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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How has Growing Success impacted my beliefs about assessment?
I cannot relate completely to the Kindergarten Growing Success Addendum. Being in the J/I program it is my hope to teach the junior/ intermediate grades however there is some important information that all teachers can take away from reading the document.
The Kindergarten Addendum focuses on a play based inquiry design program since young children are curious and have a lot of potential to think. These are the important years for a child in their learning because it all depends on the teacher who teaches them all the important skills and thinking they need to know before I get them in my class.
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| Retrieved from Google |
In relation to the Growing Success document I am still working to fully understanding it as a whole. I know I have a lot to learn and my associate teacher will help me to fully understand this document. What I have taken away from this document that I have used in almost every class this semester is the seven fundamental principals which help us student teachers help understand lesson planning and how to implement differentiated instruction.
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| Retrieved from Google |
The 7 Fundamental Principals in Growing Success:
In order to ensure that assessment of/for/as, evaluation, and reporting are valid and reliable, and create practices and procedures that:
1) are fair, transparent, and equitable for all students;
2) support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;
3 ) are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
4) are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;
5) are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
6) provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
7) develop students' self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.
Growing Success (Ontario Ministry of Education, 2010, p. 6)
I think that it is normal to feel overwhelmed with these documents because these are the tools we need to teach effectively. I know that I have a lot of reading and learning to do with these documents but I am excited to put it all into practice. Essentially we are learning how to grow and succeed understanding these documents so we can help our students grow and get the best learning out of them!
We are in week 7 of this program. It's been a lot of fun while learning a lot about being a successful teacher in the future. As we wrapped up our tech class, we are starting a new class called Assessment. Unfortunately I do not have a placement yet, so I am not able to physically be present to ask my associate teacher questions on how he/she assesses their class, but after today I am anxious to see how they do it.
In today's class we were asked to share our beliefs and understanding about assessment. Teachers are moving away from the "old story" method of teaching and assessment and moving in the direction of the "new story" where teachers are understanding that assessment is more than just a grade.
I completely agree that Assessment is important. It helps teachers understand where students are struggling and achieving, but the traditional way of assessment needs some tweaking. Traditional testing takes away from students creativity and makes them very nervous and sometimes uncomfortable.
I have been that student in elementary where I wouldn't read the comments the teacher had for me but instead, only the mark on a test. The mark was the only thing I cared about, and if it wasn't what I expected, it ruined my whole learning process.
There should be different ways to assess a child instead of the traditional method we are constantly exposed to instead of constantly attaching a grade to everything.
I look forward to being apart of a classroom setting and experiencing the ways in which my associate teacher assesses her students.
