Discussion Questions for Peer Coaching What is the (iteracy/language) goal of the lesson? (objective) Con ornectly odvetin the dhacaunt MAG prefer GTAMMmE ¥ Arh Mutirs + Auiyslay life apueabeisly ‘What content (or concept) are teaching in the lesson? (content) Prcont # chance What strategy would you like to help students meet the lesson goal? (instruction) a poly with a tlh How will you know the students accomplished the goal? (assessment) Sur posters aceunttily p PapscdinX Fase dec node change in the pee | ee |R.A.F.T.S. Tknow, I know. The last thing we need in education is another acronym, right? This strategy works SO WELL, however, that I'm hoping you'll give it a shot. R.A.F.TS, stands for the following: = Role = Audience Format = Topic Strong Verbs ‘As a poser of questions and creator of writing opportunities, you are responsible for setting students up for success. Thinking through and clearly articulating the five R.A.F.T.S. components forces you to be extremely clear with what you are asking students to write about. Better yet, you can use this approach to craft writing opportunities in any subject area — math, health, social studies, music... really! Best of all, playing around with R.A.F.T.S. can create subtle but inspiring opportunities for students. Instead of having students write to their teachers to prove content understanding, why not put them in the role of an archaeologist filing afield report, a journalist reporting on a breaking news story, or a public health official designing a new campaign? These simple twists on scenarios can really help students get focused on appropriate audience and tone. Designing R. A. F. T. S. Writing Prompts R__ - ele of the writer—helps the writer decide the point of view and voice of the piece e of writing—reminds the writer that he must communicate helps the writer determine content and style. - audience for the pie ideas to someone els format, such as letters, interviews, and story problems. - topic or subject of the piece of writing—helps the writer focus on the main idea and A F__ - format of the material—helps the writer organize ideas and employ the conventions of T supporting details, Ss - strong verbs—directs the writer to the writing purpose, e.g., persuade, analyze, create, predict, compare, defend, or evaluate. tt‘Scenario 1 You are the owner of an electronics store. In order to make room for your new shipment of iPhones in your store, you must sell your existing iPod products. Currently, you sell each iPod for 300,000 won, but you only pay 140,000 from the distributor. You have 200 iPods left in the store, and an order of 300 iPhones arriving soon that you need to pay for. Each iPhone will cost 160,000 won from the distributor, Create an advertisement for the newspaper with a discounted price and the percent reduction to entice shoppers to buy your old iPods from your store. Remember that you need to make enough money selling your iPods to pay for your incoming order of iPhones. Scenario 2 With spring coming soon you have decided you would like to buy a new convertible for the approaching warm weather. The only problem is that you need to sell your old car first. You decide to plan an ad for Carsoup.com to sell you old Cadillac Escalade. You originally purchased your car four years ago for 450,000 won, and each year it has depreciated 12% in value. For your Carsoup.com ad, decide how much is a fair price to ask for, considering the condition of your Escalade, and create an enticing ad to attract shoppers.