Assessment for Learning critEria ● analyze an author’s chEckiNg PrOgrEss Demonstration Task Tell students to choose one of their pieces of writing in final draft form. Have them explain the ideas, purpose, audience, form, and voice, and how the piece would change if they altered one of these elements. Key Assessment Questions Students may respond to the Key Assessment Questions in writing, or orally in a conference. ● How effective is the voice in NExt stEPs For students who need further support with developing ideas and voice, use Differentiated Instruction (DI) To Support, page 80. For students who require more practice with developing ideas and voice, use the following texts: ● “My Emergency Contact development of ideas and use of voice ● develop ideas and voice for a specific audience and purpose in their own writing ● explain how developing ideas and voice for a specific purpose and audience makes a text effective Record individual progress on BLM 5: Class Tracking Sheet: Writing—Developing Ideas and Voice, or on BLM 12: Rubric: Developing Ideas and Voice. Information,” SB page 55 ● “Why People Can’t Help Themselves,” SB page 58 ● “Teen on Strike,” SB page 64 ● “Remembering Joyce each poem? ● Does the organization of ideas Atcheson,” SB page 66 For independent practice developing ideas and voice, students can explore one of the suggested Other Resources on page 5. in this poem support or detract from the poet’s message? Explain. Additional selections on the theme of conflict are available online. Access via myNelsonLiteracy Online Teaching Centre. NEL Dulce et Decorum Est & And He Said, Fight On 83