EDBE 8Y01
Instructional Planning Assignment: Planner
PART TWO:
Independent Task Complete and post to your
Drop Box
NAME:
Courtney Helt
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Grade: 7
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Subject: Language
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Strand(s): Writing - Poetry
(Oral Presentations over
the span of 3 days)
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Overall Expectation(s):
Oral
Communication
2. use speaking skills and strategies appropriately to communicate with
different audiences for a variety of purposes;
Media Literacy
3. create a variety of media texts for different purposes and audiences,
using appropriate forms, conventions, and
techniques;
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Specific Expectation(s):
Oral Communication
Clarity and
Coherence
2.3 communicate orally in a clear, coherent manner, using a structure and
style appropriate to both the topic and the intended audience
Vocal Skills
and Strategies
2.5 identify a range of vocal effects, including tone, pace, pitch,
volume, and a variety of sound effects, and use them appropriately and with
sensitivity towards cultural differences to communicate their meaning
Non-Verbal
Cues
2.6 identify a variety of non-verbal cues, including facial expression,
gestures, and eye contact, and use them in oral communications, appropriately
and with sensitivity towards cultural differences, to help convey their
meaning
Visual Aids
2.7 use a variety of appropriate visual aids
Media Literacy
Producing
Media Texts
3.4 produce a variety of media texts of
some
technical complexity for specific
purposes
and audiences, using appropriate forms, conventions, and techniques
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Achievement Chart Categories:
o
Knowledge
& Understanding
o
Thinking
o
Communication
o
Application
Knowledge
& Understanding:
Use knowledge from previous lessons to create a
final, revised copy of their Haiku poem using the Haiku Poem App on the class
iPads.
Thinking:
Use research skills to find appropriate images to
accompany your Haiku Poem in the creation of the final copy on the class iPads.
Communication:
Effectively present the final version of students'
Haiku poems to the class. Students' use their oral communication skills to
fulfill the checklist provided by the teacher.
Application:
Apply students' interests; video games and sports in
the creation of a final Haiku poem that follows the checklist provided to the
students at the start of the assignment by the teacher.
Apply students' knowledge of what constitutes as a
proper Haiku poem and assess peers poems as they present, using the checklist
provided by the teacher.
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LEARNING SKILLS AND WORK HABITS: Which LSWH(s) will be addressed?
Responsibility Independent Work Collaboration Organization Initiative Self-Regulation
-Responsibility: Students are responsible for having
the assigned poetry task completed and present it to the entire class.
Students are also responsible for completing the peer assessments of their
peers' presentations using the checklist provided by the teacher.
-Independent Work: Students are expected to present
their Haiku poems independently as well as the peer evaluations.
-Organization: Students are expected to have created
an orderly Haiku poem using the Haiku poem app on the class iPads or their
personal device.
-Self-Regulation: Students are able to listen
attentively and show respect to their peers' as they present. As well,
students can provide feedback to their peers by completing the checklist
provided by the teacher.
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LEARNING GOAL(S)
Describe the curriculum expectations &
LSWH in student friendly language
-We
are learning to complete a proper Haiku poem that follows the checklist provided
by the teacher at the start of the assignment. (K)
-We
are able to express our interests (sports and video games) through our Haiku
poems. (A)
-We
are able to find appropriate pictures using our research skills to
artistically accompany and illustrate our Haiku poem. (T)
-We
are learning to use different resources (iPads and the Haiku poem app) to
create and communicate our poems. (K) (T) (C)
-We
are learning to present our poems and improve upon our oral communication
skills by presenting our Haiku poems in front of the class. (C)
-We are learning to assess
peer presentations using the checklist provided by the teacher. (A)
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ASSESSMENT TASK
/STRATEGY
Describe what students will be doing to address
the learning goal(s) and identify:
PURPOSE: For/As/Of
NATURE:
Diagnostic/Formative/Summative
Observation/Conversation/Product
Purpose:
AFL, AAL AOL
AFL:
The teacher observes students as they present their Haiku Poems to the class.
The teacher marks students Haiku poems according to the assessment criteria
outlined in the Checklist that was provided at the beginning of the
assignment. Record results for each student based on their oral presentations
and Haiku poems, that follows the success criteria and the individual
checklists provided to the students. Share teacher feedback and student
feedback with the students and discuss next steps.
AAL:
Students listen to their peers presentations and assess one another based on
the criteria outlined in the Haiku poem checklist. Students can then re-think and self-reflect
on where they could have made improvements and what their peers did
differently from them.
AOL: Assessing the students learning-what did they learn from this activity? The take home message- How to properly create a Haiku poem.
Summative
Assessment: The teacher evaluates the students final product, a proper Haiku
Poem created using media (class or personal iPad) and uses the checklist
created to mark the student. As well, the teacher evaluates the student’s
oral communication/presentation skills.
Observation:
Both the teacher and the students observe the Haiku Poem presentations and
evaluate each according to both checklists. Students only evaluate their peers’
poems not their oral communication.
Conversation:
At the end of the presentation the teacher creates a classroom conversation
for the students to discuss what they learned, what they liked and what they
didn't like in regards to the assignment and presentations.
Product:
The final Haiku poem and presentation to the class.
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SUCCESS CRITERIA
Describe what successful attainment of the
learning goal(s) looks like for your assessment task
-I can create an individual
Haiku poem to express my interests.
-My Haiku poem follows the
criteria outlined on the checklist that was provided at the start of the
assignment.
-I can use different
resources and multi-media (iPads and the Haiku poem app) to generate my Haiku
poem.
I can make connections
between my interests and present them in a proper Haiku poem.
-I can listen to my peers'
presentations and provide feedback by completing the checklist to assess my
peers work.
-I can successfully present
my Haiku poem to the class following the outlined oral communication criteria
in the checklist provided by the teacher.
I can present my poem in a
clear and coherent manner using various vocal effects, (pitch, tone, pace and
volume) as well as none verbal cues outlined in the oral communication
checklist during my presentation.
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ASSESSMENT TOOL
Anecdotal Record,
Rating Scale, Checklist, Rubric, Other
Identify & create a tool to record & analyse information from the success criteria for
the task
Include the assessment tool
with this document
Haiku Poem Checklist -
Given to students at the start of the assignment. Includes everything that a
student needs to have created a proper and successful Haiku poem. Guidelines
and rules for creating a Haiku poem.
Oral Communication/Presentation
Checklist - Given to the students at the start of the assignment. Includes
everything that a student needs to conduct a successful oral presentation to
the class. Guidelines and rules for oral presentations.
Both based on Success
Criteria.
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HAIKU POEM
SUCCESS CRITERIA CHECKLIST
o
My haiku has only three lines.
o
I have counted the syllables in each line to check it
follows the 5-7-5 format.
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In total, there are 17 syllables in my haiku.
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My haiku focuses on one theme.
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Is my haiku descriptive enough to paint a mental image
in the reader’s mind?
o
Does my haiku use simple words and grammar?
o
My haiku does not rhyme.
HAIKU
POEM ORAL COMMUNICATION- PRESENTATION CHECKLIST
o I can communicate my Haiku poem in a clear and
coherent manner to my class.
o I can communicate my Haiku poem orally through the use
of various vocal effects (pitch, tone, pace and volume) and understand these
effects.
o I can use a variety of non-verbal cues such as facial
expressions, hand gestures and eye contact during my presentation.
o I am not reading my poem directly off of the iPad.
o I can explain the relationship between my poem and the
pictures I chose to accompany and illustrate my Haiku poem.
o I can present confidently to the class.
o I can listen quietly and attentively when my peers
present their Haiku poems.
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