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English Language Arts 8

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Sharmayn Hollinger

on 25 July 2013

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Transcript of English Language Arts 8

Language Arts
Interdisciplinary Unit of Study
Social Studi

Grade Eight
Inquiry Based Learning
Canadian Culture
English Language Arts
Comprehend and Respond
Outcome 8.4
English Language Arts
Comprehend and Respond
Outcome 8.5
English Language Arts
Compose and Create
Outcome 8.2
English Language Arts
Compose and Create
Outcome 8.3
Social Studies
Interactions and Interdependence of Nations
8.4 View critically and demonstrate comprehension of a variety of visual and multimedia texts including videos, television broadcasts, informational presentations, dramatic presentations, websites, and news programs to locate and interpret key messages and details, to develop conclusions, opinions, and understanding, and to evaluate the effectiveness of the text.
Listen critically to understand, gather information, follow directions, form an opinion, and analyze oral presentations for diverse opinions, presenter’s point of view, values, and biases, stereotypes, or prejudices.
Outcome: CC8.2Create and present a group inquiry project related to a topic, theme, or issue studied in English language arts.
Select and use the appropriate strategies to communicate meaning before (e.g., plan, organize, and sequence ideas to fit purpose, point of view, and format), during (e.g., use and maintain appropriate point of view for audience and purpose), and after (e.g., revise final drafts and presentations to ensure that the format and patterns within that format contribute to the effectiveness of the composition) speaking, writing, and other representing activities.
IN 8.1 Investigate the meaning of
culture and the origins of Canadian
cultural diversity
English Language Arts Outcome CC 8.2
English Language Arts Outcome CR 8.5
English Language Arts Outcome CC 8.3
English Language Arts Outcome CR 8.4
Social Studies Outcome IN8.1
Content and Skills
Technology we have access to utilize
Smart Board
Digital and Video
Use of

Social Studies Outcome IN 8.1
English Language Arts Outcome CR.5
English Language Arts Outcome CR8.4
English Language Arts Outcome CC8.3
English Language Arts Outcome CC8.2
Social Studies Lesson 1 & 2 Introduction and Implementing Strategies
English Language Arts : In our classroom we utilize the Daily Five Balanced Literacy Framework
Effective Group Work
Discuss with students the importance of collaboration. As a class brainstorm a list of what effective group work looks like, feels like, and sounds like. Together as a group make a poster of guidelines for effective group work that everyone agrees upon and hang in the classroom.
English Language Arts
To implement the outcomes the literacy framework we have set up in our classroom will be utilized, definitive lessons can not be made as instruction is constantly adapting to suit the needs of the learners. In the following frames I will provided examples of lessons that may take place depending on students knowledge. Through assessment as learning the lessons will be adapted.
Whole Group Instruction
In the whole group instruction the strategy used is I do, we do, you do.
Concepts that are taught during this instruction are as follows:
-Writing Process
-Use of graphic organizers, various styles are introduced providing students with choice.
-Finding and restating authors message in various forms of text
-Explicit teaching of the following literacy strategies: Main Idea, determining importance, inferring, predicting, activating prior knowledge and making connections.
-Explicit teaching of: Effective note taking and various ways to records and organize information. The use of technololy to enhance or assit are taught.
Group lessons are used as the need arises from the data gained through ongoing assessment.
Whole Group Instruction
The literacy framework allows the teacher to meet with small groups or individual students in three twenty five minute intervals daily. During our meeting time we can work on any strategy I assess where the student is not meeting indicators within the outcomes. An example of a small group lesson is: sitting with a group of students and compare two stories and together completing a venn diagram to compare the two.
Small Group Instruction
Thank You for viewing my first prezi!
If you would like further information on how we assess in our classroom please view the first two minutes of the video.

In our division students are graded in terms of how they are meeting the outcomes.
B- Are they beginning to meet the outcome?
P-Are they progressing toward the outcome?
M-Are they meeting the outcome?
E- Are they Established at the outcome?
Assessment in Regina Public Schools
Class set of laptops
Ipod touches
Digital Cameras
Video Cameras
Smart Board
Students will be able to make an interactive project that can be easily viewed by the entire class. The smart board can also be utilized for making the presentation allowing the whole group to be participating at the same time and configuring assignment.
Students are provided with a great deal of choice in how to present their final project. Some students may choose to make a video while others may wish to use pictorial form over written form. Cameras and videos may also be used to enhance the assignment.
Students have access to Ipads & Ipods, they can utilize apps to organize information, to plan, to research, they can record, they can use the internet, they can access web based graphic organizers, they can use interactive websites to gain a deeper understanding for themselves and group members.

Prior to the beginning of each unit in the class learner
profiles are taken into conderation (teacher assessess readiness or assessment for learning), students self assess
their abilities, and quick activities are done to measure where each student is at and the amount of background knowledge they have in the area.
utcomes and Indicators were derived from:
WNCP (Western & Northern Canadian Protocol)Social Studies Framework
Curriculum Standards for Social Studies - National Council for Social Studies
Canadian National Standards for Geography - Canadian Council for Geographic Education
Previously existing Social Studies curricula in Saskatchewan and other jurisdiction
in Social studies will:
pose new questions or explore existing issues or problems
make connections to prior knowledge (constructivism)
plan the inquiry process
access information using a variety of sources and considering diverse perspectives
evaluate alternative decisions and their consequences
make a decision or plan a course of action
take appropriate action.
Assessment for learning will be done using a RAN chart. This way I am able to see what the students already know. I can adapt lessons if need be. (This is an actual unit I will be doing with my students and when I did the RAN Chart with them last week I learned very few of my students new how many provinces and territories are in our Country. Due to the information I gained from this assessment it was apparent that before I begin this unit I must first ensure they have an awareness of the country they live in. Students will also put their picture on the bulletin board under one of the four categories. Beginning, Progressing, Meeting, Established.

What I think I know Confirmed Misconceptions New Information Wonderings
Assessment as learning is ongoing assessment done to verify students are working towards meeting the outcome and differentiation may be required, as well as teacher involvement may need to be increased or decreased.
Assessment of learning is measuring if students have gained knowledge of the indicators and meet the learning outcome.
One of the greatest resources in our classrooms today is the computer and internet access. Computers make it easy to differentiate programing to suit individual learners needs. Students will each have access to a computer to utilize at their discretion for any and all portions of this unit. Students can assist learning and show all they have learned using any program with the computer. Students are well aware of utilizing google apps, powerpoint, Edmodo, wikis, blogs, graphic organizers, Kursweil, youtube and research tools.
Assessments that will be utilized as students are learning: Exit Slips, RAN chart, teacher observations, anecdotal records.
Assesssment of learning will be done using a rubric that was created by the teacher and students cooperatively in line with the outcomes in the Saskatchewan Curriculum, peer and self assessment will be completed. Student final project will be graded using the indicators within this outcome. Students are provided with options in what their final project will be. Projects must demonstrate learning of the outcome and students will be provided with a rubic prior to beginning.
Teacher will have a learner profile and know students strengths and weaknesses, the teacher keeps a pensieve which holds all student language arts data allowing for differentiation when required.
Teacher will be meeting regularly with small guided groups and assessing students continuously to check for understanding. Notes will be kept on each student in the teaching pensieve.

Students will be required to respond (in either a verbal or written manner) to viewing and demonstrate knowledge.
Daily work will be collected and monitored by the teacher, work in small guided groups will be viewed to see if students are showing a demonstration of meeting the outcome. Rubrics will be used using the indicators for the outcome. Students will be asked to demonstrate new learning.
Utilize assessment data previously collected on students
Teacher observation through small group guided instruction.
Student self assessment, notes made in teaching pensieve, rubrics.
Teaching pensieve and previously collected data
Dialogue with teacher through small group guided instruction
Rubric made collaboratively with students using the outcome indicators as guidelines
Use previously recorded data, use division and provincial assessments results. Students self assess where they feel they are at.
Ongoing student self assessment, teacher observations, work submitted through the process (students have writing folders where all work is kept, also they have an online folder if technology is chosen by the student) is graded using a rubric.
Viewing and grading student work(writing folder) on a rubric which matches indictors within the curriculum outcome.
Through inquiry based learning students will able to show what Canadian Culture is, how are other cultures accepted throughout our Country. Students will be able to answer the question Why is Canada a bilingual country? Students will be able to explain how our language and education laws impact minorities. Students will be able to explain the commonalities amongst First Nations, Inuit and Metis people in Canada. Students will be able to state how as Canadians we are able to maintain our cultural identity. Students will be able to explain three cultures within Canada.
The students will be able to demonstrate the ability to be an active viewer, activate prior knowledge, make predictions, make connections (text(media) to self, text, world), state what holds their attention, explain the impact viewing has on them. Students will be able to navigate various forms of digital text and gain new information. Students will be able to explain how different medias can state the same message in differing ways. Students will be able to state main ideas from media. Students will show their abilities by utilizing found information and using it to assist with their inquiry project. Students will keep notes (similarities and differences), graphic organizers (venn diagram to compare), students will be able to actively engage in small group and classroom discussion.
Students will be able to use effective listening skills and gaining a deeper understanding through verbal and non verbal cues. Students will be able to understand new material when listening, make connections between texts, paraphrase what they have heard, be able to distinguish between fact and fiction. Students will show this ability with journal entries, using compare and contrast charts, collaborate with classmates, small group and class discussion, summarizing and note taking, identify similarities in what they view, asking deeper level questioning.
Students will be able to work collaboratively and plan and produce an Inquiry project. Students will be able to gather and synthesis important details needed for their inquiry. They will summarize and take notes of research done utilizing technology. Students will be able to use inquiry language. Students will be able but information in their own words and cite sources of information. Students will be given the opportunity to plan, organize, and take notes in ways that are best suited to their learning styles. Offering student choice encourages engagement and motivation by providing students ownership over their learning. The final inquiry project can be completed utilizing technology and a web based presentation tool, written form, video, poster board, or dramatization. The final project must synthesize information gained into a project to be viewed by classmates.
Students will be able to use the planning process they will actively engage in: Before you plan: they will utilize a variety of graphic organizers at different learning levels to organizing their thoughts and initial planning.
During Planning: students will be able to confer with teacher and peers to assist with organization and layout of information. Students will be able to revise and include detail in their work.
After Planning: Students will be able to revise for best work, students will share final product, seek feedback and reflect on the learning
Lesson 1- Create a RAN chart on the class whiteboard. Have students write down anything they think they know about Canada, and ask them to place it under the first coloum. Explain to the students, that as tehy learn more they can move the sticky notes to misconceptions, or to the other colums. (This will be an ongoing RAN chart throughout the inquiry journey). Invite students to write any questions they have about Canada on a sticky note and place it under the category wonderings (have two sections in the wonderings category, fat questions, skinny question). Have each student write a question on a sticky note and place it in the appropriate category under wonderings. Show students the youtube video Colour Me Canadian. After viewing the video have students compare what they saw in the video to what they know about Canada in small group discussion, and then in large group. Go back to the RAN chart and see if we had any misconceptions or if we would like to add anything to the other categories.
Social Studies Lesson 1 & 2
Lesson # 2 Building on Prior Learnings and Introducing Multiple Perspectives
Review what happened in the last days' class. Ask students if they have contributed anything more to the RAN Chart.
Hang pieces of chart paper around the room: each titled with a different W. Give students time to go throughout the room and place an answer of each of the 5W's (who, what, when, where, and why) about what we will be studying in this unit.
Go over the chart paper with the students, asking them to lead the discussion.
References (hanging indent intended)

Cooper, D. (2011). Redefining Fair: How to Plan, Assess, and Grade for Excellence in Mixed Ability Classrooms. Solution Tree Press. Bloomington, IN

Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement. (2nd ed.). Alexandria, VA:

Ministry of Learning, Government of Saskatchewan. (2012). Saskatchewan Curriculum Education: The Future Within Us. Retrieved from website:http://www.curriculum.gov.sk.ca/

Tomlinson, C. (2001). How to Differentiate Instruction in Mixed Ability Classrooms. (2nd ed.). ASCD. Alexandria, VA
Skill Building Lesson:
In order to utilize the inquiry based approach, skills must be achieved.
Created by: Sharmayn Hollinger
EDU 707
February 2013
University of New England
Full transcript