error here? Express this more clearly; explain// Start a new paragrapheg Give an example here^ Add a word, a paragraph, a topic* An amendment or addition later in the writing √ Relevant, interesting comment, well done ! I am shocked!P Punctuation error here

SMSC: Making connections between evidenceSlide2

Starter – Finding Out What You Know ActivityAll

Look at the pictures of the skeletons on your desk. Think of at least one question that you want to ask about them.Extension

Choose your best question and explain your choice to your partner.

SMSC: Making connections between evidenceSlide3

Date:

Title: What happened to the Skeletons in the Field?

Homework: To re-write Mr Peter’s account with spelling corrections.

Level

Learning Objectives

Key Words

SPAG

AllExplain how two pieces of evidence can be used to support inferences and suggest why they are better than others.

Skeletons

Clues

Pronunciation

of key words.

Most

To be able to make an inference

explaining how two pieces of evidence can be used to support it.

Enquiry

Some

As

above and evaluate which was the most useful piece of evidence considering the reliability of the evidence used.

Archaeologist

SMSC: Making connections between evidenceSlide4

Main Activity – Modelling what you need to do

Last lesson we looked at what the job of

an historian was and why it was so difficult to do well. Today we are going to be continuing to learn how to investigate as an historian by completing an

historical investigation

using evidence.

Can you remember what the following mean?

INFERENCE = Something that is probably true but you can’t be sureFACT

= Something you know is definitely trueFICTION = Something you know is definitely not trueOPINION = Someone’s point of view about somethingCan you come up with your own definition of the words? 2 minutes!SMSC: Making connections between evidenceSlide5

Main Activity – Task

Review both Clues B and C.

Green

: Who do you think these people were? Explain your point. Orange: How do you think these people died?

Red: Evaluate the strength of your hypothesis at the moment. What other information would you need?

Historical Investigation: Skeletons in the field

Read the information on the case study individually.

What else do we need to know in order to investigate further?SMSC: Making connections between evidenceSlide6

Clue B: Riccall was near the site of two famous battles that were fought in 1066RiccallSlide7
Slide8

Main Activity

All

You read clues D, E, F H and decide whether they agree or disagree with your inferences.

Some

As green but you also examine Clue G explaining which clue was the most useful as well.

MostYou explain why the clues D, E, F and H either agree or disagree with your inferences and discuss the usefulness.

Clue

Agrees with your inferences?Why?DNoBecause….EHSMSC: Making connections between evidenceSlide9

ClueAgrees with your inferences?Why?Which clues were most useful and why? Consider the reliability of the cluesDYes/NoBecause….

E

F

H

Skeletons in the FieldSlide10

Assessment Phase – CSI Detective time!Level

Assessment Task

Expectations

All

Explain who you think the skeletons were supporting your point with two pieces of evidence.

You say who they and

give a reason for your answer.

MostAs above but you also discuss the reliability of the evidence you used. You say who the skeletons were and support your point with at least two pieces of evidence. Discuss the strengths and weaknesses of the evidence. SomeEvaluate who the skeletons in the field were.You say who the skeletons were but give a variety of evidence to support your point.

SMSC: Making connections between evidence

As a

History detective

you now have to tie all of the pieces of evidence together.

It is now your task to put together a full police report on what you think happened to the skeletons in the field.

Remember! This is an official document so it’s very important to use the most

reliable

and

accurate

evidence to support your points, as well as use spelling, punctuation and grammar correctly!Slide11

Plenary

All students must be

ready to say what they think actually happened to the skeletons from the clues that they used.

SMSC: Making connections between evidence

Level

Assessment

Task

ExpectationsAllExplain who you think the skeletons were supporting your point with two pieces of evidence. You say who they and give a reason for your answer.MostAs above but you also discuss the reliability of the evidence you used.

You say who the skeletons were and support your point with at least two pieces of evidence. Discuss the strengths and weaknesses of the evidence.

Some

Evaluate who the skeletons in the

field were.

You say who the skeletons

were but give a variety of evidence to support your point.Slide12

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