Jacob, Nolan 3601 – Curriculum and Instruction 16

February 11th, 2018

Unit Assessment Plan

Established Goals – GLO(s):

General Outcome 1
Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
General Outcome 2
Students will listen, speak, read, write, view and represent to comprehend literature and other texts in oral, print, visual
and multimedia forms, and respond personally, critically and creatively.
General Outcome 4
Students will listen, speak, read, write, view and represent to create oral, print, visual and multimedia texts, and enhance
the clarity and artistry of communication.
General Outcome 5
Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.

Understandings: Essential Questions:

Students will understand…
How do we form and shape our identities?
- How identity is formed personally and publicly
- Contextual clues to determining identity
- How to write a formal document
- How to write informal documents
- How to write in various different formats
- How societies work to positively and negatively effect
identity
- That influences affect people differently
- Identity is subject to many different influences
Also:
- In a culture where we are bombarded with
ideas and images of “what we should be,”
how does one form an identity that remains
true and authentic for himself?
- In a culture where we are bombarded with
other people trying to define us, how do we
make decisions for ourselves?
- In what ways does where we are from or
what we have been through shape who we
become?
- Do people become who they are despite what
they have been through or as a consequence
of what they have been through? Is it clear?

Prior understandings… Students will be able to…

ELA 10-1
- 1.2.1b. identify own ideas, perspectives and
interpretations and evaluate them for depth of explanation,
evidence or support; and consider the ideas, perspectives
and interpretations of others to broaden own
understandings when exploring and responding to texts
- 1.2.2a. reflect on personal text preferences, identify
influences that have contributed to the formation of these
preferences, and select strategies that may be used to
ELA 20-1
- 1.2.1b. compare own ideas, perspectives and
interpretations with those of others, through a
variety of means, to expand perceptions and
understandings when exploring and
responding to texts [for example, pro-con
charts, alternative Internet search engines,
comparison tables and think-pair-share
charts]
 Jacob, Nolan 3601 – Curriculum and Instruction 2
expand interests in texts and text creators [for example,
complete and share reading inventories, and examine the
role marketing plays in shaping popular culture]
- 2.1.1b. use features found within a text as information to
describe the communication situation within which the
text was created [for example, use specialized
terminology, jargon, acronyms and idioms within a text to
describe context]
- 2.3.1c. compare choices and motives of characters and
people portrayed in texts with choices and motives of self
and others
- 4.2.1c. detect and correct logical fallacies
- 4.2.3e. recognize personal voice in texts created; and
continue to develop personal craft through practice, using
various methods
- 5.1.1e. differentiate between constructive criticism and
ridicule, and between irony and sarcasm [for example,
seek clarification by asking questions]
- 5.1.3a. use language and image to honour own and others'
accomplishments [for example, celebrate together when
classmates have accomplished a particular task or
produced, published or presented a particular text; or
celebrate the completion of a portfolio with family and
friends by holding a "portfolio launch"]
- 5.2.1a. set appropriate personal goals for participation in a
group; respect, be open to, and be supportive of the
thoughts, opinions and contributions of others in a group;
and share personal knowledge, expertise and perspectives
with others, as appropriate
Where does this lead?
ELA 30-1
- 1.2.1b. recognize and assess the strengths and limitations
of various perspectives on a theme, issue or topic, and
identify aspects for further consideration when exploring
and responding to texts
- 1.2.2a. reflect on personal text preferences, identify
influences that have contributed to the formation of these
preferences, and select strategies that may be used to
expand interests in texts and text creators [for example,
complete and share reading inventories, and examine the
role marketing plays in shaping popular culture]
- 2.1.1b. analyze elements or causes present in the
communication situation surrounding a text that contribute
to the creation of the text [for example, whether a text
EDUC 3604 – Unit Assessment Plan Template
February 11th, 2018
- 1.2.2a. reflect on personal text preferences,
identify influences that have contributed to
the formation of these preferences, and select
strategies that may be used to expand
interests in texts and text creators [for
example, complete and share reading
inventories, and examine the role marketing
plays in shaping popular culture]
- 2.1.1b. describe how societal forces can
influence the production of texts [for
example, current issues and trends]
- 2.3.1c. explain how the choices and motives
of characters and people presented in texts
may provide insight into the choices and
motives of self and others
- 4.2.1c. assess reasoning for logic and
evidence for consistency, completeness and
relevance; and strengthen reasoning as
needed by adding to, modifying or deleting
details to provide significant evidence and
make effective and convincing arguments
[for example, work with a small group to use
a revision strategy like Workshop Advice,
where each person in the group provides one
suggestion for a sentence change]
- 4.2.3e. recognize personal voice in texts
created; and continue to develop personal
craft through practice, using various methods
- 5.1.1e. accept, offer and appreciate the value
of constructive criticism [for example, use
writing to respond to constructive criticism,
and accept and provide feedback in a
constructive and considerate manner]
- 5.1.3a. use language and image to honour
own and others' accomplishments [for
example, celebrate together when classmates
have accomplished a particular task or
produced, published or presented a particular
text; or celebrate the completion of a
portfolio with family and friends by holding
a "portfolio launch"]
- 5.2.1a. set appropriate personal goals for
participation in a group; respect, be open to,
and be supportive of the thoughts, opinions
and contributions of others in a group; and
share personal knowledge, expertise and
 Jacob, Nolan 3601 – Curriculum and Instruction 3
February 11th, 2018

creator is communicating as an individual or as a member perspectives with others, as appropriate

of a particular group] biased language can provide information
- 2.3.1c. assess the choices and motives of characters and about the context in which a text was created
people portrayed in texts in light of the choices and in terms of dominant culture]
motives of self and others
- 4.2.1c. assess reasoning for logic and evidence for
consistency, completeness and relevance; and strengthen
reasoning as needed by adding to, modifying or deleting
details to provide significant evidence and make effective
and convincing arguments [for example, work with a
small group to use a revision strategy like Workshop
Advice, where each person in the group provides one
suggestion for a sentence change]
- 4.2.3e. develop a repertoire of stylistic choices that
contribute to personal voice
- 5.1.1e. accept, offer and appreciate the value of
constructive criticism [for example, use writing to respond
to constructive criticism, and accept and provide feedback
in a constructive and considerate manner]
- 5.1.3a. use language and image to honour own and others'
accomplishments [for example, celebrate together when
classmates have accomplished a particular task or
produced, published or presented a particular text; or
celebrate the completion of a portfolio with family and
friends by holding a "portfolio launch"]
- 5.2.1a. set appropriate personal goals for participation in a
group; respect, be open to, and be supportive of the
thoughts, opinions and contributions of others in a group;
and share personal knowledge, expertise and perspectives
with others, as appropriate

EDUC 3604 – Unit Assessment Plan Template

 Jacob, Nolan 3601 – Curriculum and Instruction 4
February 11th, 2018

Assessments
Think, Pair, Critical Reader’s Group Critical
Title Exit Slips Portfolio
Learning Outcomes Share Literacy Theatre Assessment Essay
Type (Formative/Summative) Formative Formative Formative Formative Summative Summative Summative
Weighting 0% 0% 0% 0% 10% 45% 45%
1.2.1b. compare own ideas, perspectives
and interpretations with those of others,
through a variety of means, to expand
perceptions and understandings when
X X X X
exploring and responding to texts [for
example, pro-con charts, alternative
Internet search engines, comparison tables
and think-pair-share charts]
1.2.2a. reflect on personal text
preferences, identify influences that have
contributed to the formation of these
preferences, and select strategies that may
be used to expand interests in texts and X X X X X
text creators [for example, complete and
share reading inventories, and examine
the role marketing plays in shaping
popular culture]
2.1.1b. describe how societal forces can
influence the production of texts [for
X X X X X
example, current issues and trends]

2.3.1c. explain how the choices and

motives of characters and people
presented in texts may provide insight
X X X X
into the choices and motives of self and
others
 Jacob, Nolan 3601 – Curriculum and Instruction 5
February 11th, 2018

4.2.1c. assess reasoning for logic and

evidence for consistency, completeness
and relevance; and strengthen reasoning
as needed by adding to, modifying or
deleting details to provide significant
evidence and make effective and X X X X
convincing arguments [for example, work
with a small group to use a revision
strategy like Workshop Advice, where
each person in the group provides one
suggestion for a sentence change]
4.2.3e. recognize personal voice in texts
created; and continue to develop personal
X X X X
craft through practice, using various
methods
5.1.1e. accept, offer and appreciate the
value of constructive criticism [for
example, use writing to respond to
X X X X X
constructive criticism, and accept and
provide feedback in a constructive and
considerate manner]
5.1.3a. use language and image to honour
own and others' accomplishments [for
example, celebrate together when
classmates have accomplished a particular
task or produced, published or presented a
particular text; or celebrate the X X X X
completion of a portfolio with family and
friends by holding a "portfolio
launch"]addressed, and tone and style
must be appropriate for intended
audience]
 Jacob, Nolan 3601 – Curriculum and Instruction 6
February 11th, 2018

5.2.1a. set appropriate personal goals for

participation in a group; respect, be open
to, and be supportive of the thoughts,
opinions and contributions of others in a
group; and share personal knowledge,
X X X X X
expertise and perspectives with others, as
appropriate biased language can provide
information about the context in which a
text was created in terms of dominant
culture]
 Jacob, Nolan 3601 – Curriculum and Instruction 7
February 11th, 2018

Assessment Tool Overview

Assessment Assessment
Assessment Assessment
Brief Description FOR
AS Learning OF Learning
Tool Learning
Will use these at the end of a few classes,
particularly at the beginning. This will
help me understand the kids’ preferences
and help me to change my lessons to
better fit what they want. Later, it will
Exit Slips X
help me assess quickly whether or not the
students are understanding what has been
instructed. I will make sure to give the
students ample time to fully answer the
prompts.
The students will be given questions on a
handout to discuss with partners/their
groups, helping to prompt thought on the
topic and their individual novel choices. I
Think, Pair,
will be observing conversations to make X X
Share
sure students are on task and being
productive towards the learning goals.
This will be used as a part of the critical
literacy seminar as well.
This will be a kind of critical literacy
seminar where each student will be given
the same reading but they will be given
different notecards with different
viewpoints on them based on different
theories. They will then analyze this
reading in groups based on these different
Critical Literacy X
viewpoints until they find the meaning
they are looking for. Then they will
jigsaw with other groups and each person
will describe their interpretations to their
peers, thus demonstrating how many
different views there can be on one piece
of writing.
I will use the resource provided to us in
C&I class and photocopy it for the kids to
use. They would have to find a way to
characterize their role and perform it for
Reader’s Theatre the class. This allows them to get in the X
head of a singular individual to figure out
what identity they will have to portray and
figure out what that means for what
speech patterns and body language they
 Jacob, Nolan 3601 – Curriculum and Instruction 8
February 11th, 2018

use. This is a fun way of picturing

identity.
This is a method that I am employing in
an attempt to make sure that every
member of every group is participating
fully in their groups. It will make groups
focus on content rather than socialization
by holding them accountable. Plus, I have
final say based on what I see and will
Group
provide a set of instructions before these X X
Assessment
groups go out, saying that they should
come to me with problems or solve them
on their own before they get out of hand.
It is integral enough to their grades to care
about their effort in their groups but not so
much that others’ opinions will really
represent their proper individual grades.
This will be a unit-long project filled with
each students’ own works. We will be
referencing a different prompt and writing
about it nearly every class. This gives the
students an opportunity to grow their
Portfolio writing/representation skills in multiple X X X
forms. At the end, the student will choose
and edit two pieces that they most prefer
and hand the whole portfolio in to me.
They will also share these pieces with
others.
We will be working on this throughout the
unit as well, slowly scaffolding upwards
to a full essay. This has a heavy
weighting, however, with peer revisions
and class time to work, this should be fine
for all students. This is important to get
the students to deeply analyze their
Critical Essay novels. Most of the unit focuses on X X
breadth of knowledge and skills, so this
task really brings the unit to a close by
allowing both breadth and depth to be
covered. This will be informed by must of
their formative work.
“How do we form and shape our
identities?”
Jacob, Nolan 3601 – Curriculum and Instruction 9
February 11th, 2018