Deandra Sullivan Miniunit Mno Template

MNO Mini Unit Assignment:
Table of Contents
Assignment Description
Assignment Components
Lesson Plans
Lesson Plan Rationale
o Assessment
o Educational Psychology
o Communications Technology
Mini-Unit Assignment
Assignm
ent
Overview
MNO Mini Unit Plan

Assignment
In this assignment you will develop a mini unit plan comprised of an

overview and rational, a performance task and rubric, three
consecutive lessons and associated rationales, and a final reflective
blog. Elements of this assignment will be graded by instructors in
your C&I, Assessment, Psychology and Education Technology modules
(see chart below to see which elements will be assessed by which
module instructor).
The three lesson plans should be carefully linked to scaffold learning.
Moreover, they should demonstrate knowledge about the
development of lesson objectives to attend to curricular outcomes,
differentiated instruction, and the establishment of a productive
learning environment. They should also attend to learning theory,
and assessment theory. One of your three lessons should incorporate
the use of technology.
The rationale for instructional decisions should incorporate concepts
learned in PSI across each module in order to demonstrate the
strategic (rather than intuitive) nature of pedagogical decisionmaking.
This assignment is due by Nov 9.
Your mini-unit must focus on Grade 1-6 curriculum outcomes from the
Alberta Program of Studies.
This template must be posted to your ePortfolio by the due date.
Check with each module instructor regarding specific expectations for
submission.
Assignment Components
2.
3.
4.
An overview of curriculum outcomes, inquiry

questions, and assessment features.
Include three lesson plans as specified by
your C&I instructor
A series of summary pages for the lesson
plan sequences that tie lesson plan features
to course expectations. See assignment
template for more information.
A performance task and accompanying
rubric. Your performance task must be linked
to your three lessons. This performance
task must be completely developed,
including handout with instructions for
students, resources students will require and
a rubric and checklist.
Module
Assessme
nt
C&I
Assessme
nt, Ed
Tech,
Psycholog
y
Assessme
nt
Lesson Plans
Insert your series of three lesson plans here. Your C&I instructor will provide you with
template options for these lesson plans.
Lesson #1:
Lesson
Title/Focus
Identify/define/list examples of subjects

and predicates
Date
October 26, 2015
Subject
English Language Arts
Time
Duratio
n
50 minutes
Grade
Teacher
Miss Sullivan
General
Learning
Outcomes:
Specific
Learning
Outcomes:
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

*GLO 4: Studentswilllisten,speak,read,write,viewandrepresenttoenhancetheclarityand
artistryofcommunication.
GLO 5: Students will listen, speak, read, write, view, and represent to respect, support,
and collaborate with others.
2.4:useavarietyofstrategiesforgeneratingandorganizingideasandexperiences
5.2takeresponsibilityforcollaboratingwithotherstoachievegroupgoals
4.2:Identifysimpleandcompoundsentencestructures,anduseinownwriting
KSAs 3, 5, 7, 9, 11
LEARNING OBJECTIVES
The students will identify and define what subjects and predicates are and create a list of each.
LEARNING RESOURCES CONSULTED

Alberta Education English Language Arts Program
of Study
Illustrative Examples, Alberta Education ELA
Program of Study
MATERIALS AND EQUIPMENT

Cue cards
Markers
Dictionaries and Thesauruses available
PROCEDURE
Prior to lesson
Attention Grabber
Introduction:
-Ensure that cue cards are organized and set up at each centre
-Place markers around the room in containers for easy access
-Write lesson objective on top of whiteboard
Introduction
By the end of todays lesson you will be able to identify and
define a subject and predicate!
Assess prior knowledge by asking students:
1. Does anyone know what 2 parts make up a sentence?
a. Subject & Predicate
2. Has anyone ever heard of a subject or a predicate?
3. Can anyone explain or give an example of what a
Time
4 minutes
subject is?
4. Verbally state what a subject is
5. Can anyone explain or give an example of what a
predicate is?
6. Verbally state what a predicate is
Body
Learning Activity
#1
Objective: TSW identify and define what subjects and predicates are
and create a list of each.
SUBJECT
1. Ask students, can anyone explain or give an example of
what a subject is?
a. Write on board: A subject is:
b. What or who the sentence is about
c. Always at the beginning of the sentence
d. Noun: person/place/thing
e. Write 2 examples on board
f. Does anyone have any questions?
2. In groups of 4 you will have 10 minutes to brainstorm
and write down on paper a list of possible subjects. Does
anyone have questions? Go!
3. 1 person from each group will write favourite 2
examples on the board
4. Read aloud and review each example as a class and
analyze whether they are correct or not.
5. Have students copy down examples onto cue cards and
in binder
6. Students will hand cue cards into me
Teacher Notes:
Assessments/
Differentiation
Learning Activity
#2
Time
15
minutes
Assessment:
Teacher questions and class discussion provide formative
assessment.
I will walk around classroom and check on each groups
brainstorming to make sure they are on track, understanding
the concepts of subject/predicate, and working cooperatively as
a group. Reviewing examples on board as a class allows me to
see who is learning/understanding and who is not.
Peer assessment when discussing examples on board.
Differentiation:
Students may work in a group or by themselves
Writing on board allows for visual learners, and discussing in a
small group and as a class allows for auditory learners
PREDICATE
1. Ask students, can anyone explain or give an example of
what a predicate is?
a. Write on board: A predicate:
b. Tells something about the subject
c. Is always after the subject
d. Is a verb/action
e. Write 2 examples on board
f. Does anyone have any questions?
2. In the same groups of 4 you will have 10 minutes to
brainstorm and write down on paper a list of possible
predicates. Does anyone have questions? Go!
3. 1 person from each group will write favourite 2
15
minutes
Teacher Notes:
Assessments/
Differentiation
examples on board
4. Read aloud and review each example as a class and
analyze whether the examples are correct predicates or
not
5. Students will copy examples onto cue cards and in
binder
6. Students will hand cue cards into me
Assessment:
Teacher questions and class discussion provide formative
assessment.
I will walk around classroom and check on each groups
brainstorming to make sure they are on track, understanding
the concepts of subject/predicate, and working cooperatively as
a group. Reviewing examples on board as a class allows me to
see who is learning/understanding and who is not. Peer
assessment
Differentiation:
Students may work in a group or by themselves
Writing on board allows for visual learners, talking in a group
allows for auditory learners
Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation
1. I will shuffle all of the cue cards

2. In pairs, you and your partner must work
collaboratively to sort the cue cards into 2 piles: 1 pile
for subjects and 1 pile for predicates
3. When you have done so, please raise your hands so I
can come over and check your sorting
4. Does anyone have any questions?
5. Redistribute cue cards to students
6. GO!
Assessment:
I will walk around the class and oversee pairs working together,
this allows for formative assessment as I can observe their
progress and understanding. Moving around the room allows
for me to observe everyone and spend time with the pairs that
require additional help. Peer assessment.
Differentiation:
Sorting and moving cue cards allows for visual learning,
repetition, memory, sensory learning by moving cue cards
around, creativity, teamwork, and collaboration.
Closure
Feedback to
Students
Wrap Up
Feedback From
Students
12
minutes
1. Well done everyone! I am proud of how well you

worked together and how quickly you understood the
different between a subject and a predicate
2. Ask what a subject is
3. Ask what a predicate is
4. Ask students if they liked sorting cue cards
5. Ask students to leave an exit slip stating something
they learned or something they still do not understand
from todays lesson (this provides formative assessment
for tomorrows lesson).
Exit slip and class discussion
Time
4 minutes

Sponge
Activity/Activities
If students complete sorting task quickly and have a strong grasp of

subjects and predicates, they will begin to create sentences that
contain both a subject and a predicate in their binders. They must
keep these for next class.
Students may write additional examples on cue cards
Students may look at thesaurus for verb/action/predicate synonyms
What went well:

What did not go well:
Reflection/Evaluatio
n
What to improve on for next time:
My TA said:
Lesson #2:
Lesson
Title/Focus
Creating sentences with both a subject

and a predicate.
Date
October 27, 2015
Subject
Time
Duratio
n
50 minutes
Grade
Teacher
Miss Sullivan

General
Learning
Outcomes:
Specific
Learning
Outcomes:
GLO 4: Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of
communication.
GLO 5: TSW listen, speak, read, write, view, and represent to respect, support, and collaborate with others.
4.2: Identify simple and compound sentence structures, and use in own writing
5.2: Take responsibility for collaborating with others to achieve group goals
2.4: Use a variety of strategies for generating and organizing ideas and experiences
KSAs 3, 4, 5, 7, 8, 9, 11
LEARNING OBJECTIVES
The students will create simple sentences that contain both a subject and a predicate.

of Study
Program of Study
Easel paper
Markers
Pencils
Scissors (max 24, min 12)
Example papers (3)
Magnets
PROCEDURE
Prior to lesson
-Ensure that foyer is clear, safe, and available for the lessons activities =
relay race
-Lay out papers, markers, and scissors for each pair (12) in the classroom
-Have example easel papers ready to magnet to the whiteboard
-Write lesson objective on top of whiteboard
Introduction
Time
Attention Grabber
In todays lesson you will create your own simple sentences

that contain a subject and a predicate!
Introduction:
Before we get started on todays lesson and objective, lets

review what subjects and predicates are!
1.
2.
3.
4.
5.
6.
7.
8.
Ask students: who can define what a subject is?

Write the definition of a subject on the board
Who can give me 1 example of a subject?
Write examples of subjects on board
Ask students: who can define what a predicate is?
Write the definition of a predicate on the board
Who can give me 1 example of a predicate?
Write examples of predicates on board
Body
Learning Activity
#1
5 minutes
Time
SLO: Students will create their own sentences that

contain a subject and a predicate
STUDENTS REVIEW SUBJECT AND PREDICATE FROM LAST
CLASS
1. Using example sheet #1, review the 2 parts of a simple
sentence: a subject, and a predicate
2. Subject: At beginning, noun
3. Predicate: AFTER subject, verb/action
4. Ask students, Is the example sentence on this paper a
correct simple sentence? Yes or No? WHY?
5. Using example sheet #2, review additional example
sentences with the students and ask if they are correct
or incorrect?
a. If they are incorrect, ask the students why they
are incorrect and how to fix the sentence
b. Students will edit on my easel paper with a red
marker to fix corrections
Teacher Notes:
Assessments/
Differentiation
Assessment:
Ongoing questions and brief discussion about each example act
as formative feedback to inform teacher of how much students
retained and remembered from last lesson
Ask yourself:
Do they understand what a simple sentence is?
Do they understand the 2 parts: subject/predicate?
Can we move onto the next activity or do we need to review
longer?
Differentiation:
Examples written on paper allow for visual and auditory
learners to comprehend/visualize/hear the two parts of a simple
sentence, subject and predicate.
Students giving their own answers allows for auditory learning,
7 minutes
problem solving skills, and collaborative teamwork.

Learning Activity
#2
Teacher Notes:
Assessments/
Differentiation
STUDENTS CREATE THEIR OWN SENTENCES

1. When I say go, you will have 18 minutes, with your
partner or by yourself, to write your own simple
sentences that contain a subject and predicate just like
my example here GO!
2. *Show my example
3. Students must have subject and predicate on either side
of the line
4. Once students have written a sentence, I must check it
(students make corrections if it is not a correct
sentence)
5. Once I have checked their sentences are correct, the
students will cut their sentences in half along the line
18
minutes
Assessment:
Walk around groups and check off/give the OK for correct
sentences (formative check-ins), if the sentence is not correct,
ask the student why the sentence is incorrect and ask them
edit it.
Ask yourself:
Are they making simple sentences with a subject and a
predicate?
Are they engaged in the lesson and activity?
Do the students understand the lesson objective?
Differentiation:
Students can work in pairs or by themselves
Learning Activity
#3
STUDENTS WILL RELAY RACE AND CREATE NEW

SENTENCES
1. Explain Rules:
a. Emphasize and explain safety when running and
safety with each other
b. One person at a time will run to the pile of
papers and grab ONE piece of paper and then run
back to their line and tag the next person on the
shoulder.
c. Once the following person has been tagged on
the shoulder, they may run and grab a piece of
paper.
d. This will continue until all of the pieces of paper
are gone.
e. Once all of the papers are gone, the students will
create simple sentences with their group that
contain a subject and a predicate with the pieces
of paper they collected in the relay race.
f. Split the class into 4 groups of 6, with each group
in one corner
2. Once the students have made their new sentences with
their small groups, I must check if sentences are correct
by containing both parts of a simple sentence,
subject/predicate, or whether the sentence is incorrect.
If it is incorrect, ask WHY
3. Repeat relay race!
2 min for
preparatio
n in
hallway
and rules
15 mins
for relay
race
Teacher Notes:
Assessments/
Differentiation
Assessment:
Walk around to the groups and check off (formative
assessment) correct sentences they have created with two
halves from the relay race that contain both a subject and a
predicate.
Having students answer the why informs the teacher of how
much they have understood todays objective
Ask yourself:
Do the students still understand the objective when putting
together two pre-existing parts of a sentence?
Are the students engaged in the activity and lesson?
Did they students enjoy being active?
Was incorporating physical activity in this lesson beneficial to
the students and to the objective?
Differentiation:
Allows for visual learning, creativity, teamwork, and
collaboration.
Closure
3 min TOTAL
Feedback to
Students
Feedback From
Students
Sponge
Activity/Activities
n
1. Well done everyone! You all created your own simple

sentences with both a subject and a predicate not only
by writing your own sentences, but by forming new
sentences with the pieces of paper you picked in the
relay race!
2. I am also very impressed with your hustle during the
relay race and how well you worked together
3. Thank the students for being energetic, positive, and
good listeners
1. Ask students questions about todays lesson and have a
brief discussion about what they retained/enjoyed/liked
from the lesson
2. Did you like the incorporation of physical activity and
exercise into a Language Arts lesson?
3. I would like everyone to write one thing that stuck with
them or that they enjoyed from todays lesson on their
exit slip and hand it in to me before you leave class.
Thank you!
4. Exit slip
Time
3 min
TOTAL
30
seconds
2.5
minutes
If students finish Activity #3 quickly, repeat the relay race over and over,
because new sentences will emerge from different pieces of paper being
chosen during the relay race.
What went well:
My TA said:
Lesson #3:
Lesson
Title/Focus
Create Halloween sentences and begin

paragraph
Date
October 27, 2015
Subject
Time
Duratio
n
50 minutes
Grade
Teacher
Miss Sullivan

General
Learning
Outcomes:
Specific
Learning
Outcomes:
*GLO 4: Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of
communication.
GLO 3: Students will listen, speak, read, write, view, and represent to manage ideas and information.
2.1: Use junior dictionaries, spell-check functions and electronic dictionaries to confirm the spellings or
locate the meanings of unfamiliar words
2.4: Produce narratives that describe experiences and reflect personal responses
4.1: Edit for subject-verb agreement
Revise to ensure an understandable progression of ideas and information
Identify and reduce fragments and run-on sentences
4.2: Identify simple and compound sentence structures, and use in own writing
4.2: Attend to capitalization and punctuation
KSAs 3, 4, 5, 7, 9, 10, 11
LEARNING OBJECTIVES
The students will create sentences about Halloween that contain both a subject and a predicate and create a short
paragraph with them.

of Study
Program of Study

Smartboard
Coloured pens
Highlighters
PROCEDURE
Prior to lesson
-Ensure that student journals are organized and easy to access

-Write objective on top of whiteboard
-Have coloured pens for marking easily accessible to avoid disruption and set
up time
Introduction
Today we are going to write about Halloween!!
Attention Grabber
Introduction:
1. Review subject and predicate from previous lessons in a

class discussion and write definitions on whiteboard for
student reference throughout the lesson
2. Explain that all of our writing today is going to be about
Halloween and that today we will begin to work on a
Time
4 minutes
rough draft of a paragraph that is made up of sentences

(all with subjects and predicates) about Halloween.
Tomorrow we will finish our paragraphs and peer edit,
and on Friday you will finish your own paragraph and
publish the final copy in your student journal for me to
grade according to our rubric
Body
Learning Activity
#1
Objective: The students will create sentences about Halloween that

contain both a subject and a predicate and create a short paragraph with
them.
Create Halloween sentences and create class Halloween
paragraph
1. I want you to create 1 sentence about Halloween by
yourself that contains both a subject and a predicate.
You have 5 minutes. This is a quiet activity
2. If you finish before the 5 minutes is up, you may write
additional sentences.
3. Raise your hand if you need my help/have question. I
will walk around.
4. Go!
5. Ask for 5 examples from the class
6. Type the students sentences into a word document on
the computer so that it appears on the smartboard.
**Write this paragraph with numerous mistakes!!**
7. Students copy paragraph down
Teacher Notes:
Assessments/
Differentiation
Learning Activity
#2
Teacher Notes:
Assessments/
Time
Assessment:
I will walk around class and observe students working on
sentences. I will spend time 1 on 1 with those students that put
up their hand/require extra assistance.
Differentiation:
I will help students 1 on 1 that may require assistance.
Paragraph/sentences written on smartboard allow for visual
learners, while class discussion and teacher prompts offer
auditory learners content to listen to.
Using students sentences personalizes their learning and
creates inclusion.
Edit class Halloween paragraph
1. As a class we will edit the Halloween paragraph that is
on the smartboard.
2. I will print off 24 copies of our incorrect class
paragraph
3. Students grab coloured pen to edit with.
4. Look for: spelling, capitalization (new sentences and the
word Halloween), commas, sentence structure,
punctuation, ending each sentence with a period, etc.
5. Ask students to raise hands with suggestions to edit
6. If appropriate edit, fix on word document and have
students follow along and edit on their paper.
7. Emphasize how editing stage of writing takes time and
patience and explain that students will be doing this to
their peers and their own paragraphs tomorrow and
Friday.
Assessment:
Peer assessment while editing paragraph.
10
minutes
15
minutes
Differentiation
Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation
Teacher observation.
Class discussion during group editing provides formative
assessment on how well the class understands the objective
and how well they are able to edit the paragraph.
Students editing suggestions provide me with formative
assessment on who is grasping objectives, and who isnt. This
will show me who may require my help later during work time.
Differentiation:
Visual on smartboard, as well as auditory information during
class discussion and suggestions to edit provide various
learning opportunities.
Using students sentences personalizes their learning and
creates inclusion
Work on Halloween paragraph
1. You now have the rest of the class to work on your own
Halloween paragraph
2. This is quiet work time
3. Reminder to write in pencil
4. I will be at my desk if you have any questions, come
over with your paragraph and ask.
Assessment:
Teacher Observation
I will also walk around the room to see how everyone is doing
with their writing and will help those that require extra help 1
on 1 at my desk.
Differentiation:
Students have option to work independently or can come see
me for extra help/advice
Closure
Feedback to
Students
Wrap Up
Feedback From
Students
1. Thank them for working quietly and independently

2. Reminder: tomorrow we will finish Halloween
paragraphs and peer edit.
3. Does anyone want to share with the class their
sentences or paragraph so far?
Time
3 minutes
Ask students how much more time they will need tomorrow to
finish paragraph: a little, a lot, in the middle? (provides
feedback for how tomorrows lesson should be structured)
1. Continue to work on paragraph

2. Can begin to self assess their writing, by editing with a
coloured pen
Sponge
Activity/Activities
n
18
minutes
What went well:

My TA said:
Lesson Plan Rationale

On the pages that follow you will be required to complete a series of lesson plan
summaries and reflections. For each lesson, regardless of the module you are completing
the reflection for, your summary description of the lesson will be the same (do not tailor
these summaries for each module, simply cut and paste them.
Follow the module specific instructions for each rationale required.
This mini unit is based on the Elementary English Language Arts Curriculum (2000) SLO
4.2 (Gr4): Identify simple and compound sentence structures, and use in own writing. This
unit predominantly utilizes GLO 4: Students will listen, speak, read, write, view, and
represent to enhance clarity and artistry of communication, while also exploring various
other GLOs and SLOs from the ELA Program of Study. This unit exemplifies and
demonstrates the intent of the Program of Study that students engage in purposeful
language arts activities that respect individual differences and emphasize the interrelated
and mutually supportive nature of the general and specific outcomes. In addition to GLO
4 and SLO 4.2, this unit also demonstrates:
- GLO 5: Students will listen, speak, read, write, view, and represent to respect, support, and
collaborate with others.
- GLO 3: Students will listen, speak, read, write, view, and represent to manage ideas and
information
- And the following SLOs:
- 2.1: Use junior dictionaries, spell-check functions and electronic dictionaries to confirm the
spellings or locate the meanings of unfamiliar words
- 2.4: Produce narratives that describe experiences and reflect personal responses
- 4.1: Edit for subject-verb agreement
-Revise to ensure an understandable progression of ideas and information
-Identify and reduce fragments and run-on sentences
- 4.2: Identify simple and compound sentence structures, and use in own writing
-Attend to capitalization and punctuation
- 5.2: Take responsibility for collaborating with others to achieve group goals
- 2.4: Use a variety of strategies for generating and organizing ideas and experiences
Lesson 1
Main lesson objective: The students will identify and define what subjects and predicates
are and create a list of each.
Activities: Include mini lecture, group work, class discussion and teacher questions, and
cue card identification/sorting.
Evaluation: Teacher observation and formative check-ins.
Materials: Cue cards, markers, dictionaries, thesauruses.
Lesson 2
Main lesson objective: The students will create simple sentences that contain both a
subject and a predicate.
Activities: Include mini lecture, analyze/edit sentence examples, group work, create and
cut sentences, relay race.
Evaluation: Teacher observation, formative checks for completion/mastery and
participation.
Materials: Easel paper, markers, scissors, my easel paper examples.
Lesson 3
Main lesson objective: The students will create sentences about Halloween that contain
both a subject and a predicate and create a short paragraph with them.
Activities: Include mini lecture, create Halloween sentences, create class paragraph, class
discussion, edit paragraph on smartboard, and work time on Halloween paragraphs.
Evaluation: Teacher observation, class discussion, and group/peer assessment.
Materials: Student journals, smartboard, coloured pens, highlighters.
Lesson 4
Main lesson objective: The students will critique and peer-edit their classmates
Halloween paragraphs.
Activities: Include mini lecture, writing period for Halloween paragraphs, review rubric,
group work, and peer assessment.
Evaluation: Teacher observation, formative check-ins, peer-assessment, and selfassessment.
Materials: Highlighters, pens, student journals.
Lesson 5
Main lesson objective: The students will revise, edit, and publish their Halloween
paragraphs.
Activities: Include mini lecture, self-assessment, and work time to rewrite and publish.
Evaluation: Teacher observation, self assessment, paragraph to be handed in (student
journal) for summative assessment marked according to rubric
Materials: Student journals, markers, pens, stickers.
The lesson plans for lessons 1, 2, and 3 are included in this unit plan.
For this aspect of the assignment, you now need to view your lesson plans from an assessment perspective. Review
each lesson plan analyzing the consideration given to knowledge and skills you have gained in 3504 with respect to
the use and design of formative assessment strategies, assessment information use, and scaffolding toward
summative tasks. To guide your response give thought to the following.
1. How is your lesson designed to scaffold toward your final performance tasks?
2. What core assessment concepts are guiding your design choices?
3. How are you using formative assessment strategies and the information collected from them to guide your
sequence of lessons.
Ensure that you fully defend each salient point you wish to bring out.
Rationale: Assessment A
Scaffolding Lesson Plans

Lesson 1:
Lesson
Overvie
w:
Description
How does your lesson

scaffold to your
performance task?
What core assessment

concepts inform your
design choice?
Lesson
Outcome:
The students will
identify and define
what subjects and
predicates are and
create a list of
each.
This lesson scaffolds to my

performance task because it sets up
the foundation of the sentences we
will be creating.
The main core assessment concept

that informed my design choice is
formative assessment.
Lesson
Description:
Through class
discussion and
teacher questions,
the students will
learn what a subject
and predicate are
and how they are
the basis of a simple
sentence structure.
Once they have
learned the
definitions, students
will begin to
brainstorm in small
groups to come up
with a list of each
and write them on
cue cards. Then,
students will sort
cue cards into 2
piles: 1 pile for
This miniunit is on creating

sentences that contain both a subject
and a predicate, so before students
can successfully master sentences
with a subject and a predicate, they
must understand what a subject and
predicate are and be able to define
and identity subjects and predicates.
By defining, identifying, and creating
a list of subjects and predicates,
students are ready to begin to place
subjects and predicates into the form
of a sentence.
Through making a brainstormed list
in small groups, the students have a
database of subjects and predicates
that they are already familiar with
and can use to form sentences.
Within the lesson itself there is
scaffolding: identify
subject/predicate, define subject
predicate, creative list of each, begin
to create sentences.
Teacher questions and class

discussions on what a subject and a
predicate are provide formative
assessment to the teacher on who is
grasping the concept or not.
I will walk around the classroom and
check on each groups brainstorming
and cue card sorting (pairs) to make
sure they are on track and working
cooperatively as a group, providing
me with formative assessment. This
also allows me to spend time with
students that are having difficulty.
Moving around the room allows me to
observe everyone and spend time with
the pairs/small groups/individual
students that require additional help.
Reviewing examples on the board also
allows me to formatively assess who
is understanding/learning and who is
not.
Cue card sorting provides formative
assessment because I can quickly see
which pairs/small groups are
understanding the learner objective
AND also provide artifact/product of
triangulation.
subject, 1 pile for

predicate.
Students also peer assess their subjects

and predicates when in small groups
and pairs sorting cue cards because
they have to distinguish subjects and
predicates together and work through
problem solving.
I wanted the students to peer assess
during at least 1 activity so that they
are engaged with one another and
approach the learning objective from a
problem-solving standpoint, as
opposed to always teacher-directed
activities and working alone.
I also wanted to utilize various levels
of Blooms taxonomy and catered my
lessons around this. When the students
are answering teacher questions, and
brainstorming lists they are utilizing
knowledge, application, and
comprehension levels. By engaging in
pair/group work to sort cue cards, the
students are evaluating, synthesizing,
applying, and analyzing (Blooms)
their knowledge.
Exit slips provide formative
assessment and are reliable and valid
because they are done in confidence
by the students.
Instructi
onal
Processe
s
Description of
what teacher
is doing:
What formative
assessment techniques will
you be using? What
information will you be
collecting? How will you
use that information?
How does your use of

formative assessment
reflect key assessment
concepts?
I will be moving around the room

observing students during all 3
learning activities. This provides me
with formative assessment, allows
me to observe everyone and spend
time with the pairs/small
groups/individual students that
require additional help (observation
and conversation of triangulation).
Teacher observation throughout the

lesson allows for formative
assessment; moving around the room
allows me to observe everyone and
spend time with the pairs/small
groups/individual students that require
additional help.
I will ask the class many questions

during the instruction of every
learning activity to ensure that they
understand the rules and
expectations, the learner objective,
and that they understand the basic
concepts of what we are doing.
I can visually observe which
pairs/small groups have grasped the
The rule of three different learning

activites and assessments provide
valid and reliable assessment.
not. Also allows me to probe, prompt,
redirect for more in-depth knowledge.
Peer assessment allows for student
interaction and problem solving with
difference between a subject and a

predicate by observing their cue
cards in 2 distinct piles
(product/artifact).
their peers. By engaging in pair work

to sort cue cards, the students are
evaluating, synthesizing, and
analyzing (Blooms) their knowledge.
I will be compiling the 3 forms of

evidence of triangulation, which will
inform me with qualitative and
quantitative evidence of learning that
is valid and reliable.
Cue card sorting provides formative

assessment because I can quickly see
which pairs/small groups are
understanding the learner objective
AND also provide artifact/product of
triangulation.
I will allow for question/clarification

time during each instructional period
to ensure students clearly know what
is expected of them, to ensure fair
assessment and understanding of
their progress.
All of this evidence and formative
assessment will provide me with
information how to best pace and
direct our next lesson, or how much
time may be required on reviewing.
Description of
what students
are doing:
-The students will be working

through 3 learning activities that
involve differentiation and provide
various ways to learn and understand
the lesson objectives.
-They will be working alone, in small
groups, in partners, and participating
in class discussion. These various
learning situations allow for peer and
self-assessment, as well as lots of
opportunity to visually,
kinesthetically, and audibly learn and
interact during the lesson. (Therefore,
it is important that I have various
methods of assessment and
observation).
-Brainstorming a list of subjects
(small groups or alone)
-Brainstorming a list of predicates
(small groups or alone)
-Sorting cue cards (pairs)
-Starting to form sentences that
contain both a subject and predicate
(sponge activity/moving on to next
lesson)
-Answering teacher
questions/prompts
-Engaging in class discussion and
peer observation/assessment
Sequence of
key questions:
After explaining every learning

activity during the instruction phase,
I will ask:
- Does anyone have questions?
Walking around the room allows me

to stop and discuss with groups that
are not grasping the material (offers
conversation of triangulation also) and
provides formative assessment.
All three components of triangulation
(product, conversation, observation)
are present within this lesson and
allow me to make qualitative and
quantitative evidence of learning.
This allows me to be confident that
my findings are valid and reliable.
assessment and are reliable and valid
because they are done in confidence
by the students.
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
-Can someone please explain to me

what we are going to do now?
And I will also ask:
-Would ______be a subject or a
predicate? Why? Can you please
explain/elaborate?
-Can I see thumbs up/down if you
understand what a subject is?
-Can I see thumbs up/down if you
understand what a predicate is?
I will ask myself:
-Are the students understanding the
learning objective?
-Will this lesson/activity/assessment
help them complete the performance
task?
-Have I compiled enough evidence to
fairly and reliably assess their
knowledge?
-Is this lesson fun and engaging?
-Are the students enjoying
themselves?
-Is a variety of instructional
strategies (whole group, small group,
pair, individual) working well?
Intro:
Hook: By the end of today you will
be able to identify and define a
subject and a predicate! Assess prior
knowledge -4 minutes
Body:
Learning Activity #1: Identify and
define a subject, and brainstorm a list
of subjects in small groups. -15
minutes
Learning Activity #2: Identify and
define a predicate, and brainstorm a
list of predicates in small groups. -15
minutes
Learning Activity #3: Sort cue cards
of subjects and predicates into 2 piles
with a partner. -12 minutes
Closure:
Review lesson material and
definitions, congratulate successful
cooperation/collaboration. Exit slips.
-4 minutes

Lesson 2:
Description

scaffold to your
performance task?

design choice?
Lesson
Overvie
w:
Lesson
Outcome:
The students will
create simple
sentences that
contain both a
subject and a
predicate.
Lesson
Description:
The students will
review subject and
predicate from last
lesson. Then the
students will create
their own simple
sentences with both
subject and predicate
with partners or by
themselves. Once I
have checked off
their sentence as
correct, they will cut
their sentence in half,
separating subject
from predicate. Then,
I will compile all of
the sentence
fragments into the
middle of the foyer
and the students will
have a relay race in 4
groups to collect as
many sentence
fragments as possible.
Then, they will
compile sentences that
contain both a subject
and predicate from the
pieces in the middle to
create NEW sentences
in their groups.
Instructi
onal
Processe
s
This lesson scaffolds to my

performance task because the
students are learning to make simple
sentences that contain both a subject
and a predicate in a variety of ways,
and their performance task will be a
paragraph compiled of sentences that
contain both subjects and predicates.
This lesson follows up the previous
lesson where students learned what a
subject and predicate are, and now
they are forming sentences that
contain both parts.
By creating simple sentences
correctly one at a time in this lesson,
the students will be able to link more
than 1 sentence together successfully
in the future that contains both a
subject and predicate, creating a
small paragraph of simple sentences
that will be our performance task.
scaffolding present: review subject
predicate, create sentences, create
new original sentences in relay race.
The core concept that informed my

design choice is formative assessment.
Ongoing teacher questions and class
discussions about each example act as
formative feedback to inform teacher
of how much students retained and
remembered from last lesson, as well
as how well students are grasping the
concept of creating sentences with
both parts.
Teacher questions, class discussions,
walking and the room, and observing
groups also provide me with the
conversation and observation aspects
of triangulation, ensuring a reliable
and valid assessment of student
knowledge.
I employed various levels of Blooms
taxonomy in this lesson. When
reviewing subject/predicate from last
lesson, and reviewing whether my
example sentence is correct or not, the
students are engaging with
knowledge, comprehension,
application, and evaluation levels of
Blooms. When creating their own
sentences, students are employing the
synthesis, analysis, and evaluation
levels of Blooms.
not. Also allows me to probe, prompt,
redirect for more in-depth knowledge.
Thumbs up/down.
I also wanted a variety of instructional
and learning strategies throughout this
lesson to ensure that students have a
variety of ways to learn and interact
with one another and the material, so
each learning activity is done in either
whole group instruction, small group,
pairs, or they can also work
individually.
What formative
assessment techniques will
you be using? What
information will you be
collecting? How will you
use that information?

formative assessment
reflect key assessment
concepts?
Description of
what teacher
is doing:
Moving around the room allows me

to observe everyone and spend time
with the pairs/small
groups/individual students that
require additional help.
I will be compiling the 3 forms of
evidence of triangulation, which will
inform me with qualitative and
quantitative evidence of learning that
is valid and reliable.
their progress.
Thumbs up/down.
Reviewing examples on the board
also allows me to formatively assess
who is understanding/learning and
who is not.
I will observe small groups and pairs
creating sentences, and will give the
ok when a sentence is correct and
they can cut it in half. This allows for
me to quickly see who is grasping the
objective and who isnt. It also
allows me to spend time with
students that are having difficulties
and can provide me with
conversation and observation
(triangulation).
I will ask students why a sentence
is incorrect and ask them how they
can fix it so that it is correct.
Description of
what students
are doing:

-They will be working alone, in small
groups, in partners, and participating
in class discussion. These various
learning situations allow for peer and
self-assessment, as well as lots of
Teacher observation walking

around the room allows me to stop
and discuss with groups that are
not grasping the material (offers
conversation of triangulation also)
and provides formative
assessment.
The students require my ok for
each sentences before they can cut
it in half, this offers quick and
visual formative assessment on
who is grasping the objective.
These sentences also produce the
product/artifact component of
triangulation, ensuring validity and
reliability in my assessment of
student learning.
All three components of
triangulation (product,
conversation, observation) are
present within this lesson and
allow me to make qualitative and
quantitative evidence of learning.
This allows me to be confident that
my findings are valid and reliable.
assessment and are reliable and
valid because they are done in
confidence by the students.
observation).
-They will provide exit slips at the
end of class about something that
stuck/whether they understand
objective or not.
-Peer assess and peer observe when
creating sentences, evaluating new
sentences.
-Answering teacher questions and
prompts
-Creating sentences and performing a
relay race to make new sentences,
problem solving.
-Work cooperatively and
collaboratively with each other.
Sequence of
key questions:

I will ask:
-Can someone please rephrase the
rules for this activity?
-Is this sentence correct or not? Yes
or No? WHY?
-Does it contain a subject and a
predicate?
-Why is this sentence incorrect? Can
you please fix it?
-What are the rules for our relay
race?
I will also ask myself throughout the
lesson:
-Do the students understand what a
simple sentence is?
-Do they understand the 2 parts?
-Can we move onto the next activity
or do we need to review this longer?
-Are they engaged in the lesson and
activity?
-Did the students enjoy being active?
-Do the students still understand the
objective when putting together two
pre-existing parts of a sentence?
Evidence of
Lesson
Components
(opening,
closing,
content,
Intro:
Hook: In todays lesson you will
create your own simple sentence!
Review last lesson
(subject/predicate). Write definition
and example on board.-5 minutes
Body:
timeline)
Learning Activity #1: Analyze my

sentence examples on board/easel
paper and review subject/predicate.
-7 minutes
Learning Activity #2: Students create
their own sentence in pairs or on their
own. -18 minutes
Learning Activity #3: Students will
relay race and create new sentences.
-2 mins for set up and rules, 15 mins
for relay race.
Closure: Thank students for working
so well together and showing good
hustle during relay race, following
rules. Ask if they liked incorporation
of physical activity, review lesson,
exit slip. -3 mins.

Lesson 3:
Lesson
Overvie
w:
Description

scaffold to your
performance task?

design choice?
Lesson
Outcome:
This lesson scaffolds to the my

performance task because in this
lesson the students continue to create
simple sentences that contain both a
subject and predicate and begin to
form a paragraph, which they will
also do for their performance task
(which will be summative).
One of the core assessment concepts

that informs my design choice for this
lesson is formative assessment.
The students will

create sentences
about Halloween
that contain both a
subject and a
predicate and create
a short paragraph
with them.
Lesson
Description:
The lesson will begin
by reviewing
sentences that contain
subject/predicate,
reviewing
subject/predicate.
Then, the students will
create their own
sentences about
Halloween that must
contain subject and
predicate. Teacher will
ask for suggestion and
create a short
paragraph of students
sentences, typed up
onto a Word doc with
The students will utilize the

information and knowledge they have
learned in the previous 2 lessons,
about subjects/predicates and
creating sentences that contain both.
Now, they will create sentences about
Halloween (because it is the end of
October) which will form the basis of
their paragraph about Halloween that
will contain sentences that ALL have
a subject/predicate in them.
In this lesson, the students will also
begin to edit their class paragraph
about Halloween and will discuss
proper capitalization (namely, on the
word Halloween), as well as correct
spelling and punctuation. All of this
content will be useful and required
for the students to successfully
complete their performance task.
The performance task will be their
Like the previous lesson, I will walk

around the classroom and observe
students working on sentences,
providing me with formative
assessment and quick visuals on who
is grasping the lesson objective and
who is not.
While editing our class paragraph,
there will be lots of teacher
observation and questioning that will
provide me with formative assessment
on how well the class understands the
objective and how well they are able
to edit the paragraph. It will also
provide peer assessment and
observation. Students suggestions to
edit provides me with formative
assessment and will allow me to
quickly point out which students will
require my help and assistance 1 on 1
later in the class during their quiet
individual work time. It will also
provide peer assessment and
observation.
obvious mistakes.
Teacher will display
this paragraph on the
Smartboard. Next, the
class and teacher will
edit the paragraph.
The teacher will edit it
on the Smartboard and
the students will
follow along and edit
at the same time on
their hard copies of
the paragraph. This is
in preparation for the
summative
performance task
where the students
will create their own
Halloween paragraph
for their student
journals.
final version of their Halloween

paragraph, a published copy in their
student journal (this will be marked
summatively primarily on SLO 4.2
creating simple sentences that contain
both a subject and a predicate).
Editing our class paragraph
collaboratively ensures that all
students are actively engaged with
the learning objective and will have
some knowledge of the editing and
writing process in preparation for
their upcoming performance task. By
spending time editing as a group, it is
fair that I will be assessing their final
published paragraph for correct
spelling etc. It will also be valid
because the our miniunit lessons all
directly relate to the performance
task.
scaffolding present: review subject
predicate, create Halloween sentence,
create class Halloween paragraph,
edit paragraph, begin to create
individual Halloween paragraph.
Instructi
onal
Processe
s
Description of
what teacher
is doing:
What formative assessment

techniques will you be using?
What information will you be
collecting? How will you use
that information?
I will be moving around the room
observing students during all 3
learning activities. This provides me
with formative assessment, allows
me to observe everyone and spend
time with the individual students that
require additional help (observation
and conversation of triangulation).
I will ask the class many questions
during the instruction of every
learning activity to ensure that they
understand the rules and
expectations, the learner objective,
and that they understand the basic
concepts of what we are doing.
I will pay attention to which students

Teacher questions and class discussion
also provide the observation and
conversation aspects of triangulation.
In addition, the students sentences
and the class paragraph provide the
product aspect of triangulation. These
three components of triangulation are
present within this lesson and provide
me with evidence that I can be
confident is
valid and reliable.
Spending time with those students that
are not quickly grasping the objective
1 on 1 during their quiet individual
work time allows me to assist them in
a way that suits them best, and also
offers the conversation aspect of
triangulation so that I can get a valid
and reliable assessment of their
learning. Perhaps the student does
understand the concepts and can
explain them quite well to me, but
maybe they are struggling with
writing today or staying focused
working by themselves.
I focused on the components of
triangulation for this lesson as well,
and utilized the conversation and
observation segments of the
triangulation piece (product will come
with their upcoming performance
task).
formative assessment reflect
key assessment concepts?
Teacher questions, class discussions,
walking and the room, and observing
groups also provide me with the
conversation and observation aspects
of triangulation, ensuring a reliable
and valid assessment of student
knowledge.
I will spend time with students 1on 1
that require my assistance, offering the
conversation aspect of triangulation to
ensure a fair and valid assessment of
their learning. Maybe they are just
struggling with writing neatly today or
putting their ideas about Halloween
into sentence form, but they due in
fact understand the lessons objective
and understand sentences that contain
are giving editing suggestions and

which students are not. Those that
are not may require my assistance
individually, or may simply require a
conversation with me that provides
me with formative assessment of
their learning (perhaps they dont
want to speak in front of the class
today). This will inform me who will
require my assistance.
I will be compiling 2 forms of
evidence of triangulation
(observation and triangulation),
which will inform me with
qualitative and quantitative evidence
of learning that is valid and reliable.
There is not a proper product or
artifact from each student in this
lesson, but there will be for his or her
summative performance task.
their progress.
While I am editing the paragraph
with their suggestions on the
Smartboard so they can all see and
follow along on their hard copies, I
will be observing and assessing
student behaviour, facial expressions,
and who is regularly providing
suggestions.
I may call on students to give
suggestions to assess their
understanding and learning. I may
prompt, prove, or redirect their
answer to get a successful
answer/suggestion to edit. This will
inform me who will require my
assistance and how I can best meet
their needs.
This evidence and formative
assessment will also provide me with
information that may require me to
change the rubric, depending on the
classes needs, so that they will be
fairly and authentically assessed.
a subject and predicate.

Editing our class paragraph
collaboratively ensures that all
students are actively engaged and
learning the editing process, in
preparation for their upcoming
summative performance task. This
will also provide me with valid and
reliable formative assessment because
it is directly relating to the learning
objective and their upcoming
performance task.
A variety of learning and instructional
strategies such as whole group and
individual instruction ensure a
numerous ways and opportunities to
learn and variety of assessment and
While creating Halloween sentences,
the students are demonstrating the
comprehension, application and
synthesis levels of Blooms. When we
are editing our class paragraph, the
students are employing the evaluation,
synthesis, application, analysis, and
even comprehension levels of Blooms
depending on what their suggestion or
what my teacher question is. Students
can demonstrate their knowledge in a
variety of ways.
Description of
what students
are doing:
-Students will raise their hand if they

would like to discuss with me or
require 1 on 1 assistance during quiet
individual work time
-Answer teacher questions and
prompts
-Engage in class discussion and
provide suggesting to edit
-They will be working alone and
participating in class discussion,
which may allow for peer
observation.
-Editing with the teacher and
Smartboard allows for lots of
observation).
-Create Halloween sentences
-Edit our class Halloween paragraph
-Begin to create their own Halloween
paragraph made up of sentences that
all contain both a subject and a
predicate.
Sequence of
key questions:

I will ask:
-Is this group work or individual
work?
-Does anyone want to come to my
desk to work 1 on 1?
-Does anyone require my assistance?
-I will probe and redirect students to
offer editing suggestions
I will also ask myself throughout the
lesson:
-Is the Smartboard enhancing
student learning?
-Can we move onto the next activity
or do we need to review this longer?
-Are they engaged in the lesson and
activity?
-Are the students making paragraphs
that contain correct simple
sentences?
Intro: Review subject/predicate and
sentences from last class. Explain
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
that today all of our writing will be

about Halloween. -4 minutes
Body:
create sentences about Halloween
and suggest them to teacher for class
Halloween paragraph. -10 minutes
edit the class paragraph with the
teacher, preparing them for editing
their own Halloween paragraph next
class. -15 minutes
create/begin to create their own
Halloween paragraph during quiet
individual work time. -18 minutes
Closure: Thank them for working
quietly and independently. Reminder:
we will finish paragraphs tomorrow
and peer edit. Does anyone want to
share a sentence from their
paragraph with the class? -3 minutes
For this section of the assignment, develop the Performance Task handout that you would
provide to your students. This handout must be written so that it directly addresses the
students (this is not a teacher to teacher description of what you would ask the students, it
is the handout in which you describe directly to students what you are asking of them).
Review the Performance Task Design Checklist to ensure all elements of a good
performance task are accounted for.
On the page the follows develop the rubric or scoring guide that you will be using to
evaluate performance on this task.
Performance Task: Halloween Paragraph
Due: October 30, 2015
Over the last few lessons we have been creating sentences that contain both a subject and a predicate. *Remember that a
subject is at the beginning of the sentence and the predicate comes after.
Your paragraph will be about Halloween and must contain at least 5 sentences about Halloween. You may write more than 5
sentences if you like.
1.
You will begin to brainstorm about Halloween and will create your paragraph by yourself and will work quietly.
Make sure that every sentence contains a subject and predicate. This is what Miss Sullivan is looking for!
2.
We will peer edit our Halloween paragraphs and check for: subject and predicate, spelling, capitalization, neatness,
and punctuation. We will use a peer checklist and a rubric to do this.
3.
You will continue to revise and edit your Halloween paragraph and then you will publish the final copy into your
student journal. Please write neatly and clearly. Do not rush. *you may jazz it up (embellish, illustrate, or add
artistry) once you have finished revising and editing your paragraph.
Peer Edit Checklist:

You may use a highlighter and a coloured pen just like we did when we peer edited Miss Sullivans Halloween paragraph.
Make sure that you do not rush too fast. Make sure that your comments to your partner are positive and helpful.
Did you check your partner for the following:

All sentences contain a subject AND a predicate
All sentences are about Halloween
Correct capitalization and punctuation
Correct spelling
Neat printing
Two Stars and a Wish
______
______
______
______
______
______
Please give your partner Two Stars and a Wish and thank them for being a great editor for you!
Assessment Criteria
Level
Criteria
Sentence
Structure
(X2)
4
Excellent
All sentences
contain both a
subject and a
predicate.
Sentences are rich
and detailed.
Spelling and
Punctuation
Skillful and
insightful use of
correct
capitalization and
punctuation.
There are no
spelling mistakes.
Proficien
t
Adequat
e
Limited *
Most sentences
contain a subject
and a predicate.
Some (2 or more)
sentences contain
a subject and a
predicate.
Only 1 or no
sentences contain a
subject or a
predicate.
Sentences are
simplistic.
Sentences are
undeveloped.
Sentences are
specific.
Effective and
logical use of
correct
capitalization and
punctuation.
Appropriate and
simplistic use of
correct
capitalization and
punctuation.
Only a few words

are spelled
incorrectly.
Several words are

spelled
incorrectly.
Inappropriate use of
capitalization and
punctuation.
Many words are
spelled incorrectly.
Insufficie
nt / Blank
*
No score is awarded
because there is
insufficient evidence of
student performance
based on the
requirements of the
assessment task.
Legibility
Craftsmanshi
p
(Wild card)
Printing is
extremely neat
throughout the
paragraph.
All words are
legible.
Printing is
somewhat neat
throughout the
paragraph.
Few words are
illegible.
Printing is
satisfactory
throughout the
paragraph.
Several words are
illegible.
Printing is poor
throughout the
paragraph. Many
words are illegible.
The student went

above and beyond
publishing
requirements and
demonstrates
vivid Halloween
embellishments
to enhance their
paragraph in their
journal.
The student
demonstrates
interesting and
effective
Halloween
embellishments
to enhance their
paragraph in their
journal.
The student
demonstrates
simplistic and
appropriate
Halloween
embellishments
to enhance their
paragraph in their
journal.
The student has

little to no
Halloween
embellishments to
enhance their
paragraph in their
journal.
*When work is judged to be limited or insufficient, the teacher will make decisions about appropriate intervention to help the student improve and address
his/her needs.
I chose to include the wild card criteria section Craftsmanship because the students take great pride in their student journals, which house their writing
samples and finished products from over the school year. Many students work extra hard on their journal publications and like to include embellishments
such as pictures, illustrations, or other artistic elements along with their writing. I feel that it is important to include an element that most students take
great pride in, not only because it can offer incentive and positivity, but because it allows the students to feel that their own personal creativity is
worthwhile, too. In addition, it allows for differentiation in the assignment because it may allow some students that may be weaker writers to flourish with
their artistic capabilities or to help me, as the teacher, understand their sentences based on their illustrations. It allows for differentiation because it can
assist students with producing a final piece of writing into their student journal that they can be proud of.
I would use this teacher rubric when marking or showing to parents when appropriate or acquired.
For this aspect of the assignment, you now need to view your lesson plans from the Ed Psych perspective. Review a CHOSEN
LESSON plan analyzing the consideration given to knowledge and skills you have gained in 3502 in the broad areas of child
development, learning theories, motivation and classroom structure and climate. To guide your response give thought to the
following.
3. What learning theory concepts are evident/incorporated in this plan? Why?
4. Did I consider the development of a child within the lesson? How?
5. Does my lesson have consideration for motivation of a wide range of learners? Explain.
6. Have I considered classroom structure and climate and potential variables that may derail the
lesson? Consider rules, routines, movement within the class, etc.
Rationale: Ed Psychology A

Lesson #2:
Lesson
Overvie
w:
Description
Connections to Learning Theories &

Demonstration of Attention to a
Classroom Structure and Climate
Lesson Outcome:
Students will create simple sentences that
contain both a subject and predicate
Vygotsky:
-Development of knowledge, ideas, attitudes, and
values are accomplished through social interaction. I
had students working in pairs, small groups, and in
larger groups. This also allows for differentiation and
an inclusive atmosphere.
-Scaffolding: I utilized scaffolding because my 3
activities occurred in a linear fashion with each activity
being more complex than the one that preceded it.
-Language: Emphasis on language only through my
instructions and teaching, but also between the students
as they discussed their own sentences and work through
problems to achieve a correct sentence. Students even
engage in self-talk while working out corrections.
-Learning as Active Process: One of my personal goals
was to find a way to engage reluctant learners, and my
response to achieve this goal was to make an ELA
lesson fun and active. Students were active working
with each other and also physically active in relay race.
-Human activities are understood through cultural
settings. This is evident because I knew that all of the
students had a basic understanding of a relay race
through our Western culture; I did not have to explain
the history or details of a relay race.
Piaget:
-Cognitive Development: I designed my ELA lesson for
Gr4 students knowing they would be at the concrete
operational stage. Knowing their cognitive
development beforehand informed me that they can
think logically about hands on or concrete problems,
and can classify and categorize information. Knowing
all of this information, I was able to plan 3 appropriate
activities, in increasing complexity, that all of the
students could accomplish.
-Most helpful interactions for students are those
between peers
-Working in groups fosters disequilibrium, which in
Lesson Description:
This is lesson two in a five-part miniunit that
explores writing sentences that contain both a
subject and a predicate. The students learned
what a subject and predicate are last lesson and
began to create sentences with them. The first
learning activity in this lesson will be reviewing a
variety of sentences I have created and
determining whether they are correct or not. If
they are incorrect, a student must come up to the
board and fix it. In this lesson they will create
sentences in a variety of ways. First, they will
create sentences on their own or with a partner
that contain both a subject and a predicate. Then
they will cut these sentences in half (after I have
approved) leaving the subjects and predicates split
apart from one another. Next, we will compile all
of the sentence fragments into the middle of the
foyer and we will compete in 4 groups (one in
each corner) to run and grab as many sentence
fragments as possible. Once all of the pieces of
paper are picked up, the students will then create
NEW sentences that must contain both a subject
and a predicate in their small groups.
turn, creates a new balance because new schemas are

formed. When the students worked to create sentences,
they were in a state of disequilibrium, and the students
engaged in problem solving and critical thinking and
emerged from the lesson in a state of equilibrium with
new schemas formed about simple sentences.
Numerous and varied learning activities ensure pacing
throughout the lesson to keep students actively
engaged.
Instructi
onal
Processe
s
Description of what teacher is

doing:
The teacher gives clear activity rules and
expectations, and always asks Does everyone
understand? or Can someone/students name,
please explain to me what we are doing? The
teacher says GO! to inform students when
instructions are over and when they can begin
work. This creates seamless and effective
transitions and minimizes the opportunity for
misbehavior.
The teacher walks around the room observing,
checking off sentences, formative assessment.
The teacher will provide encouragement after
each activity and celebrate what went well (class
communication, working together, creativity).
The teacher sets up the classroom beforehand and
employs learning centres to each activity. She
keeps groups apart from each other during set up,
to ensure smooth transitions and maximum work
time. She makes sure the foyer is clear and safe
from danger for the relay race.
The teacher will also be flexible throughout the
lesson and will act preventatively towards any
issue that could arise, and will act reactively to an
issue that does arise.
Because of my clear instructions, and continuous

formative assessment when walking around the room,
the students were all engaged in the lesson and
functioning in their ZPD efficiently because I had given
the appropriate directions, support, and help that they
required to master the task and maximize their learning.
Effective Classroom Management & Structure
1) Clear communication (rules, activities,
expectations)
I statements When I say go..
Clear expectations and activity guidelines
2) Allow time for clarification/questions
3) Wait time if not listening
4) Reinforce behaviors
5) Maintain attention and control
6) Has materials, centres, activities prepared
beforehand
Utilizes classroom space and interest areas for small
group and pair work time to ensure students are not too
close to other groups so they can focus, minimizes
disruptions or misbehaviors, allows for the teacher to
smoothly walk around the room observing, and allows
for smooth transition flow from one task to another, and
also maintains safety and order in the classroom.
Emphasize mastery goal orientation- focus on the
task, have positive effect Once you can do this you can
write a great sentence about Halloween on Friday!
Different activities allow for differentiation in
instruction and learning (whole group, small group,
partner, individual) which can assist in a creating
positive learning environment, inclusion in the
classroom, and ensuring your students individual needs
are being met.
In addition, different learning styles are accounted for
such as visual (writing on board/Smartboard), auditory
(class discussion and teacher questions and prompts),
and kinesthetic (creating sentences from pieces), which
also assists in a creating positive learning environment,
inclusion in the classroom, and ensuring your students
individual needs are being met.
Using a variety of learning and teaching strategies can
assist in creating i
Description of what students are

doing:
Students are working effectively in pairs, small
groups, large groups, or on their own. Students
are demonstrating positive behaviors towards
others and are assisting and cheering on their
peers (relay race and making sentences).
Students are answering teacher questions and
engaging in class discussion.
Students are clearly understanding rules and
expectations.
Self-Efficacy The students are beginning to explore

their self-efficacy, and all activities are doable for the
students, and the scaffolding of the miniunit helps to
employ this as well.
Students are following the rules and behaving
appropriately because I spent significant time on
explaining the rules, safety, and assignments. The
students know what is expected of them when they
begin each activity.
Students are self-managing and self-regulatory learning
are evident in pair and small group work when they
assess sentences.
Students have intrinsic motivation to complete the
tasks-so that they can become better writers and will
have the knowledge and skills necessary to write a
paragraph of simple sentence for later in the miniunit.
Sequence of key questions:

The teacher consistently asks herself during each
learning activity: Are they engaged in the lesson
and activity? Do the students understand the
lesson objective? Are they making sentences with
a subject and a predicate? Are the students safe
while doing our relay race? Did incorporating
physical activity in the lesson enhance their
learning? Are my students individual needs being
met?
Questions posed by the teacher act as formative

assessment to not only test their knowledge of the
lesson material/objective, but to gauge their behavior,
demeanor, and motivation towards the lesson. Based on
their response, the teacher will know if they are
enthused by the lesson or feeling frustrated and will
cater the rest of the lesson to meet her classrooms
individual needs.
The teacher also asks the students questions to
reinforce, redirect, prompt, or prob for more answers.
The teacher asks the students:

How do you know this sentence is correct? How
would you fix this sentence to make it correct ?
Did you enjoy the incorporation of physical
activity into the lesson?
Evidence of Lesson Components

(opening, closing, content,
timeline)
1.
Introduction: Assess students prior

knowledge, ask students what subject
and predicate are from last lesson -5
minutes
This lesson will employ effective transition sequences

such as clarifying rules and expectations, telling
students how long they have for each activity, and
saying, GO! to cue when the activity is beginning.
The teacher will continually ask students to rephrase the
activity rules or guidelines back to her to ensure
understanding.
2.
3.
Body:
a.
-Learning Activity#1: Review

subject and predicate sentences
with my examples on board that
are both correct and incorrect.
Students edit incorrect
sentences *Use Example sheets
1&2 -7 minutes
b. -Learning Activity #2: Students
create their own sentences with
partner or by themselves. I must
check off correct sentences.
Then, students can sentences
cut in half. -18 minutes
c. -Learning Activity #3: Students
will relay race and create new
sentences in 4 teams/small
groups -2 min for prep and
rules, 15 mins for relay race
Closure: review of lesson, congratulate
students on creating sentences with both
a subject and a predicate AND thank
them for working well with another.
Provide positive feedback on their
energy and hustle. Did you like
incorporating exercise into our ELA
lesson? Exit slip-one thing that stuck.
The teacher will work through the bumps of student

misbehavior such as the teacher look, or moving
closer to deal with student misbehavior if she needs to.
The teacher will continuously promote student
collaboration and positive relationships with
encouragement and thanking the students for working
so well together during closure.
For this aspect of the assignment, you now need to view your lesson plans from the Ed Technology perspective.
Review a CHOSEN LESSON plan analyzing the consideration given to knowledge and skills you have gained in
3508 in the broad areas of technology in education. Make sure that in each facet of your lesson description, you
are explicitly clear about how technology is being used in this lesson. To guide your response give thought to the
following.
1. How is technology being used in each section of the lesson?
2. Have I considered how technology will be used to promote student learning and engagement?
3. Have I considered any problems or limitations with the technology I am using?
Rationale: Communications Technology A

Lesson 3:
Lesson
Overvie
w:
Description
Describe how communication

technology used in the lesson/s, will
promote student engagement
toward the identified learner
outcome(s). This should provide a
strong rationale for using technology.
Lesson Outcome:
The students will create sentences about
Halloween that contain both a subject and
a predicate and create short paragraph
with them.
The teacher utilizes technology in this lesson by

displaying the class Halloween paragraph onto the
Smartboard from a Word document. The
paragraph will have many spelling, capitalization,
and grammar mistakes. The students will have the
paragraph in a hard copy in front of them at their
desks. Together, the students and the teacher will
edit the paragraph.
Lesson Description:
This is the third lesson in a five-lesson miniunit
that explores creating sentences that contain both
a subject and a predicate. At the beginning of the
lesson, the students will review subjects and
predicates from last class. Then, they will have 5
minutes to create their own Halloween sentences.
The teacher will take a few of the students
sentences and compile them into a paragraph
making obvious spelling, grammar, and
capitalization mistakes. Then she will display this
paragraph in a word document onto the
Smartboard, while the students have a printed
copy in front of them. Together, the class will
edit the paragraph with the teacher editing on
Word, so that the students can see and can edit
along on their document in front of them on their
desk. Following this editing workshop, the
students will begin to work on their own
Halloween paragraphs while keeping in mind the
editing they did as a class.
Using the Smartboard to display the paragraph

enhances student learning and promotes
engagement towards the learner outcomes because
it allows for all students in the class to see the
paragraph and its mistakes, and allows them to
follow along with the teachers editing. The
teacher can highlight, underline, retype, cross out,
etc, words that may be incorrect, and can easily
add punctuation, etc. Utilizing the Smartboard to
display the paragraph allows for the students to see
the mistakes and fix them in real time along with
the teacher.
Using the Smartboard allows for ALL students to
follow along and engage in the writing process.
It also allows for differentiation because the
Smartboard provides a visual for visual learning,
and allows for auditory learners to follow along at
the same time. Kinesthetic learners could also be
engaged by going up to the Smartboard and
editing with their fingers. Displaying the students
own sentences up on Smartboard personalizes

their learning, provides encouragement, and also
promotes an inclusive learning environment.
By using the Smartboard instead of going to a
computer lab, or giving each student their own
laptop, the teacher is minimizing the opportunity
for internet misbehaving.
Instructi
onal
Processe
s
Describe any potential downsides to

using this technology.
Description of what teacher is
doing:
The teacher is walking around and
checking on students Halloween
sentences and providing help to any that
require. Then, the teacher will ask some
students for their sentences and will
create a class Halloween paragraph on
her computer (Word Document), which
she will print out for each student and
display on the Smartboard. Then, the
teacher will prompt class discussions
about mistakes in the Halloween
paragraph and will ask for suggestions on
what edits to make.
The teacher will perform the fixes and
edits, as suggested by students, to the
paragraph clearly and slowly on her
computer OR on the Smartboard while
the students follow along and edit their
hard copy in front of them.
With technology, there is always a risk that it

may not work or could fail to work properly
throughout the lesson. If this happens the
teacher will need to think on her feet and
could instead write the paragraph out on the
whiteboard and edit it from there with
markers.
The teacher may be so focused on editing her
word document or staring at the Smartboard
screen that she becomes more engaged with
the technology than with her class. The
teacher will need to continue to stay focused
on the students, their needs, and their
behaviors.
The teacher will need to ensure that she has
made enough mistakes to engage the students
in an editing conversation long enough to hold
their attention and gain the learner outcome.
The teacher will need to ensure she maintains
effective classroom management skills while
operating the Smartboard.
The teacher will formatively assess with

questions, class discussions, and
following student editing suggestions.
Description of what students are
doing:
Students are editing with the teacher and
following along on their hardcopy while
the teacher edits the digital copy that is
displayed on the Smartboard.
Because the teacher is engaged with the

Smartboard for the lesson, and becase the
Smartboard is a central aspect to this lesson,
there is a chance that they teacher may get too
involved and connected in editing the
paragraph on the Smartboard. If this happens,
the students could take advantage of the
teachers attention to the Smartboard and lack
The students will give editing

suggestions, and may perform the edit
themselves if doable.
of attention to the class and could begin

misbehaving and getting off task.
Sequence of key questions:

The teacher will ask students:
Does anyone have a suggestion of
something to edit in our paragraph?
The teacher will ask herself:

Is the Smartboard helping to get the objective
clearly across to the students?
Could you please come up here an edit

that yourself?
Should the word Halloween be
capitalized? Every time?
Does this sentence require a period
anywhere?
The teacher may prompt, probe, redirect,
or reinforce for more editing suggestions
from the class.
Evidence of Lesson Components
(opening, closing, content,
timeline)
Are the students engaged with this lesson?

Did utilizing the Smartboard help?
Do the students know how to use Word... is
this lesson pertainable to them and their
learning world?
Is this an effective way to edit writing?
Will this lesson and using Word Document
and the Smartboard help them when writing in
the future?
Intro: Review subject and predicate from last
lessons, write definition on board for future
reference. Explain that todays writing is all
about Halloween! -4 minutes
Body: Learning Activity 1:Students will
create sentences about Halloween that have a
subject and a predicate. Students will give
suggestions to teacher. -10 minutes
Learning Activity 2: We will edit our class
Halloween paragraph on the smartboard.
Teacher will type up student suggestions with
obvious mistakes to fix. 15 minutes
Learning Activity 3: Students will work on
their own Halloween paragraph quietly. -18
minutes
Closure: Thank students for working quietly
and cooperatively. Reminder: tomorrow we
will peer edit. Does anyone want to share with
the class a sentence from their paragraph?
Ask students how much time they will need
tomorrow to finish their paragraph. -3 minutes

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MNO Mini Unit Assignment:

MNO Mini Unit Plan

In this assignment you will develop a mini unit plan comprised of an

An overview of curriculum outcomes, inquiry

Identify/define/list examples of subjects

October 26, 2015

English Language Arts

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

1. I will shuffle all of the cue cards

1. Well done everyone! I am proud of how well you

If students complete sorting task quickly and have a strong grasp of

What went well:

Creating sentences with both a subject

October 27, 2015

English Language Arts

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

In todays lesson you will create your own simple sentences

Before we get started on todays lesson and objective, lets

Ask students: who can define what a subject is?

SLO: Students will create their own sentences that

problem solving skills, and collaborative teamwork.

STUDENTS CREATE THEIR OWN SENTENCES

STUDENTS WILL RELAY RACE AND CREATE NEW

1. Well done everyone! You all created your own simple

What to improve on for next time:

Create Halloween sentences and begin

October 27, 2015

English Language Arts

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

-Ensure that student journals are organized and easy to access

1. Review subject and predicate from previous lessons in a

rough draft of a paragraph that is made up of sentences

Objective: The students will create sentences about Halloween that

1. Thank them for working quietly and independently

1. Continue to work on paragraph

What went well:

What to improve on for next time:

Lesson Plan Rationale

Scaffolding Lesson Plans

How does your lesson

What core assessment

This lesson scaffolds to my

The main core assessment concept

This miniunit is on creating

Teacher questions and class

subject, 1 pile for

Students also peer assess their subjects

How does your use of

I will be moving around the room

Teacher observation throughout the

I will ask the class many questions

The rule of three different learning

difference between a subject and a