PINETOWN DISTRICT ALTERNATING WEEKS LESSON PLANS

TERM 2 Curriculum Differentiation Aligned Lesson Plan

Subject: Social Sciences Grade 6 Week 1

Discipline: Geography Date:
Duration : 3 hours
Topic: Trade (Focus: South Africa and the world)

Content: Why people trade

Concepts: -Trade is the exchange of goods -Buying and selling of goods for money.
-Exports and imports between South Africa and the world

Specific Aims:
Are curious about the world they live in
Have a sound general knowledge of places and the natural forces at work on earth
Understand the interaction between society and the natural environment
Think independently and support their ideas with sound knowledge
Care about their planet and the well-being of all who live in it
Understand and work with a range of sources – incl. maps, data and photographs
Observe and engage with phenomena in their environment
√ Find out about places, people, events, and issues using different sources, e.g. books, people, photographs, the internet
Communicates ideas and information
Make informed decisions and take appropriate action

Skills taught/ being developed:

• Read and use sources in order to assimilate information
• Use information to describe, explain and answer questions about places
• Identify and extract information from visual sources such as maps
• Cross -reference information using different sources
• Use and draw maps
• Provide reasoned explanations
Curriculum Differentiation Strategies:

Resources: Atlases, globe, world map, newspapers, magazines, ruler

YouTube, internet (Google Earth)
English Across the Curriculum:
Learners respond by speaking and listening / writing and presenting /Reading and viewing/Use Language structures
Lesson Development
.
Learner Activities DAY 1 Teacher activities
Tier 1 (Slow Flyers)Lower Order level
Learners write BASELINE ASSESSMENT The teacher administers a BASELINE ASSESSMENT

Provide other reasons for trading through discussion and also Gives an explanation of the term –trade, export, imports,
highlight examples where you and your family have traded money currency and also refer to the EAC Manual with few teaching
for goods in the last week. Write down in your exercise books guidelines and vocabulary page 59-60
Activities Discusses reasons for trading with pictures from the textbooks
Page 22 Participant Manual Grade 6 0r
Page 60 EAC Manual Provides learners with activities from EAC Manual page 60 OR
Grade 6 Participant Manual page 22
DAY 2
Tier 2 (Medium Flyers) Middle order level
Use maps /graphs to answer questions on imports and exports Provides learners with a map showing exports and imports
between South Africa and other countries and graphs indicating South Africa’s trading partners
Learners respond to the questions on graphs from the participant’s The teacher can refer to the Grade 6 Participant Manual page 23
Manual page 23 on graphs indicating imports and exports or any textbook

DAY 3
Tier 3( High Flyers ) Higher order level

Use any map provided by a teacher to examine imports and exports Use any map that highlights examples of exports and imports
Explain in a paragraph what do you think is better, to export more or
import more products?
Is South Africa’s main focus on primary or secondary products?

Assessment Activities Assessment Criteria / Tool

Classwork Assignment Memorandum

Homework Project Rubrics
Presentations Short Paragraphs Other(Specify)
Interviews Summaries
Debates Tests
Models Essay
Research Other(Specify)

Expanded Opportunity: Learners to complete a crossword puzzle from EAC Manual page 61 and synonyms on page 62
Reflection:
Teacher Surname and Initials:
Teacher’s Signature:
Departmental Head Surname and Initials:
Departmental Head’s Signature:
School Stamp
 PINETOWN DISTRICT

TERM 2 Curriculum Differentiation Aligned Lesson Plan

Subject: Social Science Grade: 6 Week 2

Discipline: History Date:
Duration : 3 hours
Topic: Explorers from Europe find Southern Africa

Content: The European Renaissance 15th and 16th centuries a turning point in European history
Concepts: Reasons for European exploration
Specific Aims:
Finding a variety of kinds of information
Selecting relevant information
Deciding about whether the information can be trusted
Seeing something that happened in the past from more than one point of view
Explaining why events in the past are often interpreted differently
Debating about what happened in the past based on available evidence
Writing history in an organized way, with a logical line of argument
Understanding the importance of heritage and conservation
Skills taught/ being developed:
o Read and use sources to assimilate information
o Identify, extract, interpret, compare and contrast information from visual sources such as pictures, maps etc.
o Provide reasoned and organized explanations with a logical line of argument
Curriculum Differentiation Strategies:
❖ Differentiating by content
❖ Differentiating by environment
❖ Differentiating by process
❖ Differentiating by product

Resources: Other than textbook) to enhance learning …. Atlas, Worksheets, South African map showing different
provinces Newspapers/magazines, websites etc.
English Across the Curriculum: Speaking and listening:
Reading and viewing
Writing and presenting
Language structures

Learner Activities DAY 1 Teacher Activities

Tier 1 (Slow Flyers)Lower order level
Learners write BASELINE ASSESSMENT The teacher administers a BASELINE ASSESSMENT

Learners copy or paste word bank in their exercise books Explains the word bank from EAC page 25-26
Learners look at the map, listen and respond to questions asked The teacher uses map of the world to show learners where
by the teacher Europe is? What countries are in Europe? Talk about South
Africa’s relation to Europe today.
DAY 2
Tier 2 (Medium Flyers)
Learners write down the term Renaissance and listen to the Defines the term ‘Renaissance. Explains what a turning
teacher point in History is?
Give examples based on South African History
DAY 3
Tier 3 (Highflyers) Higher order level
In pairs ,Explain how you think some of the important The teacher expatiate on the reasons for exploration
inventions from the Renaissance period like telescope and during the Renaissance period
the printing press changed the world

Assessment Activities Assessment Criteria / Tool

Classwork Memorandum
Homework Rubrics
Presentations Other(Specify)
Interviews
Debates
Models
Research

Expanded Opportunity
Reflection:
Teacher Surname and Initials:
Teacher’s Signature:
Departmental Head Surname and Initials:
Departmental Head’s Signature:
School Stamp
 PINETOWN DISTRICT

TERM 2 Curriculum Differentiation Aligned Lesson Plan

Subject: Social Sciences Grade 6 Week 3

Discipline: Geography Date:
Duration : 3 hours
Topic: Trade (Focus: South Africa and the world )
Content: What people trade

Concepts: Goods, raw materials (primary products)

Manufactured goods (secondary products)
Skills and services
-Values of selected raw materials and manufactured goods

Specific Aims:
Are curious about the world they live in
Have a sound general knowledge of places and the natural forces at work on earth
Understand the interaction between society and the natural environment
Think independently and support their ideas with sound knowledge
Care about their planet and the well-being of all who live in it
Understand and work with a range of sources – incl. maps, data and photographs
Observe and engage with phenomena in their environment
√ Find out about places, people, events, and issues using different sources, e.g. books, people, photographs, the internet
Communicates ideas and information
Make informed decisions and take appropriate action

Skills taught/ being developed:

• Read and use sources in order to assimilate information
• Use information to describe, explain and answer questions about places
• Identify and extract information from visual sources such as maps
• Cross -reference information using different sources
• Use and draw maps
• Provide reasoned explanations
Curriculum Differentiation Strategies:

Resources: Atlases, globe, world map, newspapers, magazines, ruler

YouTube, internet (Google Earth)
English Across the Curriculum:
Learners respond by speaking and listening / writing and presenting /Reading and viewing/Use Language structures
Lesson Development
.
Learner Activities DAY 1 Teacher activities
Tier 1 (Slow Flyers)Lower order level
Learners use the list below to classify goods and services using the The teacher defines primary /secondary products /skills &
table services
Maize, teaching, shirts, eggs, canned fish, motor vehicles, doors, Can also provide learners with sources to use to get a full
frying pans, nursing, coal, domestic goods, clay, bread, wheat, understanding
gold, bus, car repair

Goods Services
Primary Secondary

The teacher can also provide learners with the sources on Page
27 of the participant's Manual based on skills and services
DAY 2

Tier 2 (Medium Flyers)Middle order level

Explain using your understanding why the selected manufactured goods Explains the term resources and discusses the value of selected raw
are more valuable materials and manufactured goods
Grapes to wine
Cotton to clothing The teacher can also refer to pages 25-26 of the Participant Manual for
Milk to cheese sources, including bar graphs
Wood to furniture
Gold to jewellery
Sugar & apricot /peaches to make jam

Learners write an activity from the Participant Manual on pages 25-26

DAY 3
Tier 3 (Highflyers) Higher order level
Make a list of raw materials and costs for car production in groups Instructs learners to work as a group responding to a question on
a car or taxi
Think about raw materials used to make a car or taxi
Or
Look for different objects that you think need lots of processes to
make them .Explain why having lots of processes makes objects
cost more money Pg. 36 platinum
Assessment Activities Assessment Criteria / Tool

Classwork Assignment Memorandum

Homework Project Rubrics
Presentations Short Paragraphs Other(Specify)
Interviews Summaries
Debates Tests
Models Essay
Research Other(Specify)

Expanded Opportunity:
Reflection:
Teacher Surname and Initials:
Teacher’s Signature:
Departmental Head Surname and Initials:
Departmental Head’s Signature:
School Stamp
 PINETOWN DISTRICT

TERM 2 Curriculum Differentiation Aligned Lesson Plan

Subject: Social Sciences Grade: 6 Week 4

Discipline: Date:
Duration :
Topic:
Content:
Concepts:

SCHOOL HOLIDAYS SCHOOL HOLIDAYS SCHOOL HOLIDAYS

Skills taught/ being developed:

• Read and use sources in order to assimilate information
• Use information to describe, explain and answer questions about places
• Identify and extract information from visual sources such as maps
• Cross -reference information using different sources
• Use and draw maps
• Provide reasoned explanations
Curriculum Differentiation Strategies:
❖ Differentiating by content
❖ Differentiating by environment
❖ Differentiating by process
❖ Differentiating by product

Resources: Atlases, globe, world map, newspapers, magazines, ruler YouTube, internet(Google Earth)
English Across the Curriculum:
Learners respond by speaking and listening / writing and presenting /Reading and viewing/Use Language structures
Lesson Development
.
Learner Activities Teacher activities
Tier 1 (Slow Flyers)

Tier 2 (Medium Flyers)

Tier 3 (High Flyers)

Assessment Activities Assessment Criteria / Tool

Classwork Memorandum
Homework Rubrics
Presentations Other(Specify)
Interviews
Debates
Models
Research
Assignment
Project
Short Paragraphs
Summaries
Tests
Essay
Other(Specify)
Expanded Opportunity:

Reflection:
Teacher Surname and Initials:
Teacher’s Signature:
Departmental Head Surname and Initials:
Departmental Head’s Signature:
School Stamp
 TERM 2 Curriculum Differentiation Aligned Lesson Plan

Subject: Social Sciences Grade: 6 Week 5

Discipline: History Date:
Duration : 3 hours
Topic: Explorers from Europe find Southern Africa
Content: The contributions of da Vinci and Galileo
Concepts: Case studies: The contributions of: New ideas and knowledge
*Learnado da Vinci Inventions:
OR *gunpowder
*Galileo *magnetic compass
*caravel (including influence on Europe from elsewhere)

Specific Aims:
Finding a variety of kinds of information
Selecting relevant information
Deciding about whether the information can be trusted
Seeing something that happened in the past from more than one point of view
Explaining why events in the past are often interpreted differently
Debating about what happened in the past based on available evidence
Writing history in an organized way, with a logical line of argument
Understanding the importance of heritage and conservation

Skills taught/ being developed:

o Read and use sources to assimilate information
o Identify, extract, interpret, compare and contrast information from visual sources such as pictures, maps etc.
o Provide reasoned and organized explanations with a logical line of argument

Curriculum Differentiation Strategies:

❖ Differentiating by content
❖ Differentiating by environment
❖ Differentiating by process
❖ Differentiating by product

Resources: Other than textbook) to enhance learning …. Atlas, Worksheets, South African map showing different
provinces Newspapers/magazines, websites etc.

English Across the Curriculum: Speaking and listening:

Reading and viewing
Writing and presenting
Language structures

Learner Activities DAY 1 Teacher Activities

Tier 1 (Slow Flyers)Lower Order level
Learners read the case study and answer the questions The teacher provides learners with one of the two case
studies
Learners write an activity from the Participant Manual page 58-59 Learnado da Vinci OR Galileo
Provides learners with sources for both da Vinci and Galileo from
the Participant Manual page 58-59
DAY 2
Tier 2 (Medium Flyers) Middle order level
Learners list all the new ideas and knowledge that made people Discusses new ideas and knowledge
want to explore the world

DAY 3
Tier 3 (Highflyers) Higher order level
Which of these new ideas and knowledge do you think was the Continues with the discussion based on the new ideas and
most important ?Explain your choice knowledge

Assessment Activities Assessment Criteria / Tool

Classwork Assignment Memorandum

Homework Project Rubrics
Presentations Short Paragraphs Other(Specify)
Interviews Summaries
Debates Tests
Models Essay
Research Other(Specify)

Expanded Opportunity: Learners write a diary entry pretending to Bartolomeu Deus on page 28 EAC Manual
Reflection:
Teacher Surname and Initials:
Teacher’s Signature:
Departmental Head Surname and Initials:
Departmental Head’s Signature:

School Stamp
 PINETOWN DISTRICT

TERM 2 Curriculum Differentiation Aligned Lesson Plan

Subject: Social Sciences Grade 6 Week 6

Discipline: Geography Date:
Duration :3 hours
Topic: Trade (Focus: South Africa and the world )
Content: Resources and their value

Concepts: -Case study from cocoa to chocolate

- Case study from gold to jewellery

Specific Aims:
Are curious about the world they live in
Have a sound general knowledge of places and the natural forces at work on earth
Understand the interaction between society and the natural environment
Think independently and support their ideas with sound knowledge
Care about their planet and the well-being of all who live in it
Understand and work with a range of sources – incl. maps, data and photographs
Observe and engage with phenomena in their environment
√ Find out about places, people, events, and issues using different sources, e.g. books, people, photographs, the internet
Communicates ideas and information
Make informed decisions and take appropriate action

Skills taught/ being developed:

• Read and use sources in order to assimilate information
• Use information to describe, explain and answer questions about places
• Identify and extract information from visual sources such as maps
• Cross -reference information using different sources
• Use and draw maps
• Provide reasoned explanations
Curriculum Differentiation Strategies:

Resources: Atlases, globe, world map, newspapers, magazines, ruler

YouTube, internet(Google Earth)
English Across the Curriculum:
Learners respond by speaking and listening / writing and presenting /Reading and viewing/Use Language structures
Lesson Development
.
Learner Activities DAY 1 Teacher activities
Tier 1 (Slow Flyers) Lower order
Read the case study from cocoa to chocolate to answer the The teacher provides learners with a case study from cocoa to
questions EAC Manual page 65 chocolate
The teacher can use a case study provided in the EAC Manual page 65
DAY 2
Tier 2 (Medium flyers) Middle order level
Activity Provides learners with a case study from gold to jewellery
Use a case study from gold to jewellery to answer questions The teacher can use a case study provided in the Participant
Manual page 28
DAY 3
Tier 3 (High Flyers) Higher order level
In a paragraph using your own understanding and knowledge ,is it a good Assists learners for more information needed
idea for South Africa to use more of its gold for jewellery and export less
?Support your answer

Classwork Assignment Memorandum

Homework Project Rubrics
Presentations Short Paragraphs Other(Specify)
Interviews Summaries
Debates Tests
Models Essay
Research Other(Specify)

Expanded Opportunity: Learners complete a word search from EAC Manual page 67
Reflection:
Teacher Surname and Initials:
Teacher’s Signature:
Departmental Head Surname and Initials:
Departmental Head’s Signature:
School Stamp
 PINETOWN DISTRICT

TERM 2 Curriculum Differentiation Aligned Lesson Plan

Subject: Social Sciences Grade: 6 Week 7

Discipline: History Date:
Duration : 3 hours
Topic: Explorers from Europe find Southern Africa

Content: Reasons for exploring /European trade route to the East via Southern Africa
Concepts: REASONS FOR EXPLORING
1.Curiosity about the world
2.Looking for trade and profit
3.Spreading the Christian religion
4.Crossing the sea and finding the East
Dias and his crew encounter the Khokhoi in Mossel Bay 1488
-The journey of Da Gama VOC (Dutch East India Company) journeys

Specific Aims:
Finding a variety of kinds of information
Selecting relevant information
Deciding about whether the information can be trusted
Seeing something that happened in the past from more than one point of view
Explaining why events in the past are often interpreted differently
Debating about what happened in the past based on available evidence
Writing history in an organized way, with a logical line of argument
Understanding the importance of heritage and conservation

Skills taught/ being developed:

o Read and use sources to assimilate information
o Identify, extract, interpret, compare and contrast information from visual sources such as pictures, maps etc.
o Provide reasoned and organized explanations with a logical line of argument

Curriculum Differentiation Strategies:

❖ Differentiating by content
❖ Differentiating by environment
❖ Differentiating by process
❖ Differentiating by product

Resources: Other than textbook) to enhance learning …. Atlas, Worksheets, South African map showing different
provinces Newspapers/magazines, websites etc.

English Across the Curriculum: Speaking and listening:

Reading and viewing
Writing and presenting
Language structures

Learner Activities DAY 1 Teacher Activities

Tier 1 (Slow Flyers)Lower order level
Write down the reasons for European exploration Discusses the reasons for European exploration
Explain in two sentences this particular reason about curiosity
about the world
DAY 2
Tier 2 (Medium Flyers) Middle order level
Explain why did the Christians at this time feel that they had The teacher highlights religions practised in South Africa
to spread their religion including Christianity that the explorers spread around the
world
Discuss in a paragraph what you like most about your Instructs learners to discuss their religions and to think of
religion and denomination you belong to something peculiar to them
DAY 3
Tier 3 (Highflyers) Higher order level

Study the source provided and answer the questions on Dias and The European trade route to the East via Southern Africa-refers
da Gama to page 60 of the Participant Manual

Learners explain what Dias noticed about the Khoikhoi people and Discusses Dias and his crew encounter the Khokhoi in Mossel Bay
what part of culture did the Europeans not understand as they 1488 and provides them with a source on Dias and the Khoikhoi.
clashed Also look for sources with different views on Dias and the
Khoikhoi page 62 of the Participant Manual
Write a letter as a VOC sailor and explain what life was like on Highlights and evaluates state of the conditions on board a VOC
board a VOC ship ship .Teaches learners on how to write a letter for general
purposes
Assessment Activities Assessment Criteria / Tool

Classwork Assignment Memorandum

Homework Project Rubrics
Presentations Short Paragraphs Other(Specify)
Interviews Summaries
Debates Tests
Models Essay
Research Other(Specify)

Expanded Opportunity: Write an activity to explain why was important to people in Europe that the sailors made the journey
around Africa -Describes the journey of Da Gama VOC (Dutch East India Company) journeys
Reflection:
Teacher Surname and Initials:
Teacher’s Signature:
Departmental Head Surname and Initials:
Departmental Head’s Signature:
School Stamp
 PINETOWN DISTRICT

TERM 2 Curriculum Differentiation Aligned Lesson Plan

Subject: Social Sciences Grade 6 Week 8

Discipline: Geography Date:
Duration : 3 hours
Topic: Trade (Focus: South Africa and the world )
Content: Fair Trading

Concepts: -Concepts of unfair trade and fair trade

-The human cost of unfair trade-work and exploitation
-Fair trade- case of a positive project

Specific Aims:
Are curious about the world they live in
Have a sound general knowledge of places and the natural forces at work on earth
Understand the interaction between society and the natural environment
Think independently and support their ideas with sound knowledge
Care about their planet and the well-being of all who live in it
Understand and work with a range of sources – incl. maps, data and photographs
Observe and engage with phenomena in their environment
√ Find out about places, people, events, and issues using different sources, e.g. books, people, photographs, the internet
Communicates ideas and information
Make informed decisions and take appropriate action

Skills taught/ being developed:

• Read and use sources in order to assimilate information
• Use information to describe, explain and answer questions about places
• Identify and extract information from visual sources such as maps
• Cross -reference information using different sources
• Use and draw maps
• Provide reasoned explanations
Curriculum Differentiation Strategies:
❖ Differentiating by content
❖ Differentiating by environment
❖ Differentiating by process
❖ Differentiating by product

YouTube, internet(Google Earth)

English Across the Curriculum:
Learners respond by speaking and listening / writing and presenting /Reading and viewing/Use Language structures
Lesson Development
.

Learner Activities DAY 1 Teacher activities

Tier 1 (Slow Flyers)Lower order level
Learners listen, answer questions orally and take summary notes Concepts of unfair trade and fair trade exploitation are explained to the
learners
DAY 2
Tier 2 (Medium Flyers)Middle order level

Read an article from newspaper and discuss exploitation in the Provides learners with an article from newspaper to use in order
workplace by writing a paragraph to discuss about exploitation in the workplace
Pg. 38 Day by Day or any story on workers exploitation in the
Internet
Learners give different reasons for protests organised by people The teacher engages learners by asking them about people’s
against employers or demonstrate in a form of a role play reasons to protest against an employer
DAY 3
Tier 3 (High Flyers) Higher order level

Read a story or an article on fair trade as a positive project then Provides learners with an a case study on fair trade positive
answer questions project
Evaluate fair trade positive project for the benefits of the community

Classwork Assignment Memorandum

Homework Project Rubrics
Presentations Short Paragraphs Other(Specify)
Interviews Summaries
Debates Tests
Models Essay
Research Other(Specify)

Expanded Opportunity:
Reflection:
Teacher Surname and Initials:
Teacher’s Signature:
Departmental Head Surname and Initials:
Departmental Head’s Signature:
School
stamp
 PINETOWN DISTRICT

TERM 2 Curriculum Differentiation Aligned Lesson Plan

Subject: Social Science Grade: 6 Week 9

Discipline: Geography Date:
Duration : 3 hours
Topic: Trade
Content:
Concepts: Revision and Assessment

Specific Aims:
Are curious about the world they live in
Have a sound general knowledge of places and the natural forces at work on earth
Understand the interaction between society and the natural environment
Think independently and support their ideas with sound knowledge
Care about their planet and the well-being of all who live in it
Understand and work with a range of sources – incl. maps, data and photographs
Observe and engage with phenomena in their environment
√ Find out about places, people, events, and issues using different sources, e.g. books, people, photographs, the internet
Communicates ideas and information
Make informed decisions and take appropriate action

Skills taught/ being developed:

• Read and use sources in order to assimilate information
• Use information to describe, explain and answer questions about places
• Identify and extract information from visual sources such as maps
• Cross -reference information using different sources
• Use and draw maps
• Provide reasoned explanations
Curriculum Differentiation Strategies:
❖ Differentiating by content
❖ Differentiating by environment
❖ Differentiating by process
❖ Differentiating by product

Resources: Atlases, globe, world map, newspapers, magazines, ruler YouTube, internet(Google Earth)
English Across the Curriculum:
Learners respond by speaking and listening / writing and presenting /Reading and viewing/Use Language structures
Lesson Development
.
Learner Activities Teacher activities
Tier 1 (Slow Flyers)
Tier 2 (Medium Flyers)

Tier 3 (High Flyers)

Assessment Activities Assessment Criteria / Tool

Classwork Memorandum
Homework Rubrics
Presentations Other(Specify)
Interviews
Debates
Models
Research
Assignment
Project
Short Paragraphs
Summaries
Tests
Essay
Other(Specify)
Expanded Opportunity:

Reflection:
Teacher Surname and Initials:
Teacher’s Signature:
Departmental Head Surname and Initials:
Departmental Head’s Signature:
School Stamp
 PINETOWN DISTRICT

TERM 2 Curriculum Differentiation Aligned Lesson Plan

Subject: Social Sciences Grade: 6 Week 10

Discipline: History Date:
Duration : 3 hours
Topic: Explorers from Europe find Southern Africa

Content:
Concepts: REVISION AND ASSESSMENT

Specific Aims:
Finding a variety of kinds of information
Selecting relevant information
Deciding about whether the information can be trusted
Seeing something that happened in the past from more than one point of view
Explaining why events in the past are often interpreted differently
Debating about what happened in the past based on available evidence
Writing history in an organized way, with a logical line of argument
Understanding the importance of heritage and conservation
Skills taught/ being developed:
o Read and use sources to assimilate information
o Identify, extract, interpret, compare and contrast information from visual sources such as pictures, maps etc.
o Provide reasoned and organized explanations with a logical line of argument

Curriculum Differentiation Strategies:

❖ Differentiating by content
❖ Differentiating by environment
❖ Differentiating by process
❖ Differentiating by product

Resources: Other than textbook) to enhance learning …. Atlas, Worksheets, South African map showing different
provinces Newspapers/magazines, websites etc.

English Across the Curriculum: Speaking and listening:

Reading and viewing
Writing and presenting
Language structures

Learner Activities Teacher Activities

Tier 1 (Slow Flyers)
Tier 2 (Medium flyers)

Tier 3 (Highflyers)

Assessment Activities Assessment Criteria / Tool

Classwork Memorandum
Homework Rubrics
Presentations Other(Specify)
Interviews
Debates
Models
Research
Assignment
Project
Short Paragraphs
Summaries
Tests
Essay
Other(Specify)

Expanded Opportunity:

Reflection:

Teacher Surname and Initials:

Teacher’s Signature:
Departmental Head Surname and Initials:
Departmental Head’s Signature: School Stamp