Recent Changes

Name _
Name Date _ Period
From Symbolism is…
In-Class Activity (Youtube Video Clip - http://www.youtube.com/watch?v=6rauK4fBjkI )
Objective: Within your group, each member will construct a short paragraph on what symbols they got from watching the short video clip, while also accompanying a metaphor to describe the video clip. Then, compare and contrast your symbols and metaphor with each of your group members and pick the best symbol and metaphor from the group to tell the class. (Don’t forget to turn in your worksheet at the end of class to receive a possible 25 points.)
Metaphorically Speaking:
Comparing & Contrasting within Group
Behind the Scenes
their product.
Some of the essential questions that I want the students to grasp and answer are:
1) How can something as simple as a commercial be impactful?
5) Who is the commercial pitched to?
6) What is the theme of the commercial?
classroom norms.
Some of the standards I will be trying to address:
ELA9RL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
The student identifies, analyzes, and applies knowledge of the structures and elements of fiction and provides evidence from the text to support understanding; the student:
and irony.
b.
b. Identifies and or symbolism.
c.
c. Relates identified underlying meaning.
ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.
focus throughout.
b.
b. Selects a format requirements.
ELA9LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.
adult-initiated topics.
b.
b. Asks relevant questions.
c.
c. Responds to appropriate information.
d.
d. Actively solicits or opinions.
e.
e. Offers own without domineering.
f.
f. Volunteers contributions discussion leader.
g.
g. Gives reasons opinions expressed.
h.
h. Clarifies, illustrates, similar expansions.
i.
i. Employs group evaluates solution).
j.
j. Divides labor goal efficiently.

Name _ Date _ Period
From This Distance, The Symbolism is…
In-Class Activity (Youtube Video Clip - http://www.youtube.com/watch?v=6rauK4fBjkI )
Objective: Within your group, each member will construct a short paragraph on what symbols they got from watching the short video clip, while also accompanying a metaphor to describe the video clip. Then, compare and contrast your symbols and metaphor with each of your group members and pick the best symbol and metaphor from the group to tell the class. (Don’t forget to turn in your worksheet at the end of class to receive a possible 25 points.)
Metaphorically Speaking:
Comparing & Contrasting within Group
Behind the Scenes
The focus of this assignment is to first get the students to move out of the conventional mold of just reading and providing a visual aid. I will be looking to teach symbolism and metaphor to a ninth grade English class. I want to be able to create: conversation, learning, and most of all, an understanding of the assignment. I want my students to assess the video and come to a conclusion where they find the value or the bias behind the video. I want to make sure to incorporate and relate other commercials that tie in to different perspectives, such as infomercials, prior to the assignment. The Snickers video clip should lead to a variety of symbols and themes being thrown around from being a popular Super Bowl commercial to the effects of hunger, the elderly, and so on. I feel that this video clip is something that students can say that they have seen when one of their favorite shows goes on a commercial break and a company is trying to advertise their product, such as a candy bar, and they make a good enough pitch that gets the consumer to want to buy their product.
Some of the essential questions that I want the students to grasp and answer are:
1) How can something as simple as a commercial be impactful?
2) How does marketing play a factor in what people buy?
3) Why are the elderly given a bad reputation?
4) What impact does sports have on youth?
5) Who is the commercial pitched to?
6) What is the theme of the commercial?
As the assignment is underway and should be completed within the framework of one class period being about fifty minutes, I want to see that the students are putting in the effort to do their best of accomplishing and hitting all the points of Bloom’s taxonomy. I want to make sure that each student is able to remember and analyze, this commercial and any future commercials, while also taking the time to be creative in their thinking, making sure to evaluate and understand what they are seeing and doing, and effectively picking out the symbols that are being used as well as the overall theme. Working in groups should give them a little bit of motivation and in the process help build communication skills. Overall, I want my students to be able to think outside of the regular classroom norms.
Some of the standards I will be trying to address:
ELA9RL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
The student identifies, analyzes, and applies knowledge of the structures and elements of fiction and provides evidence from the text to support understanding; the student:
a. Locates and analyzes such elements in fiction as language (i.e., diction, imagery, symbolism, figurative language), character development, setting and mood, point of view, foreshadowing, and irony.
b. Identifies and analyzes patterns of imagery or symbolism.
c. Relates identified elements in fiction to theme or underlying meaning.
ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.
a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout.
b. Selects a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length, and format requirements.
ELA9LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.
a. Initiates new topics and responds to adult-initiated topics.
b. Asks relevant questions.
c. Responds to questions with appropriate information.
d. Actively solicits another person’s comments or opinions.
e. Offers own opinion forcefully without domineering.
f. Volunteers contributions and responds when directly solicited by teacher or discussion leader.
g. Gives reasons in support of opinions expressed.
h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.
i. Employs group decision-making techniques such as brainstorming or a problem-solving sequence (i.e., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution).
j. Divides labor to achieve the overall group goal efficiently.

Name Date Period
In-Class Activity (Youtube Video Clip - http://www.youtube.com/watch?v=6rauK4fBjkI )
Objective: Within your group, each member will construct a short paragraph on what symbols they got from watching the short video clip, while also accompanying a metaphor to describe the video clip. Then, compare and contrast your symbols and metaphor with each of your group members and pick the best symbol and metaphor from the group to tell the class. (Don’t forget to turn in your worksheet at the end of class to receive a possible 25 points.)
This Is What My Eyes See
Metaphorically Speaking:
Comparing & Contrasting within Group
Behind the Scenes
The focus of this assignment is to first get the students to move out of the conventional mold of just reading and providing a visual aid. I will be looking to teach symbolism and metaphor to a ninth grade English class. I want to be able to create: conversation, learning, and most of all, an understanding of the assignment. I want my students to assess the video and come to a conclusion where they find the value or the bias behind the video. I want to make sure to incorporate and relate other commercials that tie in to different perspectives, such as infomercials, prior to the assignment. The Snickers video clip should lead to a variety of symbols and themes being thrown around from being a popular Super Bowl commercial to the effects of hunger, the elderly, and so on. I feel that this video clip is something that students can say that they have seen when one of their favorite shows goes on a commercial break and a company is trying to advertise their product, such as a candy bar, and they make a good enough pitch that gets the consumer to want to buy their product.
Some of the essential questions that I want the students to grasp and answer are:
1) How can something as simple as a commercial be impactful?
2) How does marketing play a factor in what people buy?
3) Why are the elderly given a bad reputation?
4) What impact does sports have on youth?
5) Who is the commercial pitched to?
6) What is the theme of the commercial?
As the assignment is underway and should be completed within the framework of one class period being about fifty minutes, I want to see that the students are putting in the effort to do their best of accomplishing and hitting all the points of Bloom’s taxonomy. I want to make sure that each student is able to remember and analyze, this commercial and any future commercials, while also taking the time to be creative in their thinking, making sure to evaluate and understand what they are seeing and doing, and effectively picking out the symbols that are being used as well as the overall theme. Working in groups should give them a little bit of motivation and in the process help build communication skills. Overall, I want my students to be able to think outside of the regular classroom norms.
Some of the standards I will be trying to address:
ELA9RL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
The student identifies, analyzes, and applies knowledge of the structures and elements of fiction and provides evidence from the text to support understanding; the student:
a. Locates and analyzes such elements in fiction as language (i.e., diction, imagery, symbolism, figurative language), character development, setting and mood, point of view, foreshadowing, and irony.
b. Identifies and analyzes patterns of imagery or symbolism.
c. Relates identified elements in fiction to theme or underlying meaning.
ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.
a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout.
b. Selects a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length, and format requirements.
ELA9LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.
a. Initiates new topics and responds to adult-initiated topics.
b. Asks relevant questions.
c. Responds to questions with appropriate information.
d. Actively solicits another person’s comments or opinions.
e. Offers own opinion forcefully without domineering.
f. Volunteers contributions and responds when directly solicited by teacher or discussion leader.
g. Gives reasons in support of opinions expressed.
h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.
i. Employs group decision-making techniques such as brainstorming or a problem-solving sequence (i.e., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution).
j. Divides labor to achieve the overall group goal efficiently.

Name _ Date _ Period
In-Class Activity (Youtube Video Clip - http://www.youtube.com/watch?v=6rauK4fBjkI )
Objective: Within your group, each member will construct a short paragraph on what symbols they got from watching the short video clip, while also accompanying a metaphor to describe the video clip. Then, compare and contrast your symbols and metaphor with each of your group members and pick the best symbol and metaphor from the group to tell the class. (Don’t forget to turn in your worksheet at the end of class to receive a possible 25 points.)
Eyes See
Metaphorically
Metaphorically Speaking:
Comparing & Contrasting within Group
Behind the Scenes
their product.
Some of the essential questions that I want the students to grasp and answer are:
1) How can something as simple as a commercial be impactful?
5) Who is the commercial pitched to?
6) What is the theme of the commercial?
classroom norms.
Some of the standards I will be trying to address:
ELA9RL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
The student identifies, analyzes, and applies knowledge of the structures and elements of fiction and provides evidence from the text to support understanding; the student:
and irony.
b.
b. Identifies and or symbolism.
c.
c. Relates identified underlying meaning.
ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.
focus throughout.
b.
b. Selects a format requirements.
ELA9LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.
adult-initiated topics.
b.
b. Asks relevant questions.
c.
c. Responds to appropriate information.
d.
d. Actively solicits or opinions.
e.
e. Offers own without domineering.
f.
f. Volunteers contributions discussion leader.
g.
g. Gives reasons opinions expressed.
h.
h. Clarifies, illustrates, similar expansions.
i.
i. Employs group evaluates solution).
j.
j. Divides labor goal efficiently.

Name _ Date _ Period
In-Class Activity (Youtube Video Clip - http://www.youtube.com/watch?v=6rauK4fBjkI )
Objective: Within your group, each member will construct a short paragraph on what symbols they got from watching the short video clip, while also accompanying a metaphor to describe the video clip. Then, compare and contrast your symbols and metaphor with each of your group members and pick the best symbol and metaphor from the group to tell the class. (Don’t forget to turn in your worksheet at the end of class to receive a possible 25 points.)
This Is What My Eyes See
Metaphorically Speaking:
Comparing & Contrasting within Group
Behind the Scenes
The focus of this assignment is to first get the students to move out of the conventional mold of just reading and providing a visual aid. I will be looking to teach symbolism and metaphor to a ninth grade English class. I want to be able to create: conversation, learning, and most of all, an understanding of the assignment. I want my students to assess the video and come to a conclusion where they find the value or the bias behind the video. I want to make sure to incorporate and relate other commercials that tie in to different perspectives, such as infomercials, prior to the assignment. The Snickers video clip should lead to a variety of symbols and themes being thrown around from being a popular Super Bowl commercial to the effects of hunger, the elderly, and so on. I feel that this video clip is something that students can say that they have seen when one of their favorite shows goes on a commercial break and a company is trying to advertise their product, such as a candy bar, and they make a good enough pitch that gets the consumer to want to buy their product.
Some of the essential questions that I want the students to grasp and answer are:
1) How can something as simple as a commercial be impactful?
2) How does marketing play a factor in what people buy?
3) Why are the elderly given a bad reputation?
4) What impact does sports have on youth?
5) Who is the commercial pitched to?
6) What is the theme of the commercial?
As the assignment is underway and should be completed within the framework of one class period being about fifty minutes, I want to see that the students are putting in the effort to do their best of accomplishing and hitting all the points of Bloom’s taxonomy. I want to make sure that each student is able to remember and analyze, this commercial and any future commercials, while also taking the time to be creative in their thinking, making sure to evaluate and understand what they are seeing and doing, and effectively picking out the symbols that are being used as well as the overall theme. Working in groups should give them a little bit of motivation and in the process help build communication skills. Overall, I want my students to be able to think outside of the regular classroom norms.
Some of the standards I will be trying to address:
ELA9RL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
The student identifies, analyzes, and applies knowledge of the structures and elements of fiction and provides evidence from the text to support understanding; the student:
a. Locates and analyzes such elements in fiction as language (i.e., diction, imagery, symbolism, figurative language), character development, setting and mood, point of view, foreshadowing, and irony.
b. Identifies and analyzes patterns of imagery or symbolism.
c. Relates identified elements in fiction to theme or underlying meaning.
ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.
a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout.
b. Selects a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length, and format requirements.
ELA9LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.
a. Initiates new topics and responds to adult-initiated topics.
b. Asks relevant questions.
c. Responds to questions with appropriate information.
d. Actively solicits another person’s comments or opinions.
e. Offers own opinion forcefully without domineering.
f. Volunteers contributions and responds when directly solicited by teacher or discussion leader.
g. Gives reasons in support of opinions expressed.
h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.
i. Employs group decision-making techniques such as brainstorming or a problem-solving sequence (i.e., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution).
j. Divides labor to achieve the overall group goal efficiently.

Name Date Period
In-Class Activity (Youtube Video Clip - http://www.youtube.com/watch?v=6rauK4fBjkI )
Objective: Within your group, each member will construct a short paragraph on what symbols they got from watching the short video clip, while also accompanying a metaphor to describe the video clip. Then, compare and contrast your symbols and metaphor with each of your group members and pick the best symbol and metaphor from the group to tell the class. (Don’t forget to turn in your worksheet at the end of class to receive a possible 25 points.)
This Is What My Eyes See
Metaphorically Speaking:
Comparing & Contrasting within Group
Behind the Scenes
The focus of this assignment is to first get the students to move out of the conventional mold of just reading and providing a visual aid. I will be looking to teach symbolism and metaphor to a ninth grade English class. I want to be able to create: conversation, learning, and most of all, an understanding of the assignment. I want my students to assess the video and come to a conclusion where they find the value or the bias behind the video. I want to make sure to incorporate and relate other commercials that tie in to different perspectives, such as infomercials, prior to the assignment. The Snickers video clip should lead to a variety of symbols and themes being thrown around from being a popular Super Bowl commercial to the effects of hunger, the elderly, and so on. I feel that this video clip is something that students can say that they have seen when one of their favorite shows goes on a commercial break and a company is trying to advertise their product, such as a candy bar, and they make a good enough pitch that gets the consumer to want to buy their product.
Some of the essential questions that I want the students to grasp and answer are:
1) How can something as simple as a commercial be impactful?
2) How does marketing play a factor in what people buy?
3) Why are the elderly given a bad reputation?
4) What impact does sports have on youth?
5) Who is the commercial pitched to?
6) What is the theme of the commercial?
As the assignment is underway and gets completed, I want to see that the students are putting in the effort to do their best of accomplishing and hitting all the points of Bloom’s taxonomy. I want to make sure that each student is able to remember and analyze, this commercial and any future commercials, while also taking the time to be creative in their thinking, making sure to evaluate and understand what they are seeing and doing, and effectively picking out the symbols that are being used as well as the overall theme. Working in groups should give them a little bit of motivation and in the process help build communication skills. Overall, I want my students to be able to think outside the classroom.
Some of the standards I will be trying to address.
ELA9RL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
The student identifies, analyzes, and applies knowledge of the structures and elements of fiction and provides evidence from the text to support understanding; the student:
a. Locates and analyzes such elements in fiction as language (i.e., diction, imagery, symbolism, figurative language), character development, setting and mood, point of view, foreshadowing, and irony.
b. Identifies and analyzes patterns of imagery or symbolism.
c. Relates identified elements in fiction to theme or underlying meaning.
ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.
a. Establishes a clear, distinctive, and coherent thesis or perspective and maintains a consistent tone and focus throughout.
b. Selects a focus, structure, and point of view relevant to the purpose, genre expectations, audience, length, and format requirements.
ELA9LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.
a. Initiates new topics and responds to adult-initiated topics.
b. Asks relevant questions.
c. Responds to questions with appropriate information.
d. Actively solicits another person’s comments or opinions.
e. Offers own opinion forcefully without domineering.
f. Volunteers contributions and responds when directly solicited by teacher or discussion leader.
g. Gives reasons in support of opinions expressed.
h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.
i. Employs group decision-making techniques such as brainstorming or a problem-solving sequence (i.e., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution).
j. Divides labor to achieve the overall group goal efficiently.

Behind the Scenes
The focus of this assignment is to first get the students to move out of the conventional mold of just reading and providing a visual aid. I will be looking to teach symbolism and metaphor to a ninth grade English class. I want to be able to create: conversation, learning, and most of all, an understanding of the assignment. I want my students to assess the video and come to a conclusion where they find the value or the bias behind the video. I want to make sure to incorporate and relate other commercials that tie in to different perspectives, such as infomercials, prior to the assignment. The Snickers video clip should lead to a variety of symbols and themes being thrown around from being a popular Super Bowl commercial to the effects of hunger, the elderly, and so on. I feel that this video clip is something that students can say that they have seen when one of their favorite shows goes on a commercial break and a company is trying to advertise their product, such as a candy bar, and they make a good enough pitch that gets the consumer to want to buy their product.
want the studentstudents to grasp
1) How can something as simple as a commercial be impactful?
2) How does marketing play a factor in what people buy?

Name _ Date _ Period
In-Class Activity (Youtube Video Clip - http://www.youtube.com/watch?v=6rauK4fBjkI )
Objective: Within your group, each member will construct a short paragraph on what symbols they got from watching the short video clip, while also accompanying a metaphor to describe the video clip. Then, compare and contrast your symbols and metaphor with each of your group members and pick the best symbol and metaphor from the group to tell the class. (Don’t forget to turn in your worksheet at the end of class to receive a possible 25 points.)
Eyes See
Metaphorically
Metaphorically Speaking:
Comparing & Contrasting within Group
Behind the Scenes
their product.
Some of the essential questions that I want the student to grasp and answer are:
1) How can something as simple as a commercial be impactful?
5) Who is the commercial pitched to?
6) What is the theme of the commercial?
the classroom.
Some
Some of the to address.
ELA9RL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
The student identifies, analyzes, and applies knowledge of the structures and elements of fiction and provides evidence from the text to support understanding; the student:
and irony.
b.
b. Identifies and or symbolism.
c.
c. Relates identified underlying meaning.
ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.
focus throughout.
b.
b. Selects a format requirements.
ELA9LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.
adult-initiated topics.
b.
b. Asks relevant questions.
c.
c. Responds to appropriate information.
d.
d. Actively solicits or opinions.
e.
e. Offers own without domineering.
f.
f. Volunteers contributions discussion leader.
g.
g. Gives reasons opinions expressed.
h.
h. Clarifies, illustrates, similar expansions.
i.
i. Employs group evaluates solution).
j.
j. Divides labor goal efficiently.

Name_ Date_ Period_
In-ClassName _ Date _ Period
In-Class Activity (Youtube Clip - http://www.youtube.com/watch?v=6rauK4fBjkI)http://www.youtube.com/watch?v=6rauK4fBjkI )
Objective: Within your group, each member will construct a short paragraph on what symbols they got from watching the short video clip, while also accompanying a metaphor to describe the video clip. Then, compare and contrast your symbols and metaphor with each of your group members and pick the best symbol and metaphor from the group to tell the class. (Don’t forget to turn in your worksheet at the end of class to receive a possible 25 points.)
Eyes See
Metaphorically
Metaphorically Speaking:
Comparing
Comparing & Contrasting within Group:
BehindGroup
Behind the Scenes
The
The focus of their product.
Some
Some of the answer are:
1) How can something as simple as a commercial be impactful?
2) How does marketing play a factor in what people buy?
5) Who is the commercial pitched to?
6) What is the theme of the commercial?
the students are putting in remember and analyze a commercial,analyze, this commercial and any future commercials, while also overall theme.
Some Working in groups should give them a little bit of motivation and in the process help build communication skills. Overall, I want my students to be able to think outside the classroom.
Some of the to address.
ELA9RL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
understanding; the student:__
a.student:
a. Locates and and irony.
b.
b. Identifies and or symbolism.
c.
c. Relates identified underlying meaning.
ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.
focus throughout.
b.
b. Selects a format requirements.
ELA9LSV1
ELA9LSV1 The student verbal interactions.
a.
a. Initiates new adult-initiated topics.
b.
b. Asks relevant questions.
c.
c. Responds to appropriate information.
d.
d. Actively solicits or opinions.
e.
e. Offers own without domineering.
f.
f. Volunteers contributions discussion leader.
g.
g. Gives reasons opinions expressed.
h.
h. Clarifies, illustrates, similar expansions.
i.
i. Employs group evaluates solution).
j.
j. Divides labor goal efficiently.