SP 17 Course Assessment Data

 

Case Larry and Case Shandra Completing Brainstorming and Outlining Videos

One of the major objectives is to prompt students into evaluating supporting details.

 

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Below are two examples of sentence completion activities with varying types of directions. Case Mike and Terry demonstrate the latest directions as of Spring 2017.

These were the basic directions for the original sentence completions.

Original Directions for the Sentence Completions

1. Complete the first sentence; the completion should support the meaning of the vocabulary word

2. Write a second sentence that supports the meaning of the vocabulary word.

3. Identify the subject group and the predicate group.

4. Identify the type of verb or verb phrase in each sentence. In other words, identify whether the verb is a transitive, intransitive, or linking verb.

Video Directions

  1. Divide into groups of 3 or 4; we have five cameras and 17 students
  1. Your objective for the video is to hold the video camera about 18 inches or so above the page (see the example that I will show you briefly in class).

PLEASE USE A PENCIL OR PEN AS A POINTER TO GUIDE YOUR AUDIENCE THROUGH YOUR SHORT PRESENTATION.

  1. Read both your sentences.
  1. Explain to the audience how the second sentence supports the meaning of the vocabulary word. In other words, answer the question, “Why does your second sentence support the meaning of the vocabulary word?”
  1. Tell the audience what the subject and predicate group are for both sentences.
  1. Tell the audience what kind of verbs and/or verb phrases you have in each sentences. Make sure you tell the audience whether the verb or verb phrase is transitive, intransitive, or linking.
  1. Upload your video to the dropbox.

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Case Mike and Case Terry: Sentence completions, type of verb (i.e. transitive, intransitive, linking), and subject and predicate group identification.

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