1

Lesson Plan 1

General Learner Outcomes: students will:

-Listen, speak, read, write, view, and represent to explore thought, feelings, ideas and experiences

-Listen, speak, read, write, view, and represent to respond personally and critically to oral, print, and other media texts

Student Learner Outcomes: students will:

-Share personal responses to explore and develop understanding of oral, print, and other media texts

-Use a variety of strategies for generating and organizing ideas and experiences in oral, print, and other media texts

-Communicate ideas and information using a variety of oral, print and other media texts

-Appreciate own and others work

Learning Objectives: students will:

1) Identify qualities and characteristics that compose a character using descriptive words (adjectives)

2) Create a character profile based on themselves utilizing descriptive words3) Share writing and feedback through class discussion

Assessment:

1) I will engage the class in discussion at the beginning of the class to gauge their understanding of “character” and “descriptive” words. (L.O. 1)

2) I will collect examples from the class following the individual brainstorm. The amount and quality of response will determine how well the class understands the exercise. If I feel there is not sufficient quantity/quality of responses, I will further discuss and model examples. (L.O. 1)

3) I will stop the class roughly 5 minutes into the writing exercise to assess their progress by engaging them in a quick discussion and garnering samples. If I am not satisfied with their responses, I will provide corrective feedback, further discuss and model examples. (L.O. 1, 2, 3)

4) I will observe students during the writing exercise. The amount of writing the students are completing, and the quality I observe, will gauge how well they understand/how engaged they are in the activity. If I sense low engagement/understanding in the class, I will stop the class and provide further examples. I will engage any struggling students one-one. (L.O. 1, 2, 3)

2

5) During the class-sharing, I will gauge the quality of the answers received, the level of feedback the class provides. If there is insufficient feedback, I will provide prompting questions to the class (ex. “is there a word anyone found interesting in that description?”). (L.O. 1, 2, 3)

6) I will conduct a formative assessment as each student hands in their paper by asking each student one word that describes their character. (L.O. 1, 2)

7) I will conduct another formative assessment post-exercise by collecting their notes and reading them to verify the student’s comprehension of the exercise and to provide feedback for the next class. (L.O. 1, 2, 3)

Materials:

Paper Writing utensil Whiteboard/chalkboard Picture of a well-known character from a book/movie/other media Pencil crayons/felt markers (sponge)

Introduction (3 minutes):

Key Question: What is a character in a story? What are descriptive words?

Begin the class with a hook. Inform them that “In this unit we are building toward writing our own short story. Today you will start this journey by creating a character, and that character is you!” Explain that to create their character, they are going to have to use “descriptive words”. Reinforce the concept of character and descriptive words to ensure that the students remember what they are. If not clear, refresh them on the concept by providing examples before beginning a lesson (you can have the class provide some examples of descriptive words). Students should know what a character in a story is, and also know some examples of adjectives (though they may not know them as “adjectives” at this level. For the purposes of this unit, we’ll call them “descriptive words”).

Transfer to the body by pulling up the picture you are going to use for the lesson, and asking them if they recognize him/her.

Body (20 minutes)

Group Discussion/Brainstorming (5 minutes)

3

Key Question: How can you describe a character?

On the board/projector, display a picture of a well-known person/character from tv/film/literature/some other medium that the students would be familiar with (it could also be a picture of someone they’re personally familiar with: ex. a policeman, their principle). Ask them to take 3 minutes to write down words that describe this character. Explain that it can describe both physical characteristics (how the character looks, what the character is wearing ex. tall, handsome), and qualities of the character (ex. either what they know from their exposure to this character/figure, or responses to the emotional state of the character ex. brave, cowardly). Once the 3 minutes are up, have the class share some of their responses, and write them on the board.

Writing exercise (15 minutes)

Key Question: How would you describe yourself as a character?

Inform the class that they are now going to take some times to develop a character profile. They are the character; however, if they really want to create a completely original character, that is also an option. Using the words provided on the board, as well as their own, they are going to write a character profile. Write down the words “Character Profile” on the board, as well as the two prompting questions that their profile needs to answer: what does my character look like? What kind of person is my character (are they tall or short? Are they Brave, loud, quiet?)? Explain that though the character is based on themselves, they do not need to be too literal. They can describe themselves any way they want to, as long as they are using descriptive words. Also inform them that they can answer each question with one longer paragraph, two shorter paragraphs, or in list form, as long as they address the questions. After 5-6 minutes, have a short class discussion and write down further examples (provided by you and the class), then let them continue writing.

Class Sharing (5 minutes)

Key Question: What do you like about your classmates’ character? Do you have any questions about your classmate’s character?

4

Once the 15 minutes has expired, pick volunteers from the class to share their profiles with the class. Encourage the class to provide feedback by asking questions about the characters. Encourage the class to consider the questions for their own character.

Closing (2 minutes)

Key Question: Do you know what a descriptive word is?

At the end of the class, have the class submit their sheets so that you can provide general feedback. As students hand their papers in, ask them one word they would use to describe their character. Explain that they will work both with their character and setting in the next class.

Sponge

If students finish early with sufficient information, they can draw and colour their character in a way that reflects their character profile.

Accommodation

Students with accommodations can have the option to draw their answers and supplement them using single-word answers. They could also record their answers using a scribe or dictation app.

Reflection

5

Lesson 2

Name: Christopher Linton Grade: 4 Subject: Language Arts

Unit: Discover and Explore/Create Original texts. Topic: Setting

General Learner Outcomes: students will:

-Listen, speak, read, write, view, and represent to explore thought, feelings, ideas and experiences

-Listen, speak, read, write, view, and represent to respond personally and critically to oral, print, and other media texts

Specific Learner Outcomes: students will:

-Share personal responses to explore and develop understanding of oral, print, and other media texts

-Use a variety of strategies for generating and organizing ideas and experiences in oral, print, and other media texts

-Communicate ideas and information using a variety of oral, print and other media texts

-Appreciate own and others work

Learning Objectives: students will:

1) Reflect on feedback from the previous lesson 2) Discuss a piece of visual art with a partner and the class using personal response3) Imagine themselves as characters in the setting of the piece of art4) Free-write a short-form piece about themselves as characters in the setting of the piece of art

using descriptive words5) Evaluate the writing of a peer by providing feedback.

Assessment:

1) Before beginning the lesson, I will return last class’ exercise and provide general feedback. I will ask the class if they have any questions/concerns about last class’ exercise. The amount and level of feedback I receive will determine their level of comfort, and readiness to move on. If the class is not ready, I will spend more time on the previous assignment. (L.O. 1)

6

2) I will engage the class at the beginning of the exercise by asking them what they know about the concepts of setting. If responses do not reflect so, I will illustrate some examples, after which I will ask if any students still do not understand. (L.O. 2)

3) I will ask the class for words describing the picture following the individual brainstorm. The level of engagement, and the nature of the responses, will determine how well the class grasps the idea of reader/viewer response. If students are not displaying understanding, I will model by pointing out aspects of the painting and writing some of my own descriptors on the board. (L.O. 2, 3)

4) I will stop the class roughly 5 minutes into the writing exercise to assess their progress, by engaging them in a quick discussion and garnering samples. If I am not satisfied with their responses, I will provide corrective feedback, further discuss and model examples. (L.O. 2, 3, 4)

5) I will observe the class as they work on their writing exercises. The pace and volume at which they do or do not write will determine their level of understanding of the exercise. If individual students are not writing, I will engage them one-to-one. If the class as a whole is struggling, I will interrupt the class and further brainstorm/model ideas for the exercise. (L.O. 3, 4)

6) I will observe student engagement during peer feedback to ensure that pairs are communicating with each other. If they are not, I will engage them as a pair to find out why. (L.O. 5)

7) I will conduct a formative assessment at the end of the exercise by asking each student one new word/thing they know about setting as they hand in their paper. (L.O. 2, 4)

8) I will conduct another formative assessment post-exercise by collecting their notes and reading them to verify the student’s comprehension of the exercise and to provide feedback for the next class. (L.O. 3, 4, 5)

Materials

• Paper

• Writing utensil

• Whiteboard/chalkboard

• Picture of a path/road disappearing into a forest/other environment

Introduction (1-2 minutes)

Key Questions: What is setting in a story? What are descriptive words?

Begin the class by returning and reviewing responses from last class. Give general feedback regarding the level/nature of last class’ responses. Ask students if they have any questions about the exercise from last class. Inform the class that today, they will continue to work with descriptions, but instead of focusing on their character, they are going to focus on the setting of their short story. Reinforce the concept of setting. It is expected that by this point, students should know what setting in a story is, and be fairly comfortable with the concept of descriptive words (adjectives).

7

Body (24-26 minutes)

Picture Introduction/Brainstorming (6 minutes):

Key Question: What are some words that describe this picture for you?

On the board will be an image (either printed or digital) of a road disappearing into a forest. Use an Attention Grabber, ex. “It’s time to continue our short story journey by giving this character a setting: In today’s class you/your character is going to take a trip into this forest, but first let’s talk about this picture as a class.” Ask the class to take 3 minutes to write down words that describes the picture for them. Clarify that it can be a characteristic of the picture (the way the trees look, the weather), or an emotional response (the way the picture makes them feel). After 3 minutes has elapsed, the class will provide some of the words that they came up with, which will be written down on the board in a list.

Writing exercise (15 minutes)

Key Questions: Imagine I (my character) am walking down this road… 1) How would I (my character) feel? Why? 2) What might I see along the way?; 3) Where might this road lead to?

Once the list of descriptive words is complete, introduce the free-writing exercise. Write down the phrase “Imagine my character is walking down this road…” on the board. Ask the students to do just that and, with some of the descriptive words in mind, write a short piece that would answer the following questions (also written on the board): 1) How would I feel? Why? 2) What might I see along the way?; 3) Where might this road lead to? Inform the students that they can answer all the questions together in one longer paragraph, answer each question separately in three short paragraphs, or make a list. However, encourage them to use full sentences regardless of their M.O., and make sure they know they will be expected to use sentences in their short story. Reinforce the notion that they should be descriptive (ex. If they see a river, it is a fast river? A trickling river?), and that it can be something real that they’ve seen in a forest, or something imaginative. After 4-5 minutes, have a short class discussion. Write down further examples (provided by you and the class), then let them continue writing.

8

Peer Sharing/Review (5 minutes)

Key Questions: What did you like about your classmate’s writing? What in the writing would you like to learn more about?

Once writing time has expired, pair the partners together. Tell them to listen to each other’s writing, and assess it by sharing one thing they liked, and one thing they’d like to learn more about.

Closing (2-3 minutes)

Key Questions: What did you learn today about setting? What new descriptive words have you learned?

Have the students put their name on their paper, and hand it to the teacher to look at. Ask each student about one new descriptive word/thing about setting they learned in today’s class. Explain to them that they will expand on their ideas of setting using descriptions when the write their short story.

Sponge

If the students have finished the exercise with sufficient information, get them to answer another question, such as: Who might live in this forest? If I had to walk down this road, what would I want to bring with me?

Students could also do further work on their character profiles if need be.

Accommodation

Students with accommodations will have the option to draw their answers, or to record their answers in an audio file on a computer (or using a dictation app on a word processor if available).

Reflection

9

Lesson 3

Name: Christopher Linton Grade: 4 Subject: Language Arts

Unit: Discover & Explore/Create Original texts. Topic: Character/Setting

General Learner Outcomes: students will:

-Listen, speak, read, write, view, and represent to explore thought, feelings, ideas and experiences

-Listen, speak, read, write, view, and represent to respond personally and critically to oral, print, and other media texts

Specific Learner Outcomes: students will:

-Use a variety of strategies for generating and organizing ideas and experiences in oral, print, and other media texts

-Communicate ideas and information using a variety of oral, print and other media texts

-Appreciate own and others work

Learning Objectives: students will:

1) Reflect on feedback from the previous lesson 2) Imagine themselves as characters in the setting of a piece of art3) Free-write a short form written piece about their character in a piece of art, concentrating on

actions (verbs).4) Evaluate the writing of a peer by providing feedback.

Assessment:

1) At the beginning of the class, I will provide feedback and ask the class if they have any questions/concerns about last class’ exercise. The amount and level of feedback I receive will determine their level of comfort, and readiness to move on. If the class is not ready, I will spend more time on the previous assignment. (L.O. 1)

2) I will engage the class in group brainstorm/discussion, to ensure they have a grasp on the concept of “action words” (verbs). If not, I will provide examples. (L.O. 2, 3)

3) I will stop the class roughly 5 minutes into the class to assess their progress by engaging them in a quick discussion and garnering samples. If I am not satisfied with their responses, I will provide corrective feedback, further discuss and model examples. (L.O. 2, 3, 4)

10

4) I will observe the class as they work on their writing exercises. The pace and volume at which they do or do not write will determine their level of understanding of the exercise. If individual students are not writing, I will engage them one-to-one. If the class as a whole is struggling, I will stop the class and further brainstorm/model ideas for the exercise. (L.O. 2, 3)

5) I will observe student engagement during peer feedback to ensure that pairs are communicating with each other. If they are not, I will engage them as a pair to find out why. (L.O. 4)

6) I will conduct a formative assessment at the end of the exercise by asking each student one new “action” word they learned as they hand in their paper. (L.O. 2, 3, 4)

7) I will conduct another formative assessment post-exercise by collecting their notes and reading them to verify the student’s comprehension of the exercise and providing feedback for the next class. (L.O. 2, 3, 4)

Materials

- Paper- Writing utensil- Whiteboard/chalkboard- Prior writing exercise about character- Picture of a path/road leading into a forest/other environment

Introduction (5 minutes)

Key Question: What questions/concerns do you have about our character profiles?

Begin the class by returning and reviewing responses from last class. Give general feedback regarding the level/nature of last class’ responses (the picture/piece of art should already be displayed). Give general feedback regarding the level/nature of last class’ responses. Ask students if they have any questions about the exercise from last class. Transition to the body with an attention grabber, such as “Now that we have a character and setting, we need to plan some action!” Students should have a grasp of the concepts of character and setting, and be able to describe those using adjectives (though they might not know them by that term). Students will likely know some verbs (though again, they might not know them by that name).

11

Body (22 minutes)

Brainstorming/Class discussion (5 minutes)

Key Question: What are some words that convey action?

Prompt the students, by reinforcing the concept of “action words” (verbs). If the concept is clear, gather popcorn-style examples from the class, and write them on the board. If satisfied that they understand the concept, refine the discussion by directing it toward the setting. Ask them something like “If you were walking in this forest, what are some things you or your character could do?” Ask them to identify the action words in their responses (ex. if a student says “climb a tree”, ask them to identify that “climb” is an action word). Write the examples down on the board.

Writing exercise (13 minutes)

Key Questions: Imagine I (my character) am walking down this road… What kind of things will I (my character) do in this forest? Why?

Write the key question on the board. Inform the students that they are going to create an “action sheet” that contains some ideas of the things that their character could/would do in the setting. Remind them to refer to their writing on setting; what action words could they use to interact with the things they wrote about? Why would they do those things (ex. if they climb a tree, is it because there’s something at the top they want? Even if it is just for fun, say so.) Also remind them that they should keep their character profile in mind, and can refer to it if they wish (ex. if their character is fast, maybe they’ll do something that requires speed, like outrunning an angry bear). They can introduce other characters if they wish, but do not have to; the focus should be on what action they are taking, and how they are interacting with the setting. Like the previous lessons, they can respond in paragraph or point form, but again encourage full sentences, because that is expected in their short story. After 4-5 minutes, have a short class discussion. Write down further examples (provided by you and the class), then let them continue writing.

12

Peer Share/Feedback (4 minutes)

Key Questions: What did you like about your classmate’s writing? What in the writing would you like to learn more about?

Once writing time has expired, pair the partners together. Tell them to listen to each other’s writing, and assess it by sharing one action they would like to hear more about when their partner writes their short story.

Closing (2-3 minutes)

Key Questions: What verb did you learn today?

Have the students put their name on their paper, and hand it in for general feedback. As each students hands it in, ask them for one new verb they learned today, or one they want to use in their story.

Sponge

If students finish early with sufficient information, ask them to provide descriptive words for some of the additional things they wrote today that may not have been included in their previous lesson on setting.

Accommodation

Students can record their answers in an audio file on a computer (or using a dictation app on a word processor if available).

Reflection

13

Short Story: Walking through the forest

http://cdn.pcwallart.com/images/bamboo-forest-path-wallpaper-1.jpg

Use your writing about character and setting to write a short story about walking through this forest. Be sure to tell the reader:

-What your character is like, using descriptive words. -What your character sees, using descriptive words.-How your character feels, using descriptive words.-What your character does, using action words.-Also consider why your character feels and does what he/she does.

14

Use your character profile, setting description, and action sheet to help you write!

Short Story Rubric

Score Description

4 (excellent) Setting and character are described using a wide variety of descriptive words. Character interacts with the setting using a wide variety of action words.

Character purposefully performs actions.

Character performs actions for a wide variety of reasons.

3 (good) Setting and character are described using some variety of descriptive words.

Character interacts with the setting using some variety of action words.

Characters performs actions for a reason.

Character performs actions for a variety of reasons.

2 (satisfactory) Setting and character are not always described using descriptive words. There is little variety in descriptive words.

Character sometimes interacts with the setting. There is little variety in action words.

Character sometimes performs actions for a reason.

Character performs actions for a limited number of reasons.

1 (unsatisfactory) Setting and character are not described. Descriptive words are not used/not used enough.

Character does not interact with the setting. Action words are not used/not used enough.

Characters do not have reasons for performing actions.

15

Formative Assessment Tools “Mini Rationale”

*My assessments occur across multiple lesson plans. I believe this consistency reinforces construct

validity throughout the unit, while also increasing reliability. To avoid redundancy, I have listed where

similar assessments appear in other lesson plans at the end of each rationale. The corresponding

assessment appear as such: LP # (Lesson Plan), # (Assessment number) (ex. LP 2, 5 = Lesson Plan 2,

Assessment 5).

Lesson Plan 1

1) Engaging the class gives me an opportunity to ensure that they understand what the concepts

being addressed in the lesson are. Though they are expected to be familiar with concepts being

touched on, they might need a refresher. This pre-assessment of prior knowledge allows me to

ensure construct validity as I proceed with the lesson. (also LP 2, 2; LP 3, 2)

2) Collecting responses during a brainstorming session allows me to gauge the overall level of prior

knowledge the class is entering the exercise with. It also provides myself and other students to

clarify and model success (examples of “action words”) to students that might feel less

confident. Helps ensure construct validity. (also LP 2, 3; LP 3, 2)

3) Stopping the class part-way through the exercise allows the class to provide a quick self-

assessment (“how well am I doing?”) and to raise questions/concerns. It also allows the chance

for myself and other students to provide feedback, to ensure that the class is generally on the

same page, and that expectations are clear (construct validity). (also LP 2, 4; LP 3, 3)

4) Constant observation throughout the exercise is a formative assessment that allows me to

gauge student progress individually. It lets me engage students one-one if I feel they are in need

of clarification or corrective feedback, to address questions more succinctly for individuals,

detect patterns in student performance, and to provide positive feedback. It allows me to keep

16

checks to help ensure construct and consequential validity for each student.

(also LP 2, 5; LP 3, 4)

5) The class sharing in Lesson 1 not only allows me to gauge the competency of the sharer at this

point of the unit, but allows me to see how well the students are able to provide peer feedback,

while also giving me a chance to provide my own to both parties. It is an exercise in scaffolding

that prepares them to work utilizing paired peer-assessment in the next lessons. In Lessons 2

and 3, the peer feedback aims to allow that students to assess others as well as themselves, and

could raise questions/concerns to be brought up with the teacher. It gives students an idea of

where they stand, which increases construct validity. The peer feedback prompts are provided

by me, and are framed in a way that reduces the danger of compromised consequential validity.

(also LP 2, 6; LP 3, 5)

6) Asking a question related to the key topic allows me to run a quick assessment of the student’s

learning in that session. Knowing each individual student, the nature of their response could

provide me with a snapshot of how well they understand the subject matter. Helps ensure

construct validity. (also LP 2, 7; LP 2, 6)

7) Collecting the student’s writing exercise at the end of the lesson allows me to assess at what

level each individual student understands the subject material, and to what extent they are

meeting learner objectives and outcomes. It gives me a chance to provide feedback on an

individual basis, to ensure that every student understands where they are in their learning, and

what they need to do to best ensure they achieve their objectives and outcomes. It also gives

me a chance to consider and possibly rework my own teaching strategies if I feel the lesson is

not hitting the mark, or student progression is different than I expected. It helps ensure that I

am maintaining construct validity and eliminating systematic error. (also LP 2, 8; LP 3, 7)

Lesson Plan 2/3

1) Reviewing the previous lesson provides me with an opportunity to assess how well students

have retained information explored in the previous class. It also gives me the opportunity to

provide feedback, and address questions/concerns. By engaging the students and ensuring that

they are comfortable with moving on, and that I am comfortable with them moving on, I help

solidify construct and consequential validity.

17

18

Assessment Rationale (Lesson 2)

This rationale could, in a general way, apply to any of the lesson plans included in my mini-unit.

My lesson plans are intentionally similar. Given the performance task (writing a short story), and the age

of the children I wrote the mini-unit for (Grade 4), I thought it would be positive to present the

information in a consistent fashion, scaffolding through repetition, while still allowing the students to

exercise creativity and use their imaginations. I believe this strategy enhances all three types of validity,

because the students know what the expected outcomes are, and how to achieve them. The content of

all three lesson plans is equally important to the successful completion of the performance task. The

level at which students complete the formative exercises in the lessons should reflect the level at which

they can complete the performance task. It also streamlines the feedback process, and allows me to let

students know exactly where they are at any given point of the unit, which provides them clarity.

Scaffolding occurs as I introduce them to key concepts, work through them as a class, let them try

working with them on their own, and providing feedback, leaving them confident to succeed in the

performance task, at which point they are still able to reference their work throughout the unit.

The lesson plan I chose signals the mid-way part of the mini-unit. Students have already worked

with one of the core concepts of the lesson in Lesson 1 (using adjectives, for the purposes of this mini-

unit called “descriptive words”), so they are familiar and practiced. The scaffolding continues at the

beginning of the lesson with a review and feedback session, which allows myself and them to provide

feedback, and see where we, as a class, are at along the road to achieving our objectives. Once I am

comfortable that they are comfortable with using descriptive words (thus ensuring construct validity

thus far), I can introduce a new (to the mini-unit) concept (“setting”). Since they have practice working

with descriptive words in the first lesson, I am confident that they can perform an individual brainstorm.

Even if they are not, it is just a preliminary activity, and those students will have the opportunity to

19

witness further modelling once the class discusses their responses in a group brainstorm (this also aims

to provide a vicarious experience that will hopefully boost their confidence).

The free-writing activity that comprises the bulk of the body of the lesson is effective, because it

provides ample opportunity for me to assess their progress and provide feedback, both during and post-

exercise. While I do not articulate it as such, the lesson also gets them tacitly pre-writing. If they perform

the exercise well, they are essentially writing chunks of their short story before the performance task is

even introduced. This provides optimum construct, content (and hopefully consequential) validity,

because they are essentially practicing for the performance task. For students who are less comfortable,

I have given them the option to chunk their information by writing in “list” form. In the next lesson, I will

encourage them to write more completely; but in the end, the mini-unit is about using adjectives and

verbs to describe, not about narrative structure. Infusing a short class discussion in the middle of the

free-writing activity allows the class to recalibrate, and allows for the clarification of expectations.

By incorporating a peer-assessment aspect in the lesson, I am allowing the students to get a feel

for where they are in relation to their peers; it can have as much value for self-assessment as for the

student they are assessing.

After the lesson (and each lesson), I chose to collect each students’ writing, so that I can get a

real sense of where they are in the learning process, and provide individualized feedback, as well as

more general feedback to the class the next lesson. This way, I can ensure that each student remains

pointed toward their learner objectives, and has a chance to do so to the best of their abilities.

I really believe in this lesson, and this mini-unit. It incorporates curriculum, instruction, and

assessment all together. Students can be working with SLOs, GLOs and the learner objectives of the

lesson, while allowing me to constantly formatively assess, provide and receive feedback, and alter my

instruction based on that assessment and feedback.

20