Evaluation Mini Unit

Rationale: Assessment A

Scaffolding Lesson Plans

Lesson 1: Mind Map/Web
Description

Lesson
Overview:

Lesson Outcome:

How does your lesson scaffold

to your performance task?
-

GLO: Expression
Students will record or
document activities,
people, and
discoveries.
SLO: Concept D
Knowledge gained
from study or
experimentation can
be recorded visually.
Objective: Students
will identify and
record facts about
themselves in the form
of a mind map/web.

Lesson
Description:

- Grade 3/4 Fine

Arts Curriculum
- Level
Two/Component
10(i)/Purpose 1 (see
outcomes above)
- The goal of this
lesson is not only to
meet fine art
curriculum
requirements, but to
guide students to
discover about
themselves both
internally and
externally.

Lesson one focuses on

learning about
personal and physical
attributes.
Students make a mind
map that will help
them make their paper
person in the next
lesson.
Beginning with the end
in mind, the students
know why they are
doing each activity and
what they will do next
so they can do some
pre-planning or
thinking.
By focusing on
achieving the
performance task, the
next task will be
significantly easier
because the bulk of the
thinking is completed.

What core assessment

concepts inform your design
choice?
- This lesson is based on
the self and personal
ideas.
- I use beginning with the
end in mind to inform
students of what Is
expected of them.
- Students are aware of
what they are being
graded/not graded on.
- Students have the
option to tailor their
mind maps to their
liking.
- Students will not be
assigned a grade on this
because it is all
personal. I will walk
around and assess for
understand ding and
use guiding questions to
make sure students stay
on task.
- Students who struggle
with the actual creation
of the physical art can
work with masters
(peers who know what
to do clearly and can
help others), or can
verbally explain their
ideas to the teacher (so
the teacher can
formatively assess that
way).

Instructional
Processes

What formative assessment

How does your use of
techniques will you be using? formative assessment reflect
What information will you be key assessment concepts?
collecting? How will you use
that information?
Description of
- For this lesson I will use
- My assessment id
what teacher is
formative assessment
differentiated: those
doing:
only.
students who do not
The teacher will
- I will be fair and
quite grasp what to do
start with whole
reliable based on the
can verbally explain to
class instruction
individual ability of
me what their ideas are
about personality
each child.
and I can proceed to
and physical
- My goal for this lesson
help from there, and
attributes to get the
is to check for student
those who do
students to self
reflect. During the
understanding of the
understand and do not
activity the teacher
task. To check this I will
need help can help
is circulating around
walk around to each
others and will not
the classroom and
student and observe,
require as much
formatively
but also use guiding
guidance. This way I am
assessing for
questions like what
able to still observe all
understanding, and
asking guiding
kinds of words can you
students, while still
questions without
think of that describe
being able to give
giving away
you?
attention and help
answers to the
- I will be collecting
more to those who
students questions.
information on what
need it.
This project is open
the students
The students use selfto interpretation, but
understand/do not
directed learning to
the teacher will
encourage positivity
understand and what I
make their webs
and emphasize that
can do to further
because they are largely
the classroom is a
explain.
individual and the
safe environment
- By formatively
students have freedom
for the students to
assessing the students I
to add whatever they
discover and be
can gauge what I might
like.
themselves.
need to adapt in the
- Students will know

next lesson.
what I am looking for

because before they

start working they will

have seen an example

web of my creation.
Description of
- Also by formatively assessing
This will stay up on the
what students are I can use non verbal cues to
board during the
doing:
keep students on tasks, having
At the beginning
activity so students can
a teacher presence while I
students will be
refer to it as needed.
assist with other students.
listening to the

teacher explain the

activity, although
this is largely
conversation based
because the students
will be using think
pair share, and will
be called upon
through the teacher
picking popsicle
sticks with the
students names on
them. The students
will also focus on
giving each other
compliments on
personality or
physical attributes.
During the activity
the students will
reflect upon their
physical and
personal attributes
and make a
web/mind map with
their picture in the
middle that
describes everything
about them.
Students will also
discuss with their
peers during the
activity and ask
questions to their
peers before asking
the teacher.

Sequence of key
questions:

What is
personality?
What is your
personality like?
What are physical
attributes?
What are your own
physical attributes?
What are your
favourite things?
What is something

All students will be able

to use my example for
feedback. For example I
might say look up at
my example there, what
do you think you could
add to yours?

you like about

yourself?
What is something
you like about
someone beside
you?
What words
describe you?
I would like you to
share with a partner,
one thing you have
learned about
yourself today.

Evidence of

Lesson
Components
(opening, closing,
content, timeline)
Intro: 25 minutes
(introduce activity,
class discussion,
pair sharing)
Activity: 30 minutes
(students chat and
create web)
Closure: 5 minutes
(we talk about what
we learned and
share with the class)
See lesson below
Also see attached
photo of an
example.

Rationale: Assessment A

Scaffolding Lesson Plans

Lesson 2:

Description

Lesson
Overview:

Lesson Outcome:
GLO: Expression
Students will
decorate items

How does your lesson scaffold

to your performance task?
-

What core assessment

concepts inform your design
choice?
Lesson two focuses on
- Blooms Taxonomy is
applying prior
largely present in this
knowledge on personal
lesson because they are
and physical attributes.
developing knowledge

personally created.
SLO: Concept A
Details, patterns, or
textures can be
added to twodimensional works.
Objective: Students
will create the first
part of a paper
person that
represents
themselves.

In this lessons the

students use
construction paper,
pens, pencils, etc. to
create a paper
version of
themselves based on
the previous lesson
about personal and
physical attributes.

Lesson
Description:

Students will make a

paper person using
their mind map from
the last lesson as a
reference.
Beginning with the end
in mind, the students
know why they are
doing each activity and
what they will do next
so they can do some
pre-planning or
thinking.
This lesson the
students create a
paper person
representing
themselves to help
make the connections
between their
attributes and
themselves.

in the last lesson and

then applying it in this
lesson.
The actual performance
task uses the word
create, which fits under
synthesis in Blooms
Taxonomy as well.

Instructional
What formative assessment
How does your use of
Processes
techniques will you be using? formative assessment reflect
What information will you be key assessment concepts?
collecting? How will you use
that information?
Description of
- For this lesson I will use
- My assessment is
what teacher is
formative assessment
differentiated: those
doing:
only.
students who do not
The teacher starts off
- I will be fair and
quite grasp what to do
by talking with the
reliable based on the
can verbally explain to
class about accuracy
individual ability of
me what their ideas are
and how to make a
each child.
and I can proceed to
paper person by
showing an example.
- My goal for this lesson
help from there, and
Before the students
is to check for student
those who do
go off on their own
understanding of the
understand and do not
the teacher goes
task. To check this I will
need help can help
through and
discusses/possibly
walk around to each
others and will not
edits the pre made
student and observe,
require as much
analytic rubric with
but also use guiding
guidance. This way I am
the students so they
questions like what
able to still observe all
are clear on what to
do. During the
can you add to make
students, while still

activity the teacher

circulates and makes
sure all students are
on task, asks guiding
questions, and
checks in with each
student. Afterwards
the teacher guides
group discussions
about the paper
people and the
project.

Description of
what students are
doing:

The students are

actively discussing
and listening to
instructions and
editing the rubric so
they know what they
are being graded on.
After the whole class
instruction time, the
students get an iPad
and take pictures so
refer to whole
making their paper
people. During the
creation period they
can talk amongst
themselves and help
each other in peer
guided learning. At
then end the
students discus each
others paper people
in groups and talk
about positive things
that their group

your paper person look

more like you?
I will be collecting
information on what
the students
understand/do not
understand and what I
can do to further
explain.
By formatively
assessing the students I
can gauge what I might
need to adapt in the
next lesson/the next
time I use this activity.
Though this is
formative the students
will be aware that at
the very end they will
be graded on a rubric.

Also by formatively
assessing I can use non
verbal cues to keep
students on tasks,
having a teacher
presence while I assist
with other students.

-

being able to give

attention and help
more to those who
need it.
Students who need
more time will be given
this time during
activities that they are
already done, or during
free time.
The students use selfdirected learning to
make their people
because they are largely
individual and the
students have freedom
to add whatever they
like as long as they feel
it accurately reflects
themselves.
Students will know
what I am looking for
because before they
start working they will
have seen an example
person of my creation.
This will stay up on the
board during the
activity so students can
refer to it as needed.
All students will be able
to use my example for
feedback. For example I
might say look up at
my example there, what
do you think you could
add to yours?

members did.

Sequence of key
questions:

What kinds of
things can we put on
our paper people?
What should we do
first if we need
help?
What do you think
you look like?
What does accuracy
mean?
How can you make
this person look
more like you?
What colour eyes,
skin, clothes, hair,
etc. do you have?
Lets discuss some
good things that we
or our peers did.

Evidence of

Lesson
Components
(opening, closing,
content, timeline):
Intro: 10 minutes
(whole class
discussion about
accuracy, what to do,
and rubric)
Activity: 45 minutes
(students use iPads,
paper, pencils,
scissors, etc to create
their paper people)
Closure: 5 minutes
(students discuss
positive things about
the paper people at
their table group)

Rationale: Assessment A

Scaffolding Lesson Plans

Lesson 3: Wordle/Word Cloud
Description
How does your lesson scaffold What core assessment

to your performance task?

Lesson
Overview:

Lesson Outcome:

GLO: Expression
Students will express
a feeling or message.
SLO: Concept B
Specific messages,
beliefs and interests
can be interpreted
visually, or
symbolized.
Objective: Students
will create a word
cloud about
themselves using
www.wordle.net.

Lesson
Description:

The students will use

their previous
knowledge on
personal and
physical attributes of
themselves and
make a word cloud
on wordle.net. The
class will start with
whole class
instruction and
refreshment (they
have already learned
this website) of how
to use wordle.net
and how to make
their word cloud.
Students will make
an example with the
teacher and then will
go off individually to
make their own
wordle.

Instructional
Processes

Lesson three focuses

on using their learning
about themselves to
create a wordle
describing their
positive characteristics.
Students make a
wordle with positive
descriptive words
about themselves.
The students will have
used wordle.net before
(using prior knowledge)
and will have know in
the previous two
lessons that this was
the final task.
By focusing on
achieving the
performance task, the
students will see their
hard work and
hopefully develop
more positive thoughts
about themselves and
their peers.

What formative assessment

techniques will you be using?
What information will you be
collecting? How will you use

concepts inform your design

choice?
- Blooms Taxonomy is
largely present in this
lesson because they are
developing knowledge
in the last two lessons
and then applying it in
this lesson.
- The actual performance
task uses the word
create, which fits under
synthesis in Blooms
Taxonomy.
- Reliable and consistent
assessment is important
in this lesson because
the students will have
had similar expectations
and formative feedback
from the first and
second lessons, but will
be graded summatively
at the end.
- The performance task is
something that all
students will be able to
complete even if they
require extra time or
help.

How does your use of

formative assessment reflect
key assessment concepts?

Description of
what teacher is
doing:

The teacher gives a

whole class refresher
lesson on how to use
wordle.net by
making an example
word cloud with the
students using the
SMART board. When
the students go back
to their desk to make
their own, the
teacher is walking
around checking that
the students have
done the descriptive
words correctly in
pencil first and
answering questions.
The teacher is also
assessing for
understanding and
student guided
learning (the
students help
themselves and each
other through critical
thinking and
problem solving).
The teacher also
helps with setting up
and using
technology. Finally,
the teacher finishes
the lesson with
whole class
instruction and
closure by asking the
students to think,
pair, share about
something they like
and something they
could have done
better throughout
the art project.

that information?
- For this lesson I will use
formative assessment
only, but at the very
end will collect the
students work to
summatively assess.
- I will be fair and
reliable based on the
individual ability of
each child.
- My goal for this lesson
is to check for student
understanding of the
task. To check this I will
walk around to each
student and observe,
but also use guiding
questions like what
are some positive
words you can use to
describe yourself? I can
think of many
wonderful things about
you.
- I will be collecting
information on what
the students
understand/do not
understand and what I
can do to further
explain.
- By formatively
assessing the students I
can gauge what I might
need to adapt for the
summative evaluation.
- Though this is
formative the students
will be aware that at
the very end they will
be graded on a rubric.

My assessment is
differentiated: those
students who do not
quite grasp what to do
can verbally explain to
me what their ideas are
and I can proceed to
help from there, and
those who do
understand and do not
need help can help
others and will not
require as much
guidance. This way I am
able to still observe all
students, while still
being able to give
attention and help
more to those who
need it.
Students who need
more time will be given
this time during
activities that they are
already done, or during
free time.
The students use selfdirected learning to
make their wordle
because they are free to
use whatever positive
words they like the best
to describe themselves
and they will use words
that they have already
learned in previous
lessons.
Students will know
what I am looking for
because before they
start working they will
have seen an example

Description of
what students are
doing:

The students help

the teacher make an
example word cloud
using wordle.net (a
program they are
already familiar
with) on the SMART
board. Students then
return back to their
desk, write down
their descriptive
words in pencil and
ask the teacher to
check them before
they use the laptops.
Once their penciled
words are approved,
they talk amongst
themselves and use
self/peer directed
learning to get set up
on their laptops and
start to make their
own wordle. They
then screen shot
their wordle, and
print it out to glue to
their paper person
art project. When the
students are done,
they come back
together for whole
class discussion
(think, pair, share)
about what they
liked and what they
could have done
differently
throughout this
project.

Sequence of key
questions:

How do we log onto

the computers?
How do we get to
wordle.net?
Show me how we
will make our wordle
(draw names on
popsicle sticks and

Also by formatively
assessing I can use non
verbal cues to keep
students on tasks,
having a teacher
presence while I assist
with other students.

of my own wordle. This

will stay up on the
board during the
activity so students can
refer to it as needed.
All students will be able
to use my example for
feedback. For example I
might say look up at
my example there, what
do you think you could
add to yours?

have students
demonstrate on the
SMART board).
Can we ask our class
experts how to get
onto the
laptop/website?
Why do you like
using the laptops?

Evidence of

Lesson
Components
(opening, closing,
content, timeline):
Introduction: 10
minutes (whole class
instruction,
discussion, and
demonstration)
Activity: 45 minute
(write descriptive
words, get laptops,
make wordles)
Closure: 5 minutes
(Think, pair, share
about the activity)
*See attached
lesson*

To conclude I would collect all of their work throughout the three lessons
and assess based on the rubric that the students have already seen and had
input on. See rubric below:

Analytic Rubric
Category

Effort

Quality of
Work

Time
Management

Expectations

Beginning
(1)

Developing
(2)

Student put in
Student put in
little to no effort
minimal/basic
needed many
effort needed
reminders to keep some reminders
on task
to keep on task

Art work is
incomplete,
messy or appears
rushed

Art work is
complete but
somewhat
rushed and
messy

Good
(3)

Excellent
(4)

Student put in
good effort
needed few
reminders to
keep on task

Student put in
exceptional
effort needed
one or less
reminders to
keep on task

Art work is
complete and
fairly neat

Student did not

use the time
provided to
work/distracted
others

Student used
Student used
some of the
most of the
time provided/ time provided /
distracted others
rarely
distracted
others (or
interfered with
their time
management)

Student has not

met curricular
outcomes or
expectations
matching his/her
ability

Student has met

some curricular
outcomes or
expectations
matching
his/her ability

Student has
met most
curricular
outcomes or
expectations
for his/her
ability

Art work is
complete,
includes
additional
details /
descriptions
and is very neat
Student used
all time
provided and
did not distract
others (or
interfere with
their time
management)

Student has
met almost
all/all
curricular
outcomes or
expectations
for his/her
ability