Ashley Pasiciel1

Ashley Pasiciel
Evaluation: Assignment 4
Professor Keith Griffioen
November 4th, 2016

Ashley Pasiciel2
Assessment Rationale: Lesson 2
1)
Each formative assessment scaffolds towards the final performance task. Basically, I
wanted the lesson to introduce a new type of genre to the students. This will give choice as to
what format they want to write their performance task story. Perhaps, they will want to stage it as
a twisted fairy tale for example. Students will take their character sketch made in lesson two and
use it as their main character in their Your Story performance task. I think this will allow the
story planning to go more smoothly.
I chose to incorporate class discussion as a form of formative assessment. This allows
me to see what students already know about characters and what they picked out from the story.
Ill also be able to see if I need to go over more of the content. I chose to use the worksheet as a
formative assessment because my main goal is to assess their character in the summative
performance task. This will give students time to brush up their characters if they have made any
mistakes or if theyve thought of more ideas. It is also good for me as the teacher because I will
be able to see if students understood what I was teaching, as well as if I need to re-teach or
review any aspects in the following lesson.
2)
Validity is clearly reached in this assignment because I am determining if a student has
developed foundational understandings (Gareis & Grant, 2015, p. 26). They will have this down
because the content is being scaffolded; starting very basic, and advancing to more difficult
content. Ive considered construct validity because I have considered all types of students in my
classroom such as ELL and students who struggle with language arts. This will allow those
students to also participate to the best of their ability (Gareis & Grant, 2015, p. 30). Content
validity is also considered for this assignment because my lesson meets the course outcomes
(Gareis & Grant, 2015, p. 31). Consequential validity is also considered because students will be
given enough information in order to complete the Character Sketch worksheet. By scaffolding
the lesson and incorporating differentiation, students will have an equal opportunity to success
(Garies & Grant, 2015, p. 35). This aspect shows that I have considered fairness. Since we will
be discussing all the aspects of the worksheet in the group discussion, students should have an
understanding as to what they will be formatively assessed on. This will contribute to
consistency because students will hopefully know what they need to do, thus stay on task
3)
I am using formative assessment strategies to assess my students prior knowledge of the
genre. I am also using this to see what students learned in each lesson. For example, I will ask
students if they are familiar with the mother goose tales and if they know what a twisted fairy
tale is. I will then ask the students what they think the story will be about. I think this will be a
good way for students ideas to get flowing. The formative assessment worksheet is a character
sketch. Students will be creating their own unique character, with a brief description. This will
allow me to see if students understood the outcomes of identifying main characters and use
descriptive words to elaborate ideas on that character.
This provides a sequence to the performance task, because students will be using the
character they have created as the main character in their Your Story story. This is a good
starting ground for the performance task because students will have some of the work done
already. They will also have some basic knowledge as to what a good character sketch should

Ashley Pasiciel3
entail, such as personality, what the character does, where it lives and what it looks like. This
also leads into the next lesson because students will continue exploring genres, more specifically
by looking at myths and legends. Lesson two is a good segway for the formative assessment in
lesson three because they need to use what they learned in lesson two to describe the characters
for their Story Map. It is clear that the students knowledge as to what a character is and their
role is scaffolded through this process. My goal was for all three of my lessons to be connected
together through genres, and I believe I achieved that.
LessonPlan#1
Grade/Subject:Grade2,LanguageArts
Unit:ExploringGenres
LessonDuration:30mins
Date:November4th,2016
KSAs:2,3,5,6,7,9,11.
OUTCOMESFROMALBERTAPROGRAMOFSTUDIES
GeneralLearningOutcomes:
2.2Studentswillcomprehendandrespondpersonallyandcriticallytooral,print,andother
mediatexts.
SpecificLearningOutcomes:
2.2.1Studentswillengageinavarietyofsharedandindependentlistening,readingand
viewingexperiences,usingoral,printandothermediatextsfromavarietyofcultural
traditionsandgenres,suchaslegends,videoprograms,puppetplays,songs,riddlesand
informationaltexts
2.2.3Studentswillmodelownoral,printandothermediatextsonfamiliarforms
2.2.5Studentswillconnectsituationsportrayedinoral,printandothermediatextsto
personalandclassroomexperiences
LEARNINGOBJECTIVES
Studentswill:
1) EngageinasharedreadingactivityonthebookATicketAroundtheWorldbyNatalia
Diaz(whichisaboutdifferentculturesandtraditions).
2) Modeltheirownfamilytraditionsthroughtheuseofvariousmediums.
3) Connectcelebrations/traditionsportrayedinthebooktotheirownpersonal
experiences.
ASSESSMENT
Observations:
KeyQuestions:
Iwillobservestudentsresponsesto
Whatisatradition?Whatisa
thecelebrations/traditionsthateach
celebration?(L.O#1).
culturehas(L.O#1).
Whatkindsofdifferent
Iwillread/viewtheresponsesabout
traditions/celebrationsdopeoplehave
whatkindsoftraditions/celebrations
aroundtheworld?(L.O#1&3)
thateachstudenthasintheirfamily
Whattraditionsandcelebrationsdoyou
(L.O#2&3).
haveinyourfamily?(L.O.#2&3).
Written/PerformanceAssessments:
Studentswilldiscussdifferenttraditionsandcelebrationstheylearnedfromthebookinaclass

Ashley Pasiciel4
discussion(L.O.#1).
Studentswilldemonstratewhattheirownfamilystraditions/celebrationsarethroughwritinga
smallreflectionandcreatinganillustration(L.O.#2&3).
Modifications,Adaptations.Accommodations.Differentiation.
ForESLstudents,theirwrittenassessmentcanbeshorteriftheychoose.Insteadof
writingasmallparagraph,theycanwriteoneortwosentences,andelaborateontheir
drawingtoshowtheirunderstanding.
Studentswhostrugglewiththeirwritingskillsmaywritetwosentencesopposedto
five.Theywillalsoelaborateontheirdrawingtoshowtheirunderstandingifthat
makesmoresensetothem.
Forstudentswhodonthaveanyfamilytraditions/celebrationsIwillhavethem
describeoneofthetraditions/celebrationwediscussedinthebook,anddrawapicture
thatpertainstothat.
LEARNINGRESOUCESCONSULTED
Resource#1:
AlbertaLearning.(2000).Englishlanguagearts.ProgramofStudies.Retrievedfrom
https://education.alberta.ca/media/160360/elaposk9.pdf
Resource#2:
Diaz,Natalia.(2015).ATicketAroundtheWorld.(AvailableattheLethbridgePublic
Library).
MATERIALS&EQUIPTMENT
ATicketAroundtheWorldNataliaDiaz.(AvailableattheLethbridgePublic
Library).
Enoughworksheetsfortheclass(theywillbemadepriortothelesson).
Artsupplies(crayons,markers,pencilcrayons).
Pencils
PROCEDURE
Introduction(5min):
Hook/AttentionGrabber:Therearemanyuniquetraditionsandcelebrationsaroundtheworld.
AssessmentofPriorKnowledge:Doesanyoneknowwhatatraditionis?Whatisa
celebration?
ExpectationsforLearning&Behaviour:Todayslessonisgoingtobeaboutlookingat
differentcountriestraditionsandcelebrationsaroundtheworld.Itsimportantforustobe
openmindedbecauseeverycountryisuniqueintheirownway.DuringthestoryIwouldlike
youtositquietlyonthemagicreadingcarpetandlistencarefully.Ifyouhaveanyquestions,
pleaseaskafterIamdonereadingeachpage.Wewillbedoingsomereflectingafterthestory
throughwritinganddrawing,soanytimeIsay1,2,3Iwanteyesonme.Itsimportanttoday
wearecreativeandstayontask
AdvanceOrganizer/Agenda:MakesureIhaveallphotocopiesforthereflectionreadytogo.I

Ashley Pasiciel5
alsoneedtomakesureIhavethecrayons,markersandpencilcrayonsreadytogo.
TransitiontoBody:Todaywearegoingtolearnaboutdifferenttraditionsandcelebrations
thathappenaroundtheworld.
Body(22min):
KeyQuestions:Whatkindsofdifferenttraditionsdopeoplehavearoundtheworld?Doyou
knowofany?
LearningActivity#1:SharedReading
Studentsgatheronthemagicreadingcarpet.
TeacherreadsstudentsthebookATicketAroundtheWorldbyNataliaDiaz.(L.O.#1).
Assessment/Differentiation:N.A.
KeyQuestions:N.A.(seelearningactivity#2).
LearningActivity#2:GroupDiscussion(formativeassessment).
Studentsaskquestions/haveagroupdiscussionaboutdifferenttraditionsandcelebrationsin
thebook.
Assessments/Differentiation:
Teacherformativelyassessesstudentsunderstandingofwhatatradition/celebrationthrough
facilitatingaclassdiscussionaboutthebook(L.O#1).
KeyQuestions:Doyoucelebrateanyspecialtraditions/celebrationsinyourfamily?Arethere
anytraditionswetalkedaboutinthisbookthatyoualsohaveinyourfamily?(L.O1,2&3).
LearningActivity#3:Reflection(formativeassessment).
Studentswillthinkofatraditionorcelebrationtheyhaveintheirfamily.
Theywillwritedownwhatthetradition/celebrationisandwhattheydoforit.
Studentswithcreateapicture/drawingofthetradition/celebration.Theycanget
creativehereandcolourit.
Assessment/Differentiation:Studentswillwritedownwhattradition/celebrationtheyhavein
theirfamilyandwhatkindofactivitiestheydotocelebrateit.Theywillalsoandcoloura
picturetohelpillustrateit(L.O.#2&3).
**ifstudentscantthinkofatradition/celebrationtheyhaveintheirfamilytheycanwriteand
drawaboutoneoftheexamplesfromthebook.Thiswayeverystudentisincludedinthe
activity.
SpongeActivity:Oncestudentsarefinishedtheycanpartnerupwithanotherstudentwhois
finishedandsharetheirtradition/celebrationthattheyreflectedon.Studentswillbeableto

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shareideashere.

FormativeAssessmentTools:
Students will be assessed formatively twice in this lesson (learning activity #2 & 3).
The first is during the group discussion, where we will talk about the book A Ticket Around the
World. Basically, I will be looking to see what students got out of the book. Did they learn any
new traditions/celebrations? What stuck out for them? I want to make sure my students have a
strong understanding as to what exactly a tradition and celebration is before they move onto
the worksheet. I will then proceed by asking student if they have any traditions/celebrations
they celebrate in their family. Students can share with the class as part of the group discussion
if they feel comfortable.
Next, students will complete a worksheet. They will write 2-5 sentences about a family
tradition/celebration they have in their family. They will also draw a picture to accompany it.
This will help me as the teacher to better understand what they are trying to portray. Basically,
I am looking for students understand the concept of traditions and celebrations. As mentioned

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in my lesson plan, if students cant think of a tradition/celebration they can write about one
they learned from the book. This will also show me that they understand the concept and were
paying attention during the reading.
Closure(3min):
Consolidation/AssessmentofLearning:Whatisonenewtradition/celebrationwetalkedabout
today?Arethereanynewtraditions/celebrationsyouwanttotrywithyourfamily?
FeedbackfromStudents:Answerstothequestions.
FeedbacktoStudents:Awesomejobtodayclass.Youweregreataboutbeingopenminded
towardsnewculturesandthetraditions/celebrationsthattheyhave.Ilovedlearningabout
whattraditionsandcelebrationsyouhaveinyourfamilies!
TransitiontoNextLesson:Tomorrowwewillbelookingatadifferenttypeofgenreofstory.
Letscleanupallourartsuppliesandgetreadyforrecess.
Reflection:N.A.

Name:____________________

Do you have any traditions or celebrations in your family?

1) Describe a special tradition or celebration you do with your family
in 2-5 sentences.

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2) Draw and colour a picture of the tradition or celebration.

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
LessonPlan#2

Grade/Subject:Grade2,LanguageArts
Unit: ExploringGenres
LessonDuration:30mins
Date:November4th,2016
KSAs:2,3,5,6,7,9,11.
OUTCOMESFROMALBERTAPROGRAMOFSTUDIES
GeneralLearningOutcomes:
2Studentswilllisten,speak,read,write,viewandrepresenttocomprehendandrespond
personallyandcriticallytooral,printandothermediatexts.
4Studentswilllisten,speak,read,write,viewandrepresenttoenhancetheclarityand
artistryofcommunication.

Ashley Pasiciel9

Specific Learning Outcomes:

2.2.7 Students will look at alternative endings for oral, print and other media texts.
2.3.3 Students will identify main characters, places and events in a variety of oral, print and
other media texts.
2.4.2 Students will add descriptive words to elaborate on ideas and create particular effects in
oral, print and other media texts.
4.1.3 Students will proof read their work; capital letters, punctuation at the end of sentences
and errors in spelling.
LEARNINGOBJECTIVES
Studentswill:
1) Investigatealternativeendingsoftexts.Morespecificallywewillbelookingatthe
bookMotherBrucebyRyanT.Higgins.
2) Studentswillcreatetheirownmaincharacterthroughtheuseofacharactersketch.
3) Studentswilldescribetheircharacter.
4) Studentswillproofreadtheirworktomakesuretheyhavecapitalletters,punctuation,
andnospellingerrors.
ASSESSMENT
Observations:
KeyQuestions:
Iwilllookattheuniquecharacters
Isanyonefamiliarwiththemother
studentsarecreatingthroughtheir
goosetales?(L.O.#1).
charactersketchworksheets(L.O#1,
Whatisatwistedfairytale?(L.O#1).
2,&3).
Letstakealookatthisbookcalled
Iwilllistentotheclassdiscussion
MotherBruce.Whatdoyouthinkthis
regardingthekeyquestionstoseeif
bookisabout?(L.O.#1).
studentsunderstandwhatamain
Whoisthemaincharacterinthestory?
characterandtwistedfairytaleis.
(L.O.#2).
(L.O.#1,2&3).
Whataresomethingsthatmakea
IwilllookoverstudentsCharacter
characterunique/special?(L.O.#2&
SketchWorksheetstocheckof
3).
punctuation,spellingandcapital
letters(L.O.#4).
Written/PerformanceAssessments:
Studentswillworkindividuallytocreateacharactersketchoftheirownuniquecharacter.This
couldbeatwistedversionofaclassiccharacter,suchasviewedinMotherBruceorcreate
theirownuniquecharacter(L.O#1&2).
Studentswilldescribethatcharactertheyhavecreated(L.O.#3).
**Studentswillbeusingthischaractertheyhavecreatedintheirperformancetasksummative
assessmentattheendoftheirminiunit.
Modifications,Adaptations.Accommodations.Differentiation.
StudentswhostrugglewithwritingorareESLmaywritelessinformationregarding

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10
theircharacter,insteadtheyneedtoelaboratetheirdrawingtohelptheteacher
understandwhattheyaretryingtoportray
LEARNINGRESOUCESCONSULTED
Resource#1:
AlbertaLearning.(2000).Englishlanguagearts.ProgramofStudies.Retrievedfrom
https://education.alberta.ca/media/160360/elaposk9.pdf
Resource#2:
Higgins,Ryan.(2015).MotherBruce.(Ihaveacopyofthebook).

MATERIALS&EQUIPTMENT
MotherBrucebyRyanT.Higgins.
Charactersketchworksheets.(enoughcopiesmadepriortothelesson).
Pencils
Artsupplies(Crayons,markers&pencilcrayons.)
PROCEDURE

Introduction(5min):
Hook/AttentionGrabber:Todaywearegoingtolookatanewgenre.Itsoneofmy
favouritesthetwistedfairytale.
AssessmentofPriorKnowledge:IsanyonefamiliarwithMotherGoosetales?Doesanyone
knowwhatatwisterfairytaleis?
ExpectationsforLearning&Behaviour:Intodaysclasswewillbeexploringanotherunique
genre;Thetwistedfairytale.WewillbelookingatanotherstorytodaycalledMotherBruce.
Afteryouwillbecreatingyourownuniquecharacter.Perhapsyouwanttothinkaboutideas
youlikefromthestory?Listencloselyandletsgetthosecreativethinkingcapson!Weare
goingtositonthemagicreadingcarpetlikewedidyesterday.Everyonedidsuchagreatjob
listeningyesterday!Iknoweveryonewilldogreatagaintoday.Wewillbedoinganactivity
afterthestory,sorememberwhenIsay1,2,3Iwanteyesonme.Letsgetstarted!
AdvanceOrganizer/Agenda:MakesureIhavethecharactersketchworksheetsphotocopied
andreadytogofortheclass.Ialsoneedtohavepencilsandtheartsupplies(pencilcrayons,
markersandcrayons)onmydesk.Iwillalsohavethebookoutonmydeskbeforethelesson
soIdontwastetimelookingforit.
TransitiontoBody:Letslookintowhatatwistedfairytaleexactlyis.
Body(22min):
KeyQuestions:WhatdoyouthinkthebookMotherBrucewillbeabout?(L.O.#1).
LearningActivity#1:SharedReading
Studentswillgatheronthemagicreadingcarpet.

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11
TeacherwillreadMotherBrucebyRyanT.Higgins.
Assessments/Differentiation:N.A.
KeyQuestions:Whoisthemaincharacterinthestory?(L.O.#2).
LearningActivity#2:GroupDiscussion(formativeassessment)
Classdebriefsafterthestory.Teacherfacilitatesthediscussion.
Forexample//Whowasthemaincharacter?Whatwashispersonalitylike?Whatdid
thecharacterdo?Wheredoesthecharacterlive?
(Thiswillhelpconnectthebooktotheformativeassessment;charactersketch).
Assessment/Differentiation:Teacherformativelyassessesstudentsunderstandingaboutwhat
happenedinthestory.
KeyQuestions:Whatmakesacharacterunique?(L.O.#2&3).
LearningActivity#3:CharacterSketch(formativeassessment)
Studentswillcreatetheirownuniquecharacter.ItcanbeatwistedcharacterlikeBruce
fromMotherBruceortheycanusetheirimaginationtocreatetheirown.
Theywilldescribetheircharacterbyansweringthefollowingquestions;Whatisthe
charactersname?Whatisthecharacterspersonality?Whatdoesthecharacterdo?
Wheredoesthecharacterlive?
Theywillalsoshowwhatthecharacterlookslikethroughdrawing/colouringapicture.
*Seetheattachedworksheet.
Iwillremindstudentstoproofreadtheirwork.Morespecificallytomakesurethey
haveusedpunctuation,correctspellingandcapitalletters(L.O#4).
Assessment/Differentiation:Theteacherwillformativelyassessthestudentscharactersketch
worksheets.Thisisbecauseitwilltransitiontothefinalsummativeperformancetask.
StudentswhostrugglewithwritingorareESLmaywritelessinformationregardingtheir
character,insteadtheyneedtoelaboratetheirdrawingtohelptheteacherunderstandwhat
theyaretryingtoportray.(L.O.#1,2&3).
SpongeActivity:Oncestudentsarecompletethecharactersketch,theywillpairupwith
anotherstudenttosharetheircharacter.Theywillthengivetheirpartnertwostarsandawish
(seeexampleatendoflesson).Thiswillgivestudentspeerfeedback.Perhapsstudentswill
wanttoaddtotheircharactersketchafter.
FormativeAssessmentTools:
In this lesson students will be formatively assessed twice during learning activities #2 &
3. To debrief about the story there will be a group discussion. I will facilitate this to see what
students got from the story. For example, I will ask; who was the main character? Whatwas
hispersonalitylike?Whatdidthecharacterdo?Wheredoesthecharacterlive?Thiswillbea

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12
goodtransitiontotheCharacterSketchWorksheetstudentswillbecompletinginlearning
activity#3.
Inlearningactivity3,studentswillbecreatingtheirowncharacter.Theywillbe
describinganddrawingapictureofthecharactertheyhavecreated.Thiswillallowmeto
understandwhattheyaretryingtoportray,andiftheyunderstoodtheideaofatwistedfairy
tale.ThekeyideasIwillbelookingforisthatthecharacterhasaname,somepersonality
traits,aspecifichome,andcertainactionsitperforms.Thiswillbeaccompaniedbyapicture.
Thisisagoodassessmentforavarietyoflearnersbecauseitreachesmultipleintelligences.
Closure(3min):
Consolidation/AssessmentofLearning:Doesanyonewanttosharesomethinguniqueabout
thecharactertheycreated?Doesanyonehaveanyquestionsaboutthisgenre?
FeedbackFromStudents:Answerstothequestions/discussion.
FeedbacktoStudents:Wow,greatjobtodayclass.Youwereallsocreative!Ilovedseeing
youcreateyourcharactersbecausetheyarealldifferent!Wewillbeusingthesecharacters
lateronagaininourunit.
TransitiontoNextLesson:Tomorrowwewillbelookingatanothergenretoaddontoour
exploringgenreunit.Letscleanupandgetreadyforrecess.Besuretohandinyourcharacter
sketchinthebasketonmydesk.Awesomejobclass!
Reflection:N.A.

Thissheetwillallowstudentstogiveeachotherfeedbackforthespongeactivity.Thestarsare
fortwocomplimentsontheassignmentandthewishisforsomethingthestudentcanimprove
on.Studentsmayormaynotwanttotakethatfeedbackintoaccount.

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13

Stars & A Wish

Name: _____________

_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________

Ashley Pasiciel
14

Character
Sketch
Name: ______________
Characters Name:
What is the characters
personality?

LessonPlan#3

What does the character

do?

Where does the character

live?

Draw what the character looks like.

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15
Grade/Subject:Grade2,LanguageArts
Unit:ExploringGenres.
LessonDuration:30mins
Date:November4th,2016
KSAs:2,3,5,6,7,9,11.
OUTCOMESFROMALBERTAPROGRAMOFSTUDIES
GeneralLearningOutcomes:
2.2Studentswillcomprehendandrespondpersonallyandcriticallytooral,print,andother
mediatexts.
4Studentswilllisten,speak,read,write,viewandrepresenttoenhancetheclarityand
artistryofcommunication.
SpecificLearningOutcomes:
2.2.1Studentswillengageinavarietyofsharedandindependentlistening,readingand
viewingexperiences,usingoral,printandothermediatextsfromavarietyofcultural
traditionsandgenres,suchaslegends,videoprograms,puppetplays,songs,riddlesand
informationaltexts.
2.2.6Studentswillretelltheeventsportrayedinoral,printandothermediatextsin
sequence.
2.2.4Studentswillusetraditionalstorybeginnings,patternsandstockcharactersinownoral,
printandothermediatexts.
4.1.3- Students will proof read their work; capital letters, punctuation at the end of sentences
and errors in spelling
LEARNINGOBJECTIVES
Studentswill:
1) EngageisasharedreadingaboutGreeklegendscalledTheGodsandGoddessesof
OlympusbyAliki.
2) Discussthetraditionalstorybeginnings,patternsandcharacterstocreatetheirown
versionofthestoryreadinclass.
3) Retelltheeventsportrayedinthereadingthroughastorymapworksheetprovided.
4) Studentswillproofreadtheirworktomakesuretheyhavecapitalletters,punctuation,
andnospellingerrors.
ASSESSMENT
Observations:
KeyQuestions:
IwillreadstudentsthebookThe
Whatisalegend?(L.O#1).
GodsandGoddessesofOlympusby
Whathappenedinthestory?Whowere
Aliki(L.O#1).Teacherwillbe
themaincharacters?Wheredidthe
observingstudentsreactions.
settingtakeplace?(L.O#1&2).
Iwillreviewthebasicpartsofa
Whatarethepartsofastory?(L.O.
story.Iwillbeobserving/formatively
#3).
assessingstudentspriorknowledge
L.O.#3).
Iwillreviewstudentsstorymapsto
makesuretheyunderstoodthestory.
Iwillalsobelookingtoseeifthey
proofreadtheirwork.(L.O.#1,2&

Ashley Pasiciel
16
4).
Written/PerformanceAssessments:
Iwillgooverthedifferenttraditionalpartsofastory.IwillfacilitategroupdiscussionandI
willbeabletoformativelyassessanypriorknowledgestudentshaveregardingthepartsofa
story(L.O.#3).
Asaformativeassessment,studentswillcompletethestorymaps.Thiswillgivemeanidea
astowhatstudentsgotoutofthestoryandiftheyunderstoodwhatalegendis(L.O#1&2).
Modifications,Adaptations.Accommodations.Differentiation
Studentshavetheoptiontodrawpicturestocomplementtheirstorymap.Thismaybe
anoptionforstudentswhoareESLorweakerinregardstotheirwritingskills.
LEARNINGRESOUCESCONSULTED
Resource#1
AlbertaLearning.(2000).Englishlanguagearts.ProgramofStudies.Retrievedfrom
https://education.alberta.ca/media/160360/elaposk9.pdf
Resource#2
Aliki.(1994).TheGodsandGoddessesofOlympus.(AvailableintheUniversityof
LethbridgeLibrary).
MATERIALS&EQUIPTMENT
TheGodsandGoddessesofOlympusbyAliki.(AvailableattheUniversityof
LethbridgeLibrary).
SmartNotebookPresentation.(thiswillbereviewonthepartsofastory).
Pencils
Markers,pencilcrayons,crayons
CopiesoftheStoryMapworksheet(havethisprecopied).
PROCEDURE
Introduction(5min):
Hook/AttentionGrabber:Overtime,peopleallaroundtheworldusedtorelyonmythsand
legendsasaformofentertainment.Basically,theywouldorallypassonstoriesinsteadof
watchingtelevision.
AssessmentofPriorKnowledge:Doesanyoneknowwhatamythorlegendis?
ExpectationsforLearning&Behaviour:Goodmorningclass!Todaywewillbeexploringa
newgenremythsandlegends.Somestorieshavebeenpasseddownforthousandsofyears
bydifferentpeople,allaroundtheworld.WeregoingtobelookingatGreekMythology
today.WearegoingtoreadthestoryTheGodsandGoddessesofOlympusfirst,thenwewill
lookatthedifferentpartsofthestory.Imveryexcitedtosharethisbookwithyou.Remember
whenIsay1,2,3Iwanteyesonme.Everyonedidagreatjobyesterdaywiththeirlistening
skillssoImsurewewilldojustasgreattoday.Letsgetstarted!
AdvanceOrganizer/Agenda:MakesureIhaveallphotocopiesforthereflectionreadytogo.I
alsoneedtomakesureIhavethecrayons,markersandpencilcrayonsreadytogo.

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17

TransitiontoBody:LikeIsaid,therearemythsandlegendsthathavebeenpasseddownfor
thousandsofyears.Manydifferentculturesandcountrieshavetheirownmythsandlegends.
LetstakealookatGreekMythologytoday.
Body(22min):
KeyQuestions:IsanyonefamiliarwithGreekMythology/legends?Haveyoureadanymyths
orlegendstoriesbefore?
LearningActivity#1:SharedReading
Studentsgatheronthemagicreadingcarpet.
TeacherreadsstudentsthebookGodsandGoddessesofOlympus.(L.O.#1).
Assessments/Differentiation:N.A.
KeyQuestions:Whatarethemainpartsofastory?
LearningActivity#2:SmartNotebookPresentation.(Reviewthepartsofastory)(formative
assessmenttoseewhatstudentsalreadyknow).
Studentswillsitattheirdesksforthis.
Wewillgooverthetraditionalpartsofastoryinrelationtothebookweread.(Smart
NotebookPresentation).(L.O.#2).
Forexample;Whatwasthetitle?Whatwasthesetting?Whoarethecharacters?What
happenedinthebeginning,middleandend?
*teacherformativelyassessesstudentsunderstanding.
Assessment/Differentiation:
Teacherformativelyassessesstudentspriorknowledgeandunderstandingofthepartsofa
story.Thisisdonethoughcorrelationwiththebookreadinlearningactivity#1.
KeyQuestions:Whathappenedinthestory?
LearningActivity#3:StoryMapWorksheet.(formativeassessment)
StudentswillcompleteaStoryMapWorksheetonthestoryreadinlearningactivity
#1.
Theywillfillinthesetting,characters,andthemainpointsinthebeginning,middle
andendofthestory.(L.O.#3).
Iwillremindstudentstoproofreadtheirwork.Morespecificallytomakesurethey
haveusedpunctuation,correctspellingandcapitalletters(L.O#4).
*Thisactivitywillhelppreparethestudentsfortheirfinalperformancetask.
Assessments/Differentiation:StudentswillcompleteaStoryMapWorksheet.Iwill
formativelyassessthistomakesuretheyunderstandtheaspectsofastory.Thiswillalso

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18
allowmetoseeiftheyunderstoodthemyth/legendread.Thisisasegwaytotheperformance
task.
SpongeActivity:Studentswilldrawpicturesthatrelatetothestorymap.Thiswillallowmeas
theteachertobetterunderstandtheirideas.
FormativeAssessmentTools:
Similar to my other two lessons, this one also have two formative assessments
(learning activity #2 & 3). I have created a SMART Notebook presentation that reviews the
parts of a story. Im assuming students will have some basic knowledge prior to this lesson.
We will discuss the title, characters, beginning, middle and end parts of a story. Im going to
formatively assess what students prior knowledge is.
Next, students will complete a story map about the story we read in learning activity
#1, Gods and Goddesses of Olympus. I will formatively assess this to see what students took
away from the story, and what stood out to them. More specifically by looking at title,
characters, beginning, middle and end parts of a story. This formative assessment is a good
transition to the summative performance task I have created because it uses a story map as a
planning component.
Closure(3min):
Consolidation/AssessmentofLearning:Didyoufindanythinginterestingaboutthe
myth/legendwereadtoday?Didyoulearnanythingnewaboutthepartsofastory?
FeedbackFromStudents:Answerstoquestions.
FeedbacktoStudents:Goodjobtodayclass!Youseemedtoreallygrasptheconceptofthe
partsofastory!Thatisgreatbecauseitwillleadustoournextassignment(performance
task).IhopeyouallenjoyedtheGreekmythweread.Perhapsyouwanttocheckoutthe
libraryforanotherone,therearemanybooksonlegendsandmyths!
TransitiontoNextLesson:Tomorrow,wearegoingtowriteourownstories.Imveryexcited
tostartthisproject!CaneveryonepleasehandintheirStoryMapworksheetintothebasketon
mydesk,andletscleanupandgetreadyforrecess.Greatworktoday!

Reflection:N.A.
*Note: My the only summative assessment I will be doing for this Mini Unit is the Performance
Task. I believe my students need to grasp the Exploring Genres Unit before they are assessed on
something that is taken in for marks. Since all my lessons connect, the summative assessment
will make more sense and be more meaningful.

Ashley Pasiciel
19

SMARTNotebookNotes:

Ashley Pasiciel
20

Story Map

Name: ___________

Title: ________________________________________
Setting:

Beginning:

Middle:

Characters:

Ashley Pasiciel
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End:

Name: ______________

Its your turn to write a story! The star

of your story is the character you have
already created. While writing, keep in
mind the different genres we have
explored.

Steps:
1. Fill in a Story Map about the story you want to write. The
story needs:
A Title
The main character you have already created
*the story can include more than one character.
Beginning

Ashley Pasiciel
22

Middle
End
2. Show me your Story Map.
3. Start writing your story using the Your Story Worksheets.
4. Draw pictures to go with your story and colour them.

Checklist
-

Does my story have a title?

Did I use my Character Sketch character?
Does my story have a beginning, middle and end?
Did I show my teacher my Story Map?
Did I include illustrations?
Did I colour my illustrations?

Ashley Pasiciel
23

Title: _________________________
Author: ________________________

_________________________________________________
_________________________________________________
_________________________________________________

Ashley Pasiciel
24

________

________________________

________

________________________

________

________________________

_________________________________________________
__

Rubric
Name:

Spelling and
Grammar
(L.O. 4.1.3)

Required
Elements
(L.O 2.2.4, 2.2.7,
2.4.2, 2.2.3, 2.2.1,
2.2.5)

Wow! (3)

Good (2)

Almost (1)

You can read ALL

of my writing. I
used punctuation
and capital letters
in every sentence.

You can read

MOST of my
writing. I almost
always used
punctuation and
capital letters in
sentences.
My story has only
2 parts.

You can read

SOME of my
writing. I used
some punctuation
and capital letters.

My character has
only two
characteristics. I
have a title.

I have a character
but did not really
develop them fully.
I did not include a
title.

My story has all 3

parts: a beginning,
middle and end.
I have a developed
character who has
characteristics;
personality,
actions, and a
certain place
where it lives. My

My story only has 1

part.

Ashley Pasiciel
25

Illustrations
(L.O 2.2.6, 2.2.3)

Comments:

story title is very

unique.
My drawings have
MANY details. I
coloured all my
illustrations.

My drawings have
SOME details. I
coloured parts of
my illustrations.

My drawings have
FEW details. I did
not colour my
illustrations.

Total:

References:
Alberta Learning. (2000). English language arts. Program of Studies. Retrieved from
https://education.alberta.ca/media/160360/ela-pos-k-9.pdf
Gareis, C.R., & Grant, L.W. (2015). Teacher-made assessment: How to connect curriculum,
instruction, and student learning. New York, NY: Routledge.