Documente Academic
Documente Profesional
Documente Cultură
Worksheet
Course:
OLC4O
Task:
The
students
demonstrate
their
ability
to
read
and
comprehend
graphic
texts
by
reading
teacher
selected
comics
and
answering
the
corresponding
questions
on
a
worksheet.
Exploring
Graphic
Texts:
Comics
PART
1:
Understanding
Comics
What
is
the
theme/message?
(Hint:
Make
a
text-‐world
connection)
(2
points)
In
the
chart
below
are
two
symbols
used
in
this
comic.
Choose
one
symbol
and
explain
what
represents.
(2
points)
Helmet
PART
2:
Short
Story
vs
Comic
Read
the
story
first,
then
read
the
comic
strip.
Answer
the
questions
below
after
you
have
read
both
texts.
Sneakily,
the
boy
looks
around
to
see
if
he
is
alone.
As
he
approaches
a
tree
he
pulls
a
remote
from
his
pocket,
extends
the
antenna,
pushes
its
only
button
and
turns
the
tree
into
a
teleporter.
He
opens
the
doors
and
runs
inside.
The
teleport
vanishes
and
the
tree
regenerates
in
its
place.
The
boy
rides
in
the
teleporter
through
a
tunnel
then,
like
an
elevator,
it
stops
and
opens
its
doors
on
level
50.
He
runs
out
the
doors,
past
a
saluting
robot
guard
and
into
a
cockpit.
He
slams
the
lever
forward
and
the
spaceship
takes
off!
The
top
of
a
volcano
opens
like
a
trap
door
and
the
spaceship
comes
blasting
out
as
the
boy
takes
flight
into
space
on
his
journey
home.
“I’m
Home!”
he
hollers
as
he
comes
floating
in
the
front
door
to
meet
his
mother.
Suddenly,
the
boy
is
standing
inside
the
door
of
his
home
on
earth
and
he
lets
out
a
disappointed
sigh.
“My
life
could
stand
a
lot
more
pizzazz,”
he
says
as
he
walks
by
his
mother
who
is
vacuuming
the
floor,
“tell
me
about
it,”
she
replies.
What
did
you
notice
about
the
two
texts?
(1
point)
In
the
comic,
what
is
more
important,
the
pictures
or
the
dialogue?
Why?
(2
points)
Did
Calvin
really
fly
a
rocket
ship
into
space?
Explain.
(2
points)
Which
text
did
you
like
better?
Why?
(2
points)
Purpose:
This
is
a
very
straight
forward
method
of
assessing
students’
reading
comprehension
skills
on
a
specific
type
of
text
that
they
have
been
studying
throughout
the
unit
(graphic
text
in
this
case).
Each
questions
is
assigned
a
value
to
ensure
the
students
know
how
many
point
of
information
to
include
in
their
answer.
This
is
an
overall
assessment
of
their
reading
skills.
Type
of
Assessment:
OF
your
quality
of
understanding
(OF
a
contribution
to
your
final
mark).
2. Peer
Teaching
Course:
Not
specific
Task:
Each
student
(or
pair
of
students)
is
responsible
for
teaching
one
30
minute
lesson
to
the
class.
The
first
steps
in
this
project
are
choosing
presentation
dates
and
lesson
topics.
The
lessons
must
pertain
to
the
subject
of
the
course,
however,
the
students
are
given
the
freedom
to
decide
the
specific
topic
they
would
like
to
teach
(must
be
approved
by
the
teacher).
Next,
the
students
will
collaborate
with
the
teacher
to
come
up
with
two
sets
of
success
criteria.
The
first
set
of
criteria
is
a
goal
setting
framework
for
the
presenters
to
focus
the
intentions
of
their
lesson,
“What
is
the
focus
of
your
lesson
and
how
can
you
tell
if
your
students
are
absorbing
information
from
your
lesson?”The
second
set
of
success
criteria
pertains
to
the
presenters
or
teachers
of
the
lesson,
“What
is
your
goal
for
this
lesson
and
how
can
I
tell
if
you’ve
reached
it?”
The
students
will
receive
a
summative
mark
from
the
teacher
based
on
the
second
set
of
success
criteria.
The
lesson
will
be
delivered
autonomously,
however,
the
students
are
required
to
submit
plans
to
the
teacher
beforehand
(assessment
FOR)
to
receive
feedback.
Purpose:
This
summative
assessment
offers
students
the
opportunity
to
engage
with
content
that
they
find
interesting,
and
creates
an
extremely
transparent
system
for
assigning
their
summative
mark.
Students
need
to
be
familiar
with
the
content
of
their
lesson
and
teaching
others
ensures
they
can
express
the
significance
of
their
topic
and
apply
their
knowledge
in
a
clear
and
succinct
manner.
Creating
their
own
success
criteria,
also
encourages
students
to
set
goals
as
part
of
their
learning
process.
Type
of
Assessment:
OF
your
ability
to
summarize
your
learning
(OF
your
quality
of
understanding).
3. Portfolio
Course:
ENG1D
Task:
Over
the
course
of
the
semester,
students
will
add
assignments
that
they
complete
in
class
to
their
portfolio.
At
the
end
of
the
semester,
students
will
use
this
portfolio
in
an
interview
with
the
teacher
about
their
growth
and
learning
over
the
semester.
Portfolio
Rubric
Knowledge:
This
category
measures
your
understanding
of
the
questions
posed,
as
well
as
your
understanding
of
the
required
format.
● Physical
evidence
of
work
is
presented
to
highlight
specific
examples.
● Directly
answers
the
question
asked
by
the
teacher.
Below
Level
1
Level
1
Level
2
Level
3
Level
4
1
2
3
4
You’ve
Made
You’re
Showing
You’re
You’ve
A
Start
Potential
Close
Got
It
5
6
7
8
9
10
Thinking:
This
category
measures
the
strength
and
depth
of
your
thinking
about
your
pieces
of
evidence.
It
also
considers
how
well
you
develop
your
ideas
about
your
development
over
the
semester.
● Discussions
about
pieces
of
evidence
and
development
as
an
English
student
are
thoroughly
and
thoughtfully
developed.
● Evidence
of
preparation
(ie.
learning
reflections
and
portfolio
organization)
is
fully
completed.
● Post-‐interview
exam
reflection
is
thoughtfully
completed.
Below
Level
1
Level
1
Level
2
Level
3
Level
4
1
2
3
4
You’ve
Made
You’re
Showing
You’re
You’ve
A
Start
Potential
Close
Got
It
5
6
7
8
9
10
Communication:
This
category
measures
the
clarity,
fluency,
and
focus
of
your
speaking.
● Speaking
is
always
clear
with
an
appropriate
volume.
● Discussion
is
logically
organized.
● Discussion
is
focused
on
specific
ideas.
● Clearly
answers
questions.
Below
Level
1
Level
1
Level
2
Level
3
Level
4
1
2
3
4
You’ve
Made
You’re
Showing
You’re
You’ve
A
Start
Potential
Close
Got
It
5
6
7
8
9
10
Application:
This
category
measures
your
ability
to
apply
your
knowledge
to
the
portfolio
and
to
make
connections
between
the
work
completed
throughout
the
semester.
● Appropriate
terminology
(ie.
series
of
paragraphs,
direct
evidence,
analytical
paragraph,
etc.)
is
used
effectively.
● Connections
between
various
tasks
and
skills
are
made
effectively.
Below
Level
1
Level
1
Level
2
Level
3
Level
4
1
2
3
4
You’ve
Made
You’re
Showing
You’re
You’ve
A
Start
Potential
Close
Got
It
5
6
7
8
9
10
Purpose:
The
portfolio
gives
students
the
opportunity
to
select
their
best
work
from
the
semester
to
tell
a
story
of
their
growth
and
learning
over
the
semester.
Although
this
assignment
involves
an
intense
amount
of
student
reflection
(assessment
AS),
this
final
project
allows
students
to
be
more
involved
in
the
assessment
process
as
they
present
the
teacher
with
the
work
that
they
feel
should
be
considered
in
their
final
mark.
Type
of
Assessment:
OF
your
ability
to
summarize
your
learning
(OF
a
contribution
to
your
final
mark).