Definition from Features

Worked classroom example

History

Worked example

For Definition from Features in History, set a prompt about historical interpretations. Ask learners to define the term by its essential features, then add an example that distinguishes it from a near-miss. Model a short response with the subject evidence visible; have learners underline the part that meets the criterion and revise one vague or unsupported phrase.

Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.

Teaching sequence

1. Set a short History prompt and prepare a new unit concept. For Definition from Features, show the success criterion and model one planning choice while leaving the subject reasoning to learners.
2. Learners produce the response required by Definition from Features: Define the term by its essential features, then add an example that distinguishes it from a near-miss. Allow a brief oral rehearsal or note plan, then draft in the form the prompt requires.
3. Use this check: “Which part of the success criterion can you see in this sentence?” Ask learners to apply the criterion to fresh content, underline where they meet it and make one purposeful revision.

Try it in your next lesson

Prepare

Use a new unit concept. Choose a second example that checks the same language move without repeating the original answer.

Classroom task

Give each learner a new unit concept. They jot three key words, draft a response in four minutes, then underline the sentence that answers the task.

Check independent transfer

Collect an independent sentence or paragraph and give one next step tied to the criterion.

Collect a response on fresh content. Note what was achieved without the model, partner or teacher prompt, then choose one next teaching step.

Teacher language

Teacher language

Which part of the success criterion can you see in this sentence?

Respond to the learner

Identify one successful meaning or language choice. Ask about one gap, allow thinking time, then invite a revision. Check the revised move again on a fresh example.

Adjust support and challenge

Offer a brief model, useful vocabulary and partner rehearsal where needed. Keep the subject goal; reduce one prompt on fresh content and record what was independent.

Teaching this skill → · Age and language support →

More support

Use oral rehearsal, a brief model and a limited sentence frame. Remove one support for the fresh writing task. Allow familiar-language notes or another response mode when checking subject understanding.

Greater independence

Change the content, evidence or audience. Remove the completed model and ask learners to explain a choice. Increase subject complexity only when it fits the curriculum and prior knowledge.

Choose the next step

If subject meaning is insecure, reteach the concept. If the concept is understood but the English is unclear, model one useful language relationship and invite a fresh response.