Independent Brock Planning Template
12:14 PM
Independent Brock Planning Template
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NAME: Ally McWhirter
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Grade: 7
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Subject: Language
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Strand(s): Writing
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Overall Expectation(s):
Students
will be able to generate, gather, and organize ideas and information to write
for an intended purpose and audience.
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Specific Expectation(s):
1.5:
Students will be able to identify and order main ideas and supporting details
and group them into units that could be used to develop a multi-paragraph
piece of writing, using a variety of strategies.
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Achievement Chart Categories:
Thinking -
brainstorming ideas
Communication -
organizing ideas
Application - writing a
beginning middle and end
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LEARNING SKILLS AND WORK
HABITS: Which LSWH(s) will be addressed?
Independent
Work: independently monitors,
assesses, and revises plans to complete tasks and meet goals, uses class time
appropriately to complete tasks, follows instructions with minimal
supervision.
Organization: devises
and follows a plan and process for completing work and tasks, establishes
priorities and manages time to complete tasks and achieve goals, identifies,
gathers, evaluates, and uses information, technology, and resources to
complete tasks.
Initiative:
looks for and acts on new ideas and
opportunities for learning, demonstrates the capacity for innovation and a
willingness to take risks, demonstrates curiosity and interest in learning;,
approaches new tasks with a positive attitude.
Self-Regulation:
sets own individual goals and
monitors progress towards achieving them, seeks clarification or assistance
when needed, assesses and reflects critically on own strengths, needs, and
interests, identifies learning opportunities, choices, and strategies to meet
personal needs and achieve goals, perseveres and makes an effort when
responding to challenges.
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LEARNING
GOAL(S)
We
are learning to brainstorm our ideas using a mind map. (Thinking)
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We are learning to write a first
person narrative to a friend explaining our Christmas holidays.
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We are learning to brainstorm our
ideas using a mindmap.
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We are learning to write a letter that has an
introduction which includes the greeting, the body which includes two or
three important memories about our holiday and the conclusion which consist
of a polite farewell message.
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We are learning to take ideas from our
mindmap and formulate complete and clear sentences.
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We are learning to create a rough copy
so that we can revise our work, correct our grammar mistakes and add more
content in order to produce a good copy.
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ASSESSMENT
TASK /STRATEGY
Students
will be creating to write a letter to a friend explaining their Christmas
holidays. Students will brainstorm their ideas using a mindmap. Their letter will
contain an introduction which includes the greeting, the body which includes
two or three important memories about their holiday and the conclusion which
consist of a polite farewell message. Students will need to create a rough
copy so that they can revise their work, correct their grammar mistakes and
add more content in order to produce a good copy.
Assessment for Learning:
The teacher will take anecdotal notes during the mindmap/brainstorming
process.
Formative- The teacher
will monitor students as they create their mind map and start their rough
copy draft of their letter. The teacher will provide feedback that will help
improve their learning. This formative assessment will help the students
identify their strengths, and areas that need some work. This will also help
show the teacher where students are struggling and can help address the
problem immediately with feedback.
Observation/Product- Students will
submit a rough copy of their letter that they will revise to check over for
grammar mistakes and adding more content to their letter after reflecting
upon it.
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SUCCESS
CRITERIA
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I can write a letter to my friend.
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I can write about my Christmas Holidays.
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I can organize my ideas using a mindmap
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I can determine what ideas I want to include for
the beginning, middle and end of my letter.
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I can write a letter using a clear introduction
which includes a greeting to my friend,
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I can write the body of a letter which will talk
about my holidays and two or three memories that are important to me.
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I can write a conclusion which will include a
polite statement saying goodbye.
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I can create a rough copy of my letter.
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I can revise my grammar and make sure all my ideas
are easy to understand.
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ASSESSMENT TOOL: The teacher will use a checkbric which
will provide the teacher with a quick way to assess student understanding
writing their first person narrative letter. The data collected can be can
used for assessment for learning. This data collected with the check-bric is
helpful for intervention support, extensions or re-teaching.
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Here is my assessment tool I used with my planning template! Take a look!
Checkbrick
Overall
Expectation: Students will be able to generate, gather, and organize
ideas and information to write for an intended purpose and audience.
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1.
Limited
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2. Some
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3. Considerable
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4. Thorough/ High Degree
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Students:
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Student can create the proper parts of a letter
using the beginning, middle and end of a letter
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Students are able to work independently.
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Students
are able to construct their ideas from their mind map into full sentences.
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Students are able to revise their letter checking
for grammar mistakes and adding more content to their letter if needed.
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Anecdotal Notes:
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