Assessment Tool Overview

Assessment Assessment
Assessment
Brief Description FOR OF
Tool
Learning Learning
These workshops will help students develop their skills in
persuasive/opinion writing. We will have three workshops
through the unit, each with a different theme: Point of View,
what is an opinion, as well as choosing a side. During the
first workshop, students will learn about what an opinion
means, and look at opinions outside of the classroom
(including favourite color); students will use an organizer to
Wie write an opinion piece about their own favourite color. The
Workshops (x3) next workshop will focus on point of view; we will look at
SLOs: 2.1.5, various places where a point of view completely changes X X
2.2.5, 3.1.2, e e e ec i e a i a i , a d de i ha e
3.3.2 to write about their point of view on a book and tell why.
The last workshop will focus on how to pick a side; this will
lead into students planning for their final assignment for this
unit.
The workshops will all be formative, but at the end of the
unit, students will choose one of the opinion pieces they
wrote to be handed in for marks. The workshop writing will
be marked using a checklist.
This assignment will ask students to think about what we
know about B.B. Wolf from Little Red Riding Hood and The
Wanted Poster Three Little Pigs. Students will combine text and images to
record the name of the character, a description of what he
SLOs: 2.2.5, looks like, where he was last seen, important events that help X
2.2.8, 2.2.9, explain why he is wanted, and reasons why the character
2.3.4 behaved the way he did. This assignment was adapted from
the Alberta Assessment Consortium.
Students will be evaluated using a checklist.
Compare/ The compare/contrast will take place for both Little Red
Contrast Riding Hood and The Three Little Pigs. This will be a group
activity where we will track representations of the Big Bad
X
SLOs: 2.1.5, Wolf in two different versions of these stories. We will note
2.2.8, 2.3.4, what is different, and what is the same. This will be done in
3.1.2 order to help students understand perspective as well.
Editorial This project will introduce students to the idea of visual
Cartoon persuasion. Students will look at various political/editorial
cartoons that reflect the authors opinion on a certain topic,
X
SLOs: 2.2.8, and we will work to create our own editorial cartoon that will
2.2.9, 2.3.4, work in conjunction with the opinion paper at the end of the
3.1.2 unit. Students will see that there is more than one way to get
 your opinion across to an audience, even if that is without
words. The visual that students create will reflect their own
opinion of B.B. Wolf, and will depict their individual answer
to: how bad is he?
This will be assessed using a holistic rubric.
Thi i be a eade hea e ac i i i hich de
will participate in a court case between B.B. Wolf and Curly
Pig. Students will have different parts, and we will have
Mock Trial extensive conversation surrounding this representation of
B.B. Wolf. The mock trial is a good representation of
SLOs: 2.1.5, e ec i e beca e he e a e cha ac e ha b h X
2.2.8, 2.2.9, sides. Students will see a new perspective on the wolf
2.3.4, 3.1.2 through this activity; the end of the trial is a cliffhanger in
hich e d fi d if he f i guilty or not. This will
e a c e a i ab de i i he f g i
or innocence.
The character map will bring together all the reading we
have done about the Big Bad Wolf, in classic fairy tale texts
Character Map as well as wolf stories from other cultures. Students will
bring their learning from various texts together to come up
SLOs: 2.2.5, with a sound character map for B.B. Wolf. This will help X
2.2.8, 2.2.9, students to draw on information to support their own
3.3.4, 3.1.2 opinions on the wolf.
This activity will be done as a class and be based around
discussion.
Students will use an OREO planner, and other mind-map
organizers (if they wish) to help them choose an opinion
Opinion Paper
about how bad the Big Bad Wolf really is. This will be the
Plan
first step in students actually writing their own persuasive
piece in which they will try to convince the audience to
SLOs: 2.1.5, X
believe their opinion. This will be used as a formative
2.2.5, 2.2.8,
assessment (assessment FOR learning) because it will help
2.2.9, 2.3.4,
me to gauge where the students are at. If students are well-
3.3.2
planned, we can move on to the editorial cartoon, or spend
some more time planning (classes can be moved around).
This is the final performance task for the unit. Students will
bring together everything they have learned from this unit
about opinion, point of view and character to come to a
conclusion about how bad the Big Bad Wolf is. Students will
Opinion Paper follow their plans and form a well written mini essay.
This opinion paper will coincide with the opinion that they
SLOs: 2.1.5, formed in order to create their editorial cartoon. The written
X
2.2.5, 2.2.8, and visual portion of this assignment will be presented in a
2.2.9, 2.3.4, celebration of learning.
3.3.2 The celebration of learning will involve students speaking
about their opinions. The project will be assessed using a
checklist and a holistic rubric to ensure students can be clear
on expectations.

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 I chose not to list this on the initial assessment blueprint
because discussion and observation are woven throughout
Discussion/ the entire unit as a part of formative assessment; these things
X
observation do not directly address outcomes for our unit but are built
into each lesson to guide student learning and understanding.

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