WEEKLY UNIT PLAN: WHERE DO I FIT IN?

Where do I fit in? Grade 1

Title of Unit
Level
Social Studies, ELA, Health 6 weeks
Curriculum Time
and Science
Area(s) Frame
Week 1: Where do I fit in?, Week 2: Who am I?, Week 3: Who is my family?,
Where do I fit in at home?, Week 4: Where do I fit in at school?, Week 5:
Weeks/Topics
What are my communities?, Week 6: Putting it all together.

IDENTIFY DESIRED RESULTS

Programs of Study Foundations
(What program foundations form the emphasis of the unit? What big ideas from the
program of studies will you include? )

This unit plan draws from three foundational disciplines that are Social Studies, ELA, and
Science, in addition to incorporating elements and outcomes from Health subject. The big
ideas of this unit include the concept of self, family, responsibility, roles, community,

Essential Question
(What is the big, overarching question guiding your unit plan?)

Main Question: Where do I fit in?

Sub-Questions: Who am I?, Who is my family?, Where is my place at school? What are my
communities?, What does it mean to belong?

Unit Plan Outcomes

(What are the program of studies general outcomes and specific competencies to be
covered in your unit?)
(What will students understand, be able to do, be able to apply?)

Unit General and Specific Outcomes:

Social Studies:
1.1.1:​ Value self and others as unique individuals in relation to their world
•Recognize and respect how the needs of others may be different from their own
1.1.2​ Value the groups and communities to which they belong:
•Demonstrate a willingness to share and cooperate with others (C, PADM)
1.S.7​ Apply the research process:
•Ask questions to make meaning of a topic
 •Compare and contrast information gathered
1.1 My World: Home, School, Community
1.1.1 value self and others as unique individuals in relation to their world:
•appreciate how belonging to groups and communities enriches an individual’s identity (I)
•appreciate multiple points of view, languages, cultures and experiences within their groups
and communities (C, CC)
•demonstrate respect for their individual rights and the rights of others (C, I)
•recognize and respect how the needs of others may be different from their own
1.1.3 examine how they belong and are connected to their world by exploring and reflecting upon the
following questions for inquiry:
•What different types of communities or groups do you belong to? (CC)
•What helps us to recognize different groups or communities (e.g., landmarks, symbols,
colours, logos, clothing)? (CC)
•In what ways do we belong to more than one group or community at the same time? (CC, I)
•In what ways do we benefit from belonging to groups and communities? (C, CC, I)
•What are our responsibilities and rights at home, at school, in groups and in communities? (C,
CC, I)
1.1.4 determine what makes their communities thrive by exploring and reflecting upon the following
questions for inquiry:
•In what ways do people cooperate in order to live together peacefully? (C, I)
•In what ways do people help one another at home, at school and in groups to ensure the
vitality of their community? (C)
•How do groups make decisions? (PADM)
•How do our actions and decisions contribute to the well-being of groups and communities? (C,
I, PADM)
•How does caring for the natural environment contribute to the well being of our community?
(C, LPP)
ELA:
1.1 Express ideas and develop understanding
•Share personal experiences prompted by oral, print and other media texts
•Talk with others about something recently learned
•Make observations about activities, experiences with oral, print and other media texts
4. Expand knowledge of language
•​4.1 Identify and use an increasing number of words and phrases related to personal
interests and topics of study
•​4.2 Experiment with letters, sounds, words and word patterns to learn new words
5. Enhance artistry
•​5.1 use words and pictures to add sensory detail in oral, print and other media texts

Health:
Understanding & Expressing Feelings
R–1.1​ Recognize and demonstrate various ways to express feelings; e.g., verbal and nonverbal
Science:
1.9​ Use the senses to make general and specific observations, and communicate observations orally
and by producing captioned pictures.
•1.9.1 Identify each of the senses, and explain how we use our senses in interpreting the world.
•1.9.3. Apply particular senses to identify and describe objects or materials provided and to
describe living things and environments. Students meeting this expectation will be able to
describe characteristics, such as colour, shape, size, texture, smell and sound.

UNIT PLAN RESOURCES

What resources will you require? Will there be guest speakers/field trips to plan for?
Will you need particular resources/materials/technologies?

Video Clips:
1) Coco by Pixar ​https://www.youtube.com/watch?v=xN1a9xnczZw
2) A day in the life of a child in Haiti ​https://www.youtube.com/watch?v=wbcDl0iXsug

Books:
1) The Day You Begin by Jacqueline Woodson
2) My Two Blankets by ​Irena Kobald
3) My Many Colored Days by Dr Seuss
4) My Family, Your Family by Lisa Bullard ​https://www.youtube.com/watch?v=l43BjhJeW1g
5) Little School by Beth Norling
6) Communities in My World by​ ​Ella Cane
7) What I Like About Me? by ​Allia Zobel Nolan
8) The Name Jar by Yangsook Choi

Technology:
1) Audio and video recording devices
2) Camera devices
3) SMARTBoard technology

Apps:

1) “Mind Yeti” Meditation app

2) Language translating apps
3) Text-to-Speech apps
4) Voice-to-text apps
UNIT PLAN SUMMATIVE ASSESSMENT
What will you accept as evidence that learning has occurred at the conclusion of this
What is the summative
performance assessment for
the unit?
What is the goal of your
summative performance
assessment as framed within
the outcomes and
competencies? What do you
hope to learn?
How will this assessment
inform student learning and
your practice?
unit?
Every week will culminate in one or more small summative
projects offering students an opportunity to demonstrate
learning. These artifacts, compiled throughout the unit, will
form a continuing portfolio the students will share in the final
week at a showcase. Summative assessment, with the aid
of a checklist referenced to the outcomes from the Program
of Studies, will be based upon a holistic review of these
products. The portfolio will contain the following: a belonging
tree, a personal emoji, an acrostic name poem, a craft
family home, a points of interest school map, a nesting
community diagram, and a short series of journal entries.
The goal of the portfolio is to determine if students
understand the targeted learning from the Program of
Studies. We are looking for evidence they understand and
can demonstrate what makes them unique, that they
understand how they fit into various communities, made
observations about experiences, and accurately applied
their senses in making observations.
Through the vehicle of the portfolio showcase, we also aim
to provide a platform for students to communicate their
understanding to an authentic audience, conferring a
meaning to the work beyond a demonstration of success to
the teacher (Newman, Marks, & Gamoran, 1996).
As the compilation of the portfolio is an ongoing process, it
will complement the formative assessment strategies
employed on a daily basis. Student performance in the
creation of these artifacts will give the teacher valuable
information they can use to modify instructional practice and
sequence throughout the unit, or even later through the
year. Additionally, as the unit pertains explicitly to student
identity, the information gleaned will help the teacher form
better relationships with each student and connect to
learning to their lives.
LESSON PLAN SEQUENCE/OUTCOMES
For each lesson in the unit, consider the primary topic/activities, outcome and
assessment. Does each lesson build on the next?
Consider the following questions as you plan your sequence of lessons:
What events will help students engage with, explore, explain, elaborate on and evaluate the
big idea in the unit?
How will you help guide students to reflect, rethink and refine their
work/ideas/understandings?
How will you help students to exhibit and self-evaluate their developing
skills/knowledge/understandings?
Week 1: Building the foundations
General and Specific Outcomes:
English​: 5, 6,7
Science​: 1
Social Studies​: 1.1.2.2, 1.1.2.4
How will you assess
What is the
whether learning has
primary
Lesson What are the primary primary occurred in each
objective of this
# activities in this lesson? lesson? How will you
lesson in your
employ formative
own words?
assessment?
Day 1 •​Introduction of the •​Hook: Clip of the film ​Coco •​Class discussion and
essential •​Ask students what they know about participation in the visual
questions: “where related terms map construction will be
do I fit in?” & “what •​Class discussion to define concepts, used to inform formative
does it mean to words, and themes related to unit: format.
belong?” identity, belonging, unique,
•What makes me independence, home, family, self,
unique? friends, mama, papa,
•​Identify key •​Create a visual word map
concepts and
terms
Day 2 •​Introduce the •​Hook: Read ​The day you begin​ by •​Formative assessment
question of “what Jaqueline Woodson via observation
does it mean to •Have students choose from an throughout the lesson
belong?” and assortment of cards with words and including during the
identify key pictures that they identify with. brainstorming session.
concepts and Also have students reflect
terms on their own identity and
express verbally through
discussion their feelings.

Day 3 •What are our •Sharing circle: share what they have •​Formative assessment:
responsibilities in learnt about belonging and identity so far. discussion, conversation
 our everyday •​Prompting questions: e.g skills, strategic
lives? - what did you find interesting about questioning (higher-order
yesterday’s picture book? questions such as “why”
- who is a part of your family at home? and “how”)
- where do I fit in in mycommunity?
Day 4 •​What does it •​Introduce the belonging tree: creating •Formative assessment of
mean to be a part our classroom family. group discussion
of my family? •​Class discussion • Evaluate level of
•​Arts and Crafts! Have students cut out a understanding of students
photo of themselves, write a sentence throughout the activity
about who they are in their family. •Assess students writing
by the sentence they
compose.

Day 5 •​Recap of the •​Talk to your buddy •Formative assessment of

week: Where do I •Revisit the belonging tree buddy interactions,
fit in? •​List 3-2-1 activity ensure to guide students
• Evaluate level of
understanding of students
throughout the activity
•Reflect on this weeks
learning progress using
the formative assessment
of the 3-2-1 activity.

Week 2: Who am I?
General and Specific Outcomes:
English​: 5, 6,7
Science​: 1
Social Studies​: 1.1.2.2, 1.1.2.4
What is the How will you assess
primary whether learning has
Lesson objective of What are the primary primary activities occurred in each
# this lesson in this lesson? lesson? How will you
in your own employ formative
words? assessment?
Day 1 •Introduce the •Class reading of ​My Two Blankets •​*​students will use this
theme of: Self •Mini lesson on Conventions: Prompt circling method on each
discussion with Q’s: ​What do you notice about rough draft they do for the
the words on the pages? What is a sentence? following week
What is a capital? •Assessing students
•Follow up activity: print out 2-3 pages of book understandings from the
as handout, have students circle each capital in mini lesson via their
blue, each period in yellow, and count # of interactions with the
sentence structure
sentences
activity sheets
Day 2 •Ask the • The teacher will share their own “I am” poem •Observe students
students to about themselves & ask follow up questions interacting with the “I am”
consider the •​Students will create their own “I am” poem activity (summative
question, •​Create examples for the students to reference assessment artifact)
“Who am I?”. 1. Students create a rough draft on •using evidence about
dotted lined paper students' knowledge,
2. Check in for review understanding and skills
3. Make a clean copy using the “I am” to determine deficits
template
•Compare with others in a group and discuss
their work so far.
Day 3 •What •​Start with class reading of My Many Colored •​Formative assessment
different Days by Dr. Seuss will be conducted
kinds of •​Emotion visuals will be presented in the format throughout the
emotions do I of an emoji map that has various emotions with construction of a rough
feel? an associated visual and will be labelled. draft of the emjoi
•Students will write about two emojis from the assignment
emjoi map and write one sentence per emoji •​Check in for review will
•​Close class with Mind Yeti for whole class provide the teacher an
meditation will be in English as well as devices opportunity to assess
offered for ELLs to listen in their 1st language where each student is at
in regards to the learning
objectives.
Day 4 •Introduce •​Introduce what an acrostic is followed by the •Formative assessment
what is an prompts: What do you notice first? What do you throughout the various
acrostic notice about the word going down and the stages of the acrostics
sentences? initial learning activity and
•Ask “What •Introduce students to the acrostics based on guiding them when they
makes you initials (2-4) are making​ rough copy
unique?” and a clean copy
Day 5 •​Recap of the •​Students who are done all of their clean copies •This variable work and
week: Who will paste they’re work into their portfolio review period will allow
am I? •​Students who are not finished will have a the teacher to conduct
catch-up time thorough formative
•​Students who finished adding to their portfolio assessment through
can choose to read or do a Mind Yeti observation and
discussion of students, as
meditation
well as evaluation of their
•Time permitting, ​once everyone has finished
progress on the learning
up as a class we’ll engage in a sharing circle. task.

Summative Assessment
Students will create an emoji. They will be required to select two emojis from a bank of emojis that they
write a single sentence for each. With the guidance of the teacher, students will then draw and decorate
their own personalized emoji to represent themselves as individuals. Students will be assess
summatively and formatively based on conventions, criteria, and printing.

Week 3: Where do I fit in at home?

General and Specific Outcomes:
Health​: 1.2, 1.3
English​: 1.1, 1.2, 4.3
Social Studies​: 1.1.1.4, 1.S.7 1.1.3.5
Science​: 2
How will you
What is the assess whether
primary learning has
Lesson objective of What are the primary primary activities in occurred in each
# this lesson this lesson? lesson? How will
in your own you employ
words? formative
assessment?
Day 1 •​What in my •Brief class discussion on home. •​Formative
home makes •​Introduce objective and review home science Assessment:
me feel good? research Monitoring progress
•Show exemplar of the paper house project on worksheets and
Who is in my •Teacher will share own home research and allow student
family? students time to revise their sheet conversations.
•Students will pair off and share findings
•​The teacher will read the book My Family, Your
Family
Day 2 •​What makes •​Students will be asked to prepare a few questions •Classroom
my family for the guest speaker relating to the speaker's discussion, peer
unique? family and home as a class. discussion and
•​After a couple of teacher models, the students will activities
(Guest
engage in a think-pair-share exercise to generate
Speaker)
questions. •Guest speaker
•Prompt students with following topics: ​senses, conversation will
family structure, and responsibilities. allow for teacher to
observe student
•​Activities: An Indigenous guest speaker will join the interactions with
class for an hour to speak of their home and family. Elder.
After a period of talking, students will be invited to
ask questions. After the speaker has left, the class
will collectively add the information they learned to
their home/family comparison chart.
Day 3 •What •Have a brief conversation about home life, •​Students will self
responsibilities discussing chores and responsibilities assess their paper
do I have in •Have students watch ​the video ​A day in the life of houses in relation to
my home? ​ ith the objective of looking for the
a child in Haiti w explicit assessment
criteria
responsibilities of the child.
https://www.youtube.com/watch?v=wbcDl0iXsug
•Writing assessment
•​Students will then discuss their responsibilities at
will take place. All
home with a partner, then a few students will be
formative, immediate
called on to share with the group.
feedback.
•​Students will then break off and write and/or draw
their chores and responsibilities.
Day 4 • Production of •​Lesson 1​: Production of text accompanying house. •​Students will peer
text Students, with direction from the teacher, will assess their paper
accompanying review their collected information and draft writings houses in relation to
house in order to produce a few lines about their life at explicit assessment
criteria both in their
home, describing a few traditions and home
construction of the
responsibilities.
houses and the
Lesson 2:​ Building House. production of the
•​Activities: Students build 3D versions of their own accompanying text.
homes, and include drawings of their family
members or guardians, along with their names.
They will also include drawings, with labels, of five
items in their home they identified with their five
senses.
Day 5 •What makes •​Lesson 1: Finish home project •​Formative Feedback
my home Activities: After some coaching on positive and Through the students
unique? constructive comments, the students will each show using Self and Peer
their work in progress to a partner, who will provide feedback
•Where do I fit peer feedback. After, students will take time to
it at home? finish or improve their houses.
Summative Assessment
Creation of a construction 3D house depicting their home life, and including depictions of their family
members or guardians and things in their home which feel good. Accompanying the house will also be a
short written work describing traditions and home responsibilities. The written portion will be
differentiated for ELL's and all levels of language proficiency by allowing for tiered support. The
strongest students will write independently, while those needing more support will fill in cloze activities or
produce drawings.
 Week 4: Where do I fit in at school?
General and Specific Outcomes:
Social Studies: ​1.1.2.1, 1.1.2.3, 1.1.3.5
Health:​ R1.8, L1.8
English: ​2.3
How will you assess
What is the
whether learning
primary
has occurred in
Lesson objective of What are the primary primary activities in
each lesson? How
# this lesson in this lesson?
will you employ
your own
formative
words?
assessment?
Day 1 •​How well do I •Questions Ball (Classroom discovery): Students •​Students will be
know the will say a word to describe the class or what’s formatively assessed
classroom? found in it before handing the ball to a neighbour. throughout the lesson
•​Senses/scavenger hunt: students are given as part of an ongoing
cards with hints of where or what the object may examination through
be. Once students discover the object within the observations,
classroom they then have to record one questions, and informal
description of the object by using either their discussions throughout
sense of smell, touch, or sight. Examples the various activities.
include: chalkboard/whiteboard, teachers desk,
windows, bookcase, etc.
Day 2 •​What are my •​Roles and relationship activities:​Teacher will •​Observation of and
roles in the co-create a concept map with the students discussions with
classroom? around the various ​roles and responsibilities students during their
within a classroom (supplementary activity will allow the
pictures/drawings are recommended). teacher to determine if
•Have students consider how do we demonstrate there are any gaps of
a willingness to cooperate, collaborate, share understanding in
with others? relation to the various
•Show students the video: Understand the Basic roles in a classroom.
School Rules
https://www.youtube.com/watch?v=RyLzsQKFpB
0
•Ask students to work with a partner to think of
how they could contribute to the school. Invite
students to share their ideas and record them on
a class list.
Day 3 •​Where do I go •Teacher led discussion about what a typical day •Formative assessment
in the school? in their school may look like for a student through class
•Preemptive questions about the book ​Little discussions, answers to
School,​ asking them various questions about the preemptive
questioning about the
 what they think the book will be about, what they book, and teacher
will learn, and what they hope to learn. observations of the
•Class reading of ​the book ​Little School​ by Beth K-W-L exercise and .
Norling
•K-W-L activity: Students pair up and take part in
the K-W-L exercise about the school.
Day 4 •​How am I •Class discussion about other ways students are •​Formative assessment
involved in my involved in schools. will be conducted
school? •Journal Entry - Have students draw or write throughout the oral
other ways they interact with the school outside questioning, the peer
of their home classroom. assessment activity as
•​Students will then partner off and share their well as the conducting a
involvement portfolio check.
Day 5 •​Our school •Ask students to think about their school •Assess students
community community and review the contributions that willingness,
various people (including students) make to the cooperation, teamwork,
school and communication with
•Provide students with a simplified map of the their peers.
school and create a tour with the class using
students favorite places. Have them get into
groups of 4 and create a map together select 3
points of interest
•​Tour the kindergarten kids around the school to
show them their favorite places.
•Points of interest school map for their
portfolio.​Create a piece for their portfolio

What is the How will you

primary assess whether
Lesson What are the primary primary activities in this
objective learning has
# lesson?
of this occurred in each
lesson? lesson?
Week 5: Where do I fit in in my communities?
General and Specific Outcomes:
Social Studies: ​1.1.1.1, 1.1.3.1, 1.1.3.3, 1.1.3.4, 1.1.3.5
Science​: E-1, E-3, E-4, E-5, E-6, E-9, E-10
Day 1 •​What does •​ Prompting questions:What does community mean? •Formative
community What do communities do? assessment through
mean? •​Students will be encouraged to share with the class class discussions
what communities they are apart of and what they do and teacher inquiry.
with their communities. •Teacher
•​ Community Bingo - Students will learn about each observations
other to find an understanding of who is in the throughout activities.
classroom community.
​•​Students will be given bingo sheets with various
statements such as “I have a pet.” “I speak more than
one language.” “I go to the library”.
•​Students will try to find classmates in which the
square applies to and have them write their name.
Day 2 •​What •Class reading of the book​ Communities in My World •Formative
communities by Ella Cane assessment:
do I belong •​Activity: In what ways do we belong to groups? Teacher discussion
to? Students will use sentence starters and prompts to of activity, teacher
answer what groups they are apart of, why
observations during
communities are important, what they mean to the
activity to evaluate
student and how students feel when they are with their
groups. progression of
understanding of
communities and
groups.
Day 3 •Communitie •Objective: Examine animal communities •Formative
s in the Students will go on a trip to the zoo and use cameras assessment:
animal world to take photos of: Teacher
-Different kinds of animal communities and observations of
(Field Trip) relationships. sharing circle and
-What animals need to survive. student photos.
-What environments animals live in.
-Animal plant relationships.
Students will work together in small groups

Sharing circle: Students will share their favorite photo

and explain what the photo represents.
Day 4 •Comparing •Nesting Diagrams: Students will complete nesting •Formative
communities diagrams examining the different groups they are assessment:
apart of, where they fit in, and where they live. Teacher
Students will examine the self, family, school, observations during
community and other groups they are apart of. nesting diagram
Teacher must provide a few samples. activity and peer
•Students will share their nesting diagrams with a assessment
 classmate and will reflect upon 3 things that they •Nesting diagram for
learned, 2 things that they found surprising and one portfolio check in
thing that they want to learn more about their partner.

Day 5 •Our •Sharing Circle: Students will gather in sharing circle •Formative
communities and share with the class what they are going to be assessment:
doing during the weekend. Students reflection of
•Students will consider ideas by others and voice peer’s weekend
comments and questions towards other students’ activities, assess
weekend plans. students
•Reflection: After the sharing circle, students will conversation and
reflect upon the weekend plans of other students and listening skills.
will discuss what they found interesting about one or
more other students. Students can do this in the form
of writing, recorded audio or video.
Summative Assessment
For this week's summative assessment, students will complete nesting diagrams to add to their portfolio.
Students will examine the different levels of communities and groups that they are apart of and compare
diagrams with another student. This activity will be completed individually. Refer to rubric to assess
students portfolio as a whole at the end of the unit.

What is the
primary
Lesson objective of What are the primary primary activities in
# this lesson this lesson?
in your own
words?
Week 6: Putting the pieces together
General and Specific Outcomes:
Social Studies:​ 1.1.3.5, 1.1.4.2
Day 1 Unit Review - •​U-Shaped discussion: The final week of the
The Feeling unit will begin with a student led discussion
of Belonging where they will be prompted to discuss the
various learnings and understandings they
have experienced throughout the unit.
•Brainstorming - The teacher will lead a
class brainstorming session, asking
students to list the various ways that each of
the students can belong. The teacher
should create a list on the board or on a
large piece of paper with the suggestions
being added by the teacher.
• ​Journal Entry: Students will be adding an
entry to their journal
How will you assess whether
learning has occurred in
each lesson? How will you
employ formative
assessment?
•​Formative: based on the class
discussion via a sharing circle,
the brainstorming session, and
student conference, the
teacher will gain an
understanding of the overall
knowledge the students gained
throughout the unit in relation
to the essential question.
Summative: the journal entry
will be scored based on a
rubric/checklist that the
students are given. Based on
the discussion, students will
 •Student Conference: One on one
conversation with students to check their
level of completion of portfolio and to guide
students on how to finish.
Day 2 Time Capsule •​Class Discussion - Think-Pair-Share:
Students will think about where they fit in
based on what they’ve learned over the unit.
They will then share that with a classmate.
The class will have a discussion based on
everyone’s conversations.
•​Activity - Time Capsule Recording:
Students will record a positive message
about where they fit in and some advice to
their future self to be listened to at the
beginning of grade 2. Teacher will have
record time capsule messages in small
groups.
•​While students are waiting they can
complete any outstanding work from the unit
in preparation for the Student Showcase
Day 3 What Did I •​Book Reading - What I Like About Me? by
Learn Allia Zobel Nolan.
Celebration •​Activity - Students will participate in a
Party sharing circle where they discuss what they
liked/disliked over the course of the unit,
address any outstanding questions students
might have
•Self-review: Following the teacher going
through the final requirement for the
portfolio and showcase, students will be
asked to determine if each part of their
portfolio is complete, as well as make any
necessary changes
•​Finish preparation for Student Showcase
Day 4 Showcase •In groups, students will take part in sharing
Prep their portfolios. Students will be instructed to
provide two comments about what went
well, and one comment on how to improve
•​Finish all outstanding work from weeks 1-5
•Celebration of hard work and learning with
a mini in-class party with a focus on the
various ways in which student fit in.
know the need to include
something about their self,
home, school and community.
They will be required to draw 2
of the 4 areas and write about
2 of the 4 areas of their choice.
•​Formative: based on the
Think-Pair-Share and
participation in the Time
Capsule class discussion and
brainstorm the teacher will be
able to formatively assess
students learnings and
understandings in relation to
specific unit objectives.
•The teacher will also be able
to formatively assess where
each student is at in regards to
the work they have completed,
and what else needs to be
done as it pertains to each
students portfolio.
• Formative assessment will be
conducted throughout the
lesson by gauging students
response during the sharing
circle.
•The self-review portion of the
lesson will provide the teacher
with an opportunity to assess
where each student is at in
regards to completion of their
portfolio, as well as allow the
student to see where there are
gaps in their portfolio
requirements.
•Students sharing their
portfolios with each other will
provide them with an
opportunity to evaluate their
portfolio in relation to other
students in their class. They
will also receive positive
feedback and one suggestion
 to improve their portfolio
components.
Day 5 Student •The class will participate in a student led •The portfolio showcase will
Showcase showcase, displaying and exhibiting the itself be a way to conduct
various works that comprise their individual formative assessment of
portfolios. This showcase is intended to be overall learnings by listening to
shown to the buddy kindergarten classroom students conversations around
from the student tour activity, or to another their portfolio when discussing
grade one class with permission from their them with the audience class.
teacher. Summative assessment for the
student showcase is described
in detail below.
Summative Assessment
There will be a journal entry that will be scored based on a rubric/checklist (Appendix A) that the students
are given. The checklist-style rubric will be reviewed as a class before students start their entry. As a
class, we will determine requirements for the journal entry for example elements of identity such as self,
home, school and community. They will be required to draw two of the four areas and write about two of
the four areas of their choice.
After the six weeks, students will have completed weekly activities that they will culminate in a portfolio
that empases all of their learnings. This portfolio is the ultimate learning artifact that teachers will gather,
assess summatively, and be able to show it to parents for parent teacher interviews. We are aiming to
assess, writing, drawing, grammar and punctuation, clarity and expression, organization and neatness,
overall understanding of requirements, completion, and creativity and innovation.
ELL Supports and Benchmark Assessments
This lesson plan provides the teacher an opportunity to assess ELL students Listening and Speaking
skills and to measure them in relation to Grade Level utilizing ELL Benchmarks as set out Learn Alberta.

● Grouping in the Classroom

● Explicit instruction in reading and writing strategies
● Attention to vocabulary, grammatical forms and language functions required for academic task
● Differentiation: Scaffold support for learning tasks such as supports for rehearsal, editing, and
expanding on ideas. Written productions will be tiered by difficulty. For example, writing
activities progress from word/picture associations, to cloze activities, to writing with a model, to
independent writing.
● Ample discussion and contextualization of a topic before reading or writing.
● Visuals with text, concept maps
● Interactive multimedia at appropriate level
● Text to speech and translation technologies
Benchmark assessment: ​Assessment of ELL students via the Alberta Government’s Benchmarks,
Strategies and Resources. Specifically Listening and Speaking Skills, see Appendix B
(Learn Alberta, 2012)
APPENDIX A
 Appendix B

Benchmark Assessment of ELL Skills

Linguistic: Vocabulary ​(knowledge of words and their meaning)

Understands a range of words (approximately 15,000)*, including: utility words descriptive

words subject-specific words academic words.

Linguistic​: ​Syntax ​(knowledge of word order and sentence structure)

Understands: compound sentences complex sentences on familiar topics.

Strategic:​ ​Questioning ​(knowledge of ways to seek information)

Responds to: open-ended questions.

Socio-Linguistic​ (awareness of social and cultural factors influencing the way language is

used)

Responds appropriately to: common social expressions, intonation idiomatic expressions, in

formal and informal contexts.

Discourse ​(knowledge of how ideas are organized and connected)

Understands: main ideas of discussions and presentations on familiar and unfamiliar topics

clauses and sentences connected with: common conjunctions time markers sequence markers.

Auditory Discrimination​ (ability to hear differences in the sounds of letters and letter

combinations)

Understands: familiar reduced speed, contractions.

Linguistic: Vocabulary​ (knowledge of words and their meaning)

Uses a range of words (approximately 15,000)*, including: utility words descriptive words

subject-specific words academic words to: express ideas ask and answer questions make

statements.

Linguistic: Grammar​ (ability to form sentences conforming to the rules of English)

Uses: plurals possesive pronouns, prepositions, verbs in continuous and simple past tenses

with verb agreement and tense errors.

Linguistic: Syntax​ (knowledge of word order and sentence structure)

Uses: complex sentences varied word order.

Strategic ​(knowledge of techniques to overcome language gaps)

Uses techniques, such as: message replacement, everyday expressions, everyday questions.

Socio-Linguistic​ (awareness of social and cultural factors influencing the way language is

used)

Uses: common expressions, slang, idioms, , gestures, used by peers.

Discourse ​(knowledge of how ideas are organized and connected)

Connects ideas using: common conjunctions, time markers, sequence markers, prepositional

phrases, to: share ideas, ask questions, describe, explain.

Pronunciation ​(ability to produce comprehensible speech)

Demonstrates: comprehensible pronunciation, appropriate intonation, in unfamiliar and

unrehearsed activities, with occasional errors.