Adara Morrow and Nicole Nikonetz 3501 Mini Unit

Integrated Mini Unit Plan

EDUC 3501 - MNO
EDUC 3504 - MNO
Adara Morrow
Nicole Nikonetz
Part A: Inquiry Question:
How can we use storytelling elements to create quality narratives in both French and
English?
Part B: Focusing Questions:
As our unit delves into the inquiry question above, we found it to be absolutely
essential to make these lessons age appropriate and relatable for grade five students,
and also to break down this broad, universal question into chunks in order to scaffold
students appropriately. We began by assigning the theme of heroes to the unit. This
made our lesson age-appropriate not only because we took the outcomes from the
Alberta Program of Studies for grade five because we were able to constantly relate the
topic to the students lives. Our book choice, The Hockey Sweater, or alternatively Le
Chandail Hockey by Roch Carrier (Illustrated by Sheldon Cohen) reflected this choice. It
is a classic and relatable story, featuring the hockey player Maurice Richard serving as
a hero for the young narrator. By recurrently bringing the lesson back to our students
personal heroes, we aimed to make it both age appropriate and relatable. While this
book is more suitable for a grade four reading level, we wanted to ensure the slower
readers in the class would be accounted for. By choosing a book with a slightly lower
reading grade level, we aimed to increase our construct validity so that the students
reading levels would only minimally interfere with the outcomes we aimed to measure
which specifically focused on elements of story and translation.
As we broke the inquiry question down into guiding questions, several key
guiding questions emerged in each lesson. The first lesson focused on how do we
identify the separate parts of a story? and what do we do when we cannot identify the
meaning of a word?. These questions scaffold the learner both in story elements and in
translation as in the second lesson we grow to ask what elements of the story create a
good narrative? and how do anglicismes affect the quality of narration and
storytelling?. Ultimately in the third lesson we will ask What skills/ideas can we use to
help correct translation? and What makes a hero?. The aim of each guiding question
was to increase the students knowledge based off the information covered in the
previous lesson and to develop translation skills as well as recognition of narrative
elements.
We did assume that some previous working knowledge was in place prior to this
unit, and it guided where we chose to start the first lesson. We were assuming that the
students already have a working knowledge of a variety of grammatical structures and
language skills, such as communicating their own opinions based on a source as
outlined in the French Immersion program of studies. Students should also be able to
participate in discussions based on short French stories, which is essential for this unit.
In grade three and four especially the French Immersion curriculum focuses on
developing critical reading skills such as understanding and rearticulating their
knowledge. We were also assuming that students would be able to connect the
thoughts and actions of characters to personal experience, as per the English program
of studies, and to identify the main events and their causes and influences on
subsequent events. As per the grade four outcomes in the English program of studies,
students would also have prior knowledge identifying the setting, narrator/main
characters, and the basic organizational structure of texts in stories.

This units main purpose was to teach students about French and English
language arts but through observation and looking into the subject matter we used, we
believe one could incorporate a variety of other subject areas. The one mainly that
comes to mind is social studies because of the underlying context of the book Le
Chandail Hockey. While the book was being written, the Quiet Revolution of Quebec
had just ended and tensions between the Francophones and Anglophones were quite
high. In todays global community, there are many areas facing racial/cultural tension so
this could be a relevant segway for students based in their own country.
Another way we could see this lesson being used to build into other areas is in
discussing Canadas history. Quebecs relationship with the rest of Canada is a huge
part of our history and culture, the piece of literature throughout our lesson
demonstrates the tension in a very relatable way. One could also use this lesson as an
opening for geography as the inclusion of hockey teams easily connectable for most
students. By making these personal connections in students lives, these lessons could
build schemas of the lesson materials.
Another cross-curricular opportunity to branch this unit into other areas is the
possibility of incorporating it into gym. A complementary PE lesson featuring floor
hockey would be a great way to bring in a kinesthetic element to the unit and make the
lessons relevant to students interested in sports. The ability to peak student interest in a
subject is very influential in increasing motivation for a subject, and the experience
could be incorporated to involve a class discussion on sports heroes specifically.
The cross-curricular element between French and English is clear in this unit as
we have created already has taken both programs of study into account. However, it
could also be split into each subject area and modified to delve deeper into each lesson
criteria. The bilingual element is something we found to be very relevant for students,
especially considering the importance of translation between the two languages.
Because our unit focuses heavily on translation, students will have the opportunity to
develop this important skill, and to see the differences in word choice between the two
languages. This will develop their reading and writing language skills in both English
and French. Because of the exposure students will have to narrative elements
throughout their schooling career, storytelling and narrative is a useful and relevant
platform to teach this as transitioning easily between these languages will ultimately be
a meaningful skill for students. Students also have the opportunity to explore deeper
into the units focus through the performance task which involves the creation of their
own story and translating it. This open-ended presentation allows students to go beyond
predetermined knowledge and to tap into their own authentic learning.
In the creation of our mini-unit, we tried to include differentiation so that learning
could be supported in variety of ways that reflects the diverse classrooms we see today.
When we offer choice to students in the form of modality we are letting them choose
how they can best represent their learning of the outcomes in a way that interests them.
This differentiation of process allows options for students to express their learning
through the multiple intelligences, and gives them the opportunity to exercise
metacognition to meet their own learning needs. This also creates assessments that are
fair for students. Indigenous knowing has also been incorporated into this unit through
our modelling the creation of a hero, which features a hero of the Blackfoot people and
incorporating some of the relevant history. Content is also differentiated through our
inclusion of both a physical book and an online video of The Hockey Sweater. As we
explore this text through both methods, students will not only have access to the
information on multiple platforms, but also receive valuable repetition that helps
students to encode information through the episodic buffer.
During these lessons we used a variety of teacher resources and student
resources to build our unit. Each are described in detail in the annotated bibliography
further in this assignment. We started with the program of studies for both French
Immersion and English and decided to create a cross-curricular unit based around the
idea of translation. The critically acclaimed piece of Canadian literature Le Chandail
Hockey and its English translation became the center of our lesson. It gives insights into
Canadian culture and brings a popular Canadian sport into the classroom as a relatable
and engaging way of introducing the topic of translation. Through our interactions with
this text we were able to include various learning activities that covered the following
general and specific learning outcomes from each program of studies, with a focus on
developing the relatable knowledge, skills, and attributes in students such as managing
information, communication, and creativity and innovation.
While during the creation of our lesson and mini unit we did not expressly weave
a certain ideology but after analyzing it becomes obvious that some are more apparent
than others. The main one that overarches throughout the lessons is the learner-
centered ideology. By offering various modalities in many different activities and our
final project learners can choose their environments. Instead of simply feeding
information to the students we set up our lessons in a way that allows students to
explore and develop a deeper, long-lasting understanding. We aimed to let students
elect how they learned as to engage them and peak their interest in throughout our unit.
messages in media products to

English Learning Outcomes: develop a positive attitude
GLO 2: Comprehend and respond towards the French language and
personally and critically to oral, print and Francophone culture.
other media texts P4: Students will be able to plan
a written product while
SLO 2.1: Use strategies and cues: Use interpreting the mode of
prior knowledge. communication.
Describe ways that personal
experiences and prior knowledge SLOs:
contribute to understanding new CE3:
ideas and information To appreciate the expression of
SLO 2.2: Respond to Texts: Construct French childrens literature
meaning from texts. through personal interpretation.
Describe and discuss the To react to texts by providing
influence of setting on the opinions on the relationships
characters and events. between characters and the like,
SLO 2.3 Understand Forms, Elements based on personal experiences.
and Techniques: Understand techniques To establish links between
and elements. personal experiences and certain
Identify the main problem or story elements such as
conflict in oral, print and other characters, their actions and
media texts, and explain how it is setting.
resolved. PE2:
Identify and discuss the main To write a short account briefly
characters point of view and describing the characters and
motivation. their actions.
Identify examples of apt word To write an account presenting
choice and imagery that create the components of narrative
particular effect. structure: exposition, inciting
SLO 2.4: Create original text: Generate event, rising action, climax,
ideas. denouement, and resolution.
Use texts from listening, reading To recognize and correct the
and viewing experiences as most common lexical
models for producing own oral, anglicismes.
print and other media texts CO3
Clearly understand the
components of a story.
French Learning Outcomes: CO5
GLOs: Use understanding of the
C3: Students will be able to narrative structure to support
understand written texts, visual their comprehensio
Part C: Unit Plan

Lesson Plan #1
Grade/Subject: Grade 5 Immersion Unit: Storytelling and Translation
Lesson Duration: 1 Hour
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
Overview of lesson:
Students will participate in a short formative assessment by through ABCD cards about
elements of story. This will then be followed by a reading of Le Chandail Hockey and some
direct instruction through a prezi presentation. After this students will complete a variety of
activities such as making their own dictionary, completing a story elements worksheet, and
doing a small portion of translation. There will then be some sharing time and an exit slip for
formative assessment.
Prezi - https://prezi.com/q8atr_2n-dhp/la-structure-narrative/
General Learning Outcomes:

French:
C3: Llve sera capable de comprendre des textes crits, des messages visuels dans des
produits mdiatiques pour dvelopper une attitude positive envers la langue franaise et les
cultures francophones.
P4: Llve sera capable de planifier sa production crite, en analysant la situation de
communication.
P2. Llve sera capable de rdiger des textes pour rpondre un besoin dimaginaire, pour
proposer une vision du monde et pour explorer le langage.
English:
GLO #2: Comprehend and respond personally and critically to oral, print and other media texts
Specific Learning Outcomes:

French:
CE3:
Apprcier la presse enfantine dexpression franaise en situation de lecture personnelle
tablir des liens entre ses expriences personnelles et certains lments de lhistoire tels les
personnages, leurs actions et le cadre
CO3:
dgager les composantes dun rcit
CO5:
faire appel ses connaissances sur la structure narrative pour soutenir sa comprhension
PE2:
Rdiger un court rcit en dcrivant brivement les personnages et leurs actions
Rdiger un rcit prsentant les composantes de la structure narrative : situation initiale,

lment dclencheur, dveloppement et dnouement
Reconnatre et corriger les anglicismes lexicaux les plus courants
English:
SLO 2.1: Use strategies and cues: Use prior knowledge.
Describe ways that personal experiences and prior knowledge contribute to understanding new
ideas and information
LEARNING OBJECTIVES
Students will:
1. Be able to identify the elements of a story in French/English.
2. Be able to identify problem words and use the appropriate tools to discover the meaning.
3. Be able to demonstrate their understanding of the Le Chandail Hockey
Inquiry Question:
How can we use storytelling elements to create quality narratives in both French and English?
Guiding Questions:
How do we identify the separate parts of a story?
What do we do when we cannot identify the meaning of a word?
What are the elements of the story Le Chandail Hockey?
ASSESSMENTS
Formative:
Self-assessment (Pre-assessment)
Students will answers a series of questions with their own set of ABCD cards. This allows
students to answer without the fear of being judged by their peers and also gives the teacher a
quick way to analyze the knowledge of the class. If they answer most of the questions correctly
at first, the amount of time can be adjusted so students are not bored/confused.
Have the questions below written on the board before class and explicitly explain that students
should think about their answers before holding the corresponding answer above their heads.
It will be explicitly stated that these are not for marks, it is just a learning activity
(These would be in French but for clarity are written in English)

(The bolded answers are the correct ones)
1) Which element tells the reader about the background of the story at the beginning?
A) Denouement B) Exposition C) Rising Action D) Climax
2) Which elements describe the point where the highest point of action has been achieved?
A) Climax B)Exposition C) Initial Incident D) Resolution
3) Which element leads up to the climax?

A) Initial Incident B) Climax C)Denouement D)Rising Action
4) Which element sets the story in motion?

A) Exposition B) Climax C) Initial Incident D) Dnouement
Observation
Another formative assessment will by evaluating the dictionary and elements of story
worksheets that will be handed back at the end of class. These will allow us to become aware
of any problem areas that could be arising as a class or individually. I can also return them to
students with descriptive feedback written on the back, preparing them for the summative
feedback.
Exit Slips
At the end of class students will write an exit slip that is attached below.
LEARNING RESOURCES CONSULTED
Resource #1: French Immersion Program of Studies -

https://education.alberta.ca/media/1477325/program_imm.pdf
Resource #2: English Program of Studies - https://education.alberta.ca/media/160360/ela-pos-k-9.pdf
Resource #3: Le Chandail Hockey information -
http://www.museedelhistoire.ca/cmc/exhibitions/cpm/catalog/cat2208f.shtml
Resource #4: Elements of story - https://lacroiseefr.wordpress.com/2009/12/02/la-structure-narrative/
MATERIALS AND EQUIPMENT
* Prezi presentation used for learning activities:

https://prezi.com/q8atr_2n-dhp/la-structure-narrative/
* ABCD CARDS: http://www.preschoollearningonline.com/printable-flashcards/alphabet-flash-cards-

abc-cards.html
* Elements of plot worksheet:

http://hrsbstaff.ednet.ns.ca/apatterso/Eng%20Plot%20diagram.htm
* Mini-picture dictionary template:

http://www.enchantedlearning.com/books/picturedictionaries/tiny/blank/1/
(this could be easily modified for French)
PROCEDURE
Introduction (8 min.):
Hook/Pre-assessment
Hook/Attention Grabber: Start by asking students about their own heroes. What makes this person a
hero in their minds? Ask for real life examples of their heroes.
Assessment of Prior Knowledge: Use of ABCD cards to see if there is any problem areas or large
misconceptions in subject matter. According to the results, the lesson will be modified slightly by
focusing on problem areas for longer in more detail, and by involving the class in the description of
elements that they understand clearly.
Expectations for Learning and Behavior: Make sure that students understand that this a positive
community, where mistakes are celebrated and learned from.
Other expectations include:
- Active listening and raising their hands
- Collaborating and getting along well with classmates
- Giving a helping hand when your elbow partner needs it
- Being responsible, safe, and respectful
Advance Organizer/Agenda:
1) Hook/ Pre-assessment (8 min)
2) Reading of Le Chandail Hockey (10 min)
3) Learning activities in groups/individual (Dictionary, translation and elements of story) (35 min)
4) Sharing of products/Question time (7 min)
Transition to Body: Call students over to reading area (carpet/group work area) for the class reading of
Le Chandail Hockey
Body (45 min.):
Learning Activity #1: Direct Instruction with elements worksheet (20 min). Students will participate in
the Prezi/visual book as the teacher explain and pinpoints the different elements of a story throughout.
Find the elements of story in Le Chandail Hockey.
Prezi - https://prezi.com/q8atr_2n-dhp/la-structure-narrative/
Students will work individually as the teacher observes their completion.
Teacher will create groups by numbering students 1,2,3,4 (up to 10) once all students have
completed their worksheet. To remember their number students should write it on the top of
their worksheet.
Students will move to their number groups for the dictionary/translation exercise. There will be
written instructions on the board describing the activities to do in this group. First, students will
compare their answers from the worksheet. Once this is done, one person from each group will
go to the teacher and receive a section of Le Chandail Hockey. Once they have their section,
they will transition to the second learning activity below.
Assessments/Differentiation: Using a video to also show the video is differentiation for students that might struggle
with reading or French comprehension. This provides a chance for multiple types of learners to excel during this
task. During the worksheet portion students will be able to move to an area that best suits their learning if a desk is
not the best option.
Learning Activity #2: Creation of a dictionary as a group (20 min). The number group (3-4 students)
will read over their assigned section together and search for unfamiliar words, finding the English
translation of the word to put together in a class dictionary. (Dictionary outline included below)
Each group will be given a portion of the text and choose 4-6 words that they struggled with
and define them and give a translation in English. They will also have to draw a small visual to
complement the word.
F.A. Conversation about meaning of book
Why do you think he didnt want that jersey?
Do you understand who the Rocket was?
Why wasnt he included most of the last game?
What do we learn at the beginning of the book?
Assessments/Differentiation: By drawing the word, their visual-spatial sketchpad is activated and students that
dont enjoy writing can express the definition in a different modality.
Learning Activity #3: Translate one phrase from section the book from French to English (5 min). In
their groups, students will pick one sentence and discuss what it means. They will then come up with a
written version of it in English (One written translation per group). While we do want a written product to
review afterwards as part of the formative assessment, this activity is primarily based in discussion and
is meant to start scaffolding their learning for the upcoming activities and the final summative product.
Write on the board In your group pick a sentence from your section and translate it into
English!
Assessments/Differentiation: Students that excel with discussion are given a possibility to practice their language
skills and also makes use of another language strand. As it is done with a group they have the opportunity to
practice their translation skills verbally. It also scaffolds students who have more difficulty translating by seeing
their peers word choice and translation process.
Closure ( 7 min + any

leftover time)
Consolidation/Assessment of Learning (2 min): Students will hand in all products (element worksheet,
dictionary and translated phrase) and have them returned the next lesson with feedback and receive
their exit slips to be filled out.
This allows me to modify the lesson based on areas of struggle or observe potential problems
with individual students.
Feedback From Students (5 min): Exit Slip - Students will quickly write any remaining
questions/concerns in either French/English about the lesson (see material below)
Feedback To Students: Written feedback will be given to students on their products handed in at the
end of the next lesson.
Transition To Next Lesson: (If time remaining) Have the students watch the video of the Le Chandail
Hockey in English and ask what portions/details they missed in French or any differences in word
choice they noticed.
Materials for Lesson #1

1) ABCD Cards for multiple choice quizzing (Set for every student)
2) Elements of Plot Worksheet (One for each student)
Nom:
3) Exit Slips
How do you feel about our lesson? Do you have any questions about
narrative elements?
4) Mini Dictionary (One for every student with extra blank word pages)
Mot Dfinition
Dessiner ici!
Mon
Dictionnaire
Nom:
Lesson Plan #2

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
Overview of lesson:
In this lesson students start with a discussion that will lead into a quick writing activity. After
this activity the students will finish watching the English version of the Hockey Sweater and
move into direct instruction with a complementary note taking package. Students will then
discuss with their elbow partners and participate in a short translation activity. After
completion students will fill in exit slips that will be handed in as formative assessment.
Prezi - https://prezi.com/view/mJZ7vGbDofiIqJL0sdA6/

French:
C3 : Llve sera capable de comprendre des textes crits, des messages visuels dans des
P2. Llve sera capable de rdiger des textes pour rpondre un besoin dimaginaire, pour
proposer une vision du monde et pour explorer le langage.
P4 : Llve sera capable de planifier sa production crite, en analysant la situation de
communication.
English:

French:
CE3:
Ragir au texte en faisant part de ses opinions sur la relation entre les personnages et ce,
partir de ses expriences personnelles
PE2:
CO3:
CO5:
English:

SLO 2.2: Respond to Texts: Construct meaning from texts
Describe and discuss the influence of setting on the characters and events
SLO 2.3 Understand Forms, Elements and Techniques: Understand techniques and elements
Identify the main problem or conflict in oral, print and other media texts, and explain how it is
resolved
Identify and discuss the main characters point of view and motivation
Identify examples of apt word choice and imagery that create particular effect
LEARNING OBJECTIVES
Students will:
1. Recognize the elements from the narrative structure from the prior lesson
2. Learn English storytelling elements and where they present themselves in the narrative
structure
3. Improve translation skills working on anglicismes
Inquiry Question:
Guiding Questions:
What elements create a good narrative?
Where does each element manifest in a narrative?
How do anglicismes affect the quality of narration and storytelling?
What are some common anglicismes that we can avoid?
ASSESSMENTS
Formative:
Quick writes:
This activity is starts off the prezi, so we do not have to write it on the board but can use it for the
students to follow along on the SmartBoard. Quick writes are a creative warm up activity in which
students are given a prompt and then write whatever comes to their mind. The goal for quick writes is
to write for the entire time given, even if youre stuck and must list the same thing until you think of
something else. It promotes divergent thinking as students can come up with numerous things. The
questions are meant to scaffold the students, starting with easier, concrete ideas such as
characteristics, and moving onto more personal and more difficult questions.
There is the expectation that students will have completed a quick writes activity before, but we
will still set the expectations for the activity beforehand (as above).
Students will have three minutes to write on: heroes act
We will share as a class one thing we each came up with
Students will have three minutes to write on: my heroes are
Students will have five minutes to write on: I am like/not like my hero because
This will prepare them for the summative assessment at the end of the unit by having them personally
connect with The Hockey Sweater through the theme of heroes.
Exit slip:
By using an exit slip, we will be able to assess where students feel their strengths and weaknesses are.
Using the information gained from the slips, we can account for trends in weaknesses and strengths
and use those to guide the review before the performance tasks. Because this is the goal of these exit
slips, students will be encouraged to think of their answers before starting to respond to the questions
on the exit slip (form provided below as attachment #2). The questions students will answer are: what
do you feel you understand best from this unit? and what do you want to understand better from this
unit?. As per the agenda, this will be done at the end of class, so as to address the learning for both
lessons.
Note taking package:

The note taking package aligns with the prezi presentation that we will be going through. It addresses
each narrative element that the students will be addressing and requires them to write down the
definition provided on the board, with the option of adding a picture what that element makes them
think of in their minds eye. This way, students can process solely through the phonological loop, or
through both the phonological loop and the visuo-spatial sketchpad. It also demonstrates a thorough
understanding of the concepts presented, as students examples must properly align with the definition
provided. In the case of ESL/ELL students, where writing is more of a challenge, pictures will help
comprehension and differentiate the learning to incorporate their needs.
Resource #1: French and English Program of Studies
Resource #2: Common Anglicismes:

http://visezjuste.uottawa.ca/pages/vocabulaire/ang_decouvrez_les_anglicismes.html
Resource #3: Inspiration for quick write prompts:

https://www.journalbuddies.com/prompts-by-grade/elementary-writing-journal-prompt-ideas-for-kids/
* Elements of Story Prezi (https://prezi.com/view/mJZ7vGbDofiIqJL0sdA6/ )

* The Hockey Sweater by Roch Carrier
* Youtube video of The Hockey Sweater ( https://www.youtube.com/watch?v=EgydkfnUEi8 )
* Elements of story note taking package (see attachment #1 below)
* Exit slips (see attachment #2 below)
PROCEDURE
Introduction (30 min.):
Hook/Attention Grabber: We will start by asking students who remembers when we talked about
heroes the day before. Ill tell them to keep that in mind while we start the class with a writing exercise,
which will bring us into the quick writes warm-up activity.
Following along with the prezi, review the expectations for the activity, emphasizing the
importance of continuous writing (and reminding students this between each exercise too).
Also emphasize that content is the goal of this activity, not punctuation or spelling. This will
create a safer classroom atmosphere for making mistakes and allows students to focus on the
true goal of the activity
Students will write on heroes act for three minutes
Students will write on my heroes are for three minutes
Students will write on I am like/not like my hero because for four minutes
Assessment of Prior Knowledge (F.A): The review of yesterday will cover assessment of prior
knowledge. We will direct a class discussion about each element of plot structure to measure their level
of comfort with the material. Some discussion-starting questions:
What part of the Hockey Sweater is the climax? Why is that the climax?
Tell me one part of exposition
What takes place during the Rising Action?
What is the resolution? Are the narrators problems solved here?
Expectations for Learning and Behavior: Make sure students understand that this a positive
community, where mistakes are celebrated and learned from.
1) Hook/Attention grabber (15 minutes)
2) Review of yesterdays material (5 minutes)
3) Transition to body (10 minutes)
4) Introduce narrative elements via prezi (10 minutes)
5) Do practice with narrative elements (5 minutes)
6) Go over common anglicismes(5 minutes)
7) Practice translation (5 minutes)
8) Exit slips(5 minutes/time remaining)
Transition to Body: After reviewing yesterdays content, we will finish watching the English version of
The Hockey Sweater video (see materials & equipment for link).
Body (25 min.):
Learning Activity #1: While going through the Prezi, students will participate in the discussion and
practice elements while learning about the narrative structure, taking notes as per the note taking
package. As a class, we will discuss the definition of terms such as point of view, motivation, setting,
imagery, and conflict, and students will discuss the question/prompt with their elbow partner.
Assessments/Differentiation: The definitions for students to copy were all very short, and we included an optional
section to draw out a visual representation of the issue rather than writing in the note taking package. The
discussion element will be differentiated because I will ask students during their discussion time if they are
comfortable sharing, and only ask those who have their hands up. This way, those less comfortable with speaking
can feel free not to.
Learning Activity #2: Working with their elbow partner, students will look for examples of each
narrative element in The Hockey Sweater. Using the discussion starters below, students will find the
various narrative elements present, and check in with us before moving on to the next element each
time. This can also be a type of formative assessment as we will be able to see how difficult it is for the
students to find the right elements of narrative. We can also use this to see who is finishing quickly and
how is not.
F.A. - Participate in students conversations
How do you think imagery is represented?
What does the setting consist of?
What was the boys motivation?
Assessments/Differentiation: This is differentiated because by having the students work in partners, I am
accounting for different reading level abilities. Students will also be able to collaborate one what counts as each
element, so if one students understanding is better than the others, they can learn from one another.
Learning Activity #3: We will continue through the prezi and discuss some common, important
anglicismes to avoid. We will have students individually translate two sentences from the English
version of The Hockey Sweater into French. This short translation activity will give students the
opportunity to think about their word choice in each language.
The anglicismes are included in the prezi.
Assessments/Differentiation: While keeping this activity individualized, I would let the class know that I would also
accept if they want to come up and read me their translation rather than writing it down. By accepting an oral
translation, I differentiate for the students whose writing skills are weaker but still want to complete the activity.
Closure (5 min.)
Consolidation/Assessment of Learning: Students will hold up their completed note taking package to
show that it was filled in properly, and put it neatly in the correct duotang. They will hand in their two-
sentence translations as well as their exit slips (below) and receive feedback the next day. This should
only take a minute or two, and once their duotangs are away, the exit slip will be handed out.
Feedback From Students: Students will complete exit slips (below, attachment #2) that state what
material they are confident in, and what material they are unsure about, or would like to learn more
about.
Feedback To Students: Written feedback will be given to the students regarding the previous days
work.
Transition To Next Lesson: I will end the class by writing on the board a joke relating to the next days
lesson: Why do the French only use one egg in their omelettes? Students will have the opportunity to
think and try and figure out the punchline, which will be revealed the next day.
Materials for Lesson #2:

1) Elements of storytelling note taking package
Fill in the definitions from the board on the left. In the box, think of a
picture from The Hockey Sweater or an idea of your own that will help
you remember what each element means!
Point of view
Definition/Description: What do I picture?
___________________________
___________________________
___________________________
___________________________
___________________________
Motivation
______________________________
______________________________
______________________________
______________________________
______________________________
Setting
Definition/Description:
What do I picture?
______________________________
______________________________
______________________________
______________________________
______________________________
Conflict
______________________________
______________________________
______________________________
______________________________
______________________________
Imagery
______________________________
______________________________
______________________________
______________________________
______________________________
2) Exit slips
I am unsure about
OR I would like to
know more about:
Two things I am
confident in:
Lesson Plan #3
OUTCOMES FROM Alberta PROGRAM OF STUDIES
Overview of lesson:
Students will start the lesson with a three corners activities and discuss why which translation
is the optimal choice. Then students will participate in an around the world writing/translation
activity. After this there will be some brief direct instruction using the prezi. This will be
followed by an activity where students create their own superhero, which will help them
prepare for the performance task to be presented at the end of class.
Prezi - https://prezi.com/ozjztd6hatdx/our-heroes/

French:
C3: Llve sera capable de comprendre des textes crits, des messages visuels dans des
P4: Llve sera capable de planifier sa production crite, en analysant la situation de
communication.
English:

French:
CE3:
Ragir au texte en faisant part de ses opinions sur la relation entre les personnages et ce,
partir de ses expriences personnelles
PE2:
CO3:
CO5:
English:
SLO 2.2: Respond to Texts: Construct meaning from texts
Describe and discuss the influence of setting on the characters and events
SLO 2.3 Understand Forms, Elements and Techniques: Understand techniques and elements
Identify the main problem or conflict in oral, print and other media texts, and explain how it is
resolved
Identify and discuss the main characters point of view and motivation
Identify examples of apt word choice and imagery that create particular effect
SLO 2.4: Create original text: Generate ideas.
Use texts from listening, reading and viewing experiences as models for producing own oral,
print and other media texts
LEARNING OBJECTIVES
Students will:
1. Practice their skills of translation between English and French
2. Practice the correct use of French when faced with anglicismes.
3. Prepare for their storybook activity.
Inquiry Question:
Guiding Questions:
What skills/ideas can we use to help correct translation?
What makes a hero?
What elements to we need to make a storybook?
ASSESSMENTS
Formative: 3 Corners Activity

This formative assessment activity involves assessing student capabilities with translations, particularly
anglicismes. Students will be presented with a sentence and asked which of the three translated
options is correct. After being given time to think, they will move to the corner of the room that
corresponds with what they think is the right answer. The assessment evidence in this activity is
gathered largely through observation of the students; we would aim to notice who is moving quickly to
the corners and who seems like they are just following the crowd. It could also be a good transition into
why each student chose that corner.
Formative: Around the world translation story

Beginning with each student starting creating a one-sentence story in French, this activity involves both
translation and student creativity. After creating their one-sentence story, each student passes their
paper one to the left, and the next student translates their sentence into English and adds a new
sentence to continue the story in French. Formative assessment is gathered through observation and
anecdotally as we would watch the kids work and see how their sentences came along. If there were
any large gaps in translation and language comprehensions they could then be addressed. This would
be especially useful if there is time left over in class that can be used to share their stories. It will foster
creativity in the students and build their skills for the performance task.
Summative
Storytime! Heroes Big and Small
This cumulative summative assessment features the students working together in pre-arranged (by us,
the teachers) groups to create a story in French of their own featuring either one of their real life heroes
or one of the fictional heroes they will create in class. The story must include all of the narrative
elements covered in this unit, and can be presented orally as a podcast or a play, visually as a cartoon,
or written as a storybook.
After the stories have been created, students will present them to the class via their preferred modality.
Once this is done, they will individually have to translate their story into English using the same
modality chosen in the first part. The assignment sheet, accompanying graphic organizers, rubric, and
rationale are all located below in Part F.
Resource #1: Anglicismes examples and explanations -

http://www.alloprof.qc.ca/bv/pages/f1575.aspx
Resource #2: Create your own superhero website - https://www.dckids.com/dc-super-

friends/htmlgame/name/super-hero-me
Resource #3: Translation information - https://takelessons.com/blog/translating-french-to-english-z04
Resource #4: Anglicismes - http://www.logilangue.com/public/Site/clicGrammaire/Anglicismes.php
* Signs for 3 corners activity

* Prezi so students can follow the lesson plan visually.
* Computer/iPads for creation of superhero activity
* Create your own superhero website - https://www.dckids.com/dc-super-friends/htmlgame/name/super-hero-me
PROCEDURE
Introduction (6 min.)
Hook/Attention Grabber: Punchline of joke presented in previous class: Because one egg is un oeuf
Everyone laughs. The joke is a huge success.
Assessment of Prior Knowledge: Starting with a three corners activities, students will be shown/told an
anglicismes with various translations. Students will then select the best translation by standing the
corresponding corner and we will then have a discussion about why that is the best choice. Focusing
on anglicismes scaffolds students for the final performance task come up by having students transition
from direct instruction of anglicismes to choosing their own appropriate translation, while still guiding
their choices. While students are doing this, we will be observing to determine students comfort level
with translations.
Emphasize the importance of students understanding that they are to follow their own choice
and defend it (not to just follow the crowd).
The anglicismes used are included on the prezi to follow along with.
(F.A.)Anglicismes used:
1. Definitely
a) certainement
b) dfinitivement
c) Probablement
2. Perform
a) Chanter
b) Performer
c) Briller
3. Application (job)
a) Une application
b) Une demande demploi
c) Aide
Expectations for Learning and Behavior: Make sure students understand that this a positive community,
where mistakes are celebrated and learned from.
1) 3 Corners activity (6 min)
2) Prezi Presentation What makes good translation (9 min)
3) Around the world activity - Story creation with translation (12 min)
4) Create your own superhero (20 min)
5) Sharing! (5 min)
6) Explanation of final project/questions (8 min)
Transition to Body:
Explanation of the Around the World translation game. (F.A.)
Students will be instructed to move their desks to create one giant circle in the classroom.
Instructions will then be given in both French and English for proper understanding.
Instructions: Students will start with a blank page of lined paper and each will write one full
sentence in French. They will then pass it to the left and the next student will translate the
sentence into English and add a new sentence in French to continue the story. It will then be
passed to the left again.
There will be a timer going every two minutes to indicate when to circulate the stories. If
students are not finished within that two minutes, they will leave off where they got to and the
next student will pick up from where the previous student left.
Body (41 min.) Around the world and create a superhero!
Learning Activity #1: Around the World - Students will start with one sentence written in French and
pass around as stated above. They must write their name on the top of their own paper at the
beginning.
Activity can be varied in length based on the teachers observation.
After students will retrieve their own and see how their story developed.
If there is extra time at the end of class the students can read their stories aloud.
Assessments/Differentiation: If a student struggles with writing they can be paired with another to translate and
write new sentences. Another potential solution would be make smaller groups based on their reading/writing
groups. These reading buddies are an example of differentiation.
Learning Activity #2: Direct Instruction and review with prezi https://prezi.com/ozjztd6hatdx/our-
heroes/ . Here students will have a short presentation on the new information about translation,
anglicismes and language arts.
During this time we will talking about Chief Poundmaker, a man considered a hero for the
Blackfoot people because of his wise peacemaking ways. We will discuss Treaty Seven and
potentially tie in any relevant social studies details that we are covering in social class.
Assessments/Differentiation: Students can use their previously learning techniques for note-taking (written or
drawn) during the presentation. The presentation will also include pictures to help visual learners make
connections.
Learning Activity #3: Create your own superhero! In this activity students can work to either draw or
use a website to design a superhero of their own choosing.
(Website - https://www.dckids.com/dc-super-friends/htmlgame/name/super-hero-me )
Students can choose whether they would like to use iPad with the website or just draw/write on
a blank piece of paper.
Write the criteria for creating their own superhero on the board:
Special name, superpowers, outfit
What is their backstory?
What is their biggest weakness?
Do they have a secret identity? Explain why/why not.
(F.A.) Have conversations with students as you look around and ask several of the following
questions:
What kind of superhero do you have?
What kind of backstory do you imagine they have?
Why did you choose to give them X feature?
Whats the one thing that could stop your superhero?
Assessments/Differentiation: Students can choose the modalities that engages them the most, whether that be a
technological or a more creative option. The website could also be a good option to engage students that struggle
with reading or do not think they are very artistic as there is still a wide variety of options without having to
draw/write them.
Closure ( 13 min.): Sharing

and Questions
Consolidation/Assessment of Learning: The summative assessment presented at the end of this lesson
will serve to consolidate the learning from the entire unit, including this class.
Feedback From Students: Students can ask questions throughout the entirety of the class, and there
will be a special portion of time for questions about the summative assignment at the end of class.
Feedback To Students: Using the proximal zone of development, feedback will be offered as the
students work on their superheroes. By asking the guiding questions above, we can gauge how well
the students are creating their own superheroes and extra help can be distributed accordingly.
Transition To Next Lesson: Presentation of the summative project in the class (please see Part F).
Have the class read aloud the worksheet and the checklist of required parts.
Groups will be premade (based on a teachers knowledge of the class) and move to sit
together to complete the contract as a group.
Emphasize that the individual portion will be weighted more than the group part.
Give time for any questions that come during this portion.
Part D: Annotated Bibliography
Alberta. Alberta Education. (1999). Program of studies for English language arts:
Kindergarten to grade 9. [Edmonton], Alta: Alberta Education.
Alberta English Program of Studies that details General Learner Outcomes and
Specific Learner Outcomes from grades K - 9. Used as teacher resource for finding
SLOs and GLOs for all the lesson plans.
Alberta Education. Programme dtudes de franais langue seconde, immersion (M-12).

(1998). Edmonton, AB: Alberta Education.
Alberta Educations program of studies for French Immersion Language Arts

students from grade 1 to 12. This was used to guide our lessons by looking
through required outcomes.
Carrier, R., & Cohen, S. (1984). Le chandail de hockey (1st -- ed.). Montral: Livres
Toundra.
This is a critically acclaimed piece of Canadian Literature explores Canadian

culture and the underlying connections between francophones and anglophones.
We used this as both a teacher and student resource, this is the French version.
Carrier, R., Cohen, S., & Wigham Family Collection (University of Lethbridge. Faculty of
Education. Curriculum Laboratory). (1979). The hockey sweater. Montral: Tundra
Books.
As stated above, this book is the same but the English translation.
Dube, J. (2009, December 2). La structure narrative [Web log post]. Retrieved from
https://lacroiseefr.wordpress.com/2009/12/02/la-structure-narrative/
Teacher blog that discusses a similar lesson about the narrative structure in
French. A great resources for learning about how another teacher presented this
idea. This teacher resource was used for some inspiration for the first lesson.
Goldi Productions. (2007). First Nations of Southern Alberta. Retrieved October 30, 2017,
from http://firstpeoplesofcanada.com/fp_treaties/fp_treaties_treaty7.html
Website run by First Nations people that explores the history of FMNI people in
Canada. Provides lots of information and photos about Treaty 7 history and people.
This was used this to collect information about
Les anglicismes. (n.d.). Retrieved October 29, 2017, from

http://www.alloprof.qc.ca/bv/pages/f1575.aspx
Website used for information and translation of anglicismes.
L., M. (2015, June 30). 3 Important Tips When Translating French to English. Retrieved
October 29, 2017, from https://takelessons.com/blog/translating-french-to-english-z04
Website used for some basic concepts for when you are just beginning to translate.
Good jumping off point for translation lesson.
Roch Carrier et Le Chandail de Hockey (n.d.). Retrieved October 29, 2017, from
http://www.historymuseum.ca/cmc/exhibitions/cpm/catalog/cat2208f.shtml
Canadian website that provides background information about the book The
Hockey Sweater. Contains photos and interesting facts that could compliment/
build other lessons. This teacher resource could also be used as a student
resource as a way of integrating technology into the classroom.
Other additional resources
WordReference - This is a great site for translation as it provides a variety of options

when it comes to meaning and forums that go into depth of word meanings. Also
can used an online bescherelle. http://www.wordreference.com/
Duolingo - This website/application can be used as a way for students to practice

French in a fun and engaging way. Since students can download the application
and it can be taken on the go for homework/extra credit. https://www.duolingo.com/
Blackfoot Crossing Historical Park - This is a website containing information about a

potential field trip that could incorporated as a part of this mini-unit. As we talk about
heroes in the third lesson and make reference to some Blackfoot leaders. This
could be a great way of bring FNMI and their heroes to life for the students.
http://www.blackfootcrossing.ca/tours.html
Part E: Formative Assessment Tools

1) Exits Slips (Lesson #1 - Outcomes CE3,PE2, SLO 2.3) (Lesson #2 - Outcomes SLO
2.3 & PE2)
Exit slips are a great way of developing metacognition in students. Not only does
an exit slip give the teacher an idea of how students are doing with a concept, it helps
the students stop and consider their own understanding of the lesson. This individual
formative assessment lets the students ask questions without fear of being criticized by
the rest of the class. This allows the teacher to modify the lesson in the case of their
being widespread confusion or work with specific students one on one. Also by using
exit slips their overall self-awareness is developed, this allowing for deeper learning in
the future. By using this in our first two lessons we are allowed for change in the
upcoming lessons and scaffolding towards the summative assignment where
metacognition will be necessary for their checklist as well as other components. Using
this form of assessment increases the construct by allowing for questions that are
directly related to the outcomes.
2) ABCD Cards (Lesson #1 LO - PE3, SLO 2.3, CO 3&5)

The ABCD cards are useful as a way for the teacher to gauge how the students
are understanding concepts being explored in the class. This was used as a
observational assessment to avoid boring students as in the English Program of Studies
they have already learned some these concepts. This allows for the teacher to allocate
the appropriate amount of time for direct learning if the class has a better understanding
than expected. As these concepts will be later used for the summative assessment, it is
essential that students have a solid understanding of these elements. This scaffolds
towards their summative product by ensuring their understanding beforehand. This is an
example of content validity as that concept of the summative product has been
represented fairly and their understanding assessed to aid any potential problems.
Although there could be a reliability error due to students cheating by reading others
cards, I think this is a great way to assess before the unit begins.
3) 3 Corners - Lesson #3 LO - PE 2 (anglicismes)

This form of observational formative assessment is a wonderful way of
incorporating activity in assessment. This calls for students to stand in the area that
answers the questions in the best way. Students will be asked to defend their thought
process out loud in all three areas before the correct answer is revealed. No matter
what they respond they all still learn from using their defensive debate skills. The
assessment itself is beneficial for the teacher to evaluate how the students are doing
with the topic of anglicismes and to see if the concept has been explained in an
understandable fashion for the class. If not, the lesson can be modified to support a
better understanding of the concept. This is an example of content validity as it ensure

their understanding of that concept before the summative assessment.
4) Worksheets - Lesson #1&3

Superhero worksheet LO - CE3 , Personal dictionary LO - CE3, Elements of plot
worksheet LO - PE2, CO 3&5
These are all product based assessment that provide opportunities for the
teacher to evaluate how the students are understanding a concept. They also provide
an opportunity for feedback to be given back to the students. This feedback can help
clarify the lessons for student, thus scaffolding towards the final summative product. For
example the superhero worksheet scaffolds towards the final product which also writing
a story about a personal hero or made up one. This worksheet can be directly used for
the final product, creating content validity as this worksheet has been already connected
with specific learner outcomes.
5) Quick writes - Lesson #2 LO - SLO 2.1

Quick writes are a series of quickly answered prompts provided by the teacher.
These questions serve as a way of developing writing fluency and demonstrating
comprehension of a subject. This is a method of verifying student understanding so that
they can modify the following lesson if needed. In our case we also used quickwrites as
a way of scaffolding to the summative project where a similar topic is explored. This
type of assessment is useful as an activity that also prepares students for other
activities, by emphasizing you are not grading punctuation/spelling you ensure students
the content is what is being assessed; by emphasizing you are evaluating content and
not grammar you are increasing your construct validity in this formative assessment.
Although some students might struggle with anxiety with the limit caused by time but by
doing it frequently in the class the anxiety can be lowered to create a fair and useful
assessment.
6) Notetaking packages - Lesson #2 LO - SLO 2.3

This notetaking package as product formative assessment is informative to the
teacher as it includes a variety of modalities they can include their learning. By being
able to draw a picture as well as either write a definition or description. By having the
various options the fairness is increased as they can represent their learning in a way
that makes sense to them. This form of assessment is a valuable way to differentiate in
the classroom and confirm their understanding of the lesson presented. When you
confirm the students understanding of the basic elements you are scaffolding towards
the final product that ultimately being evaluated.
7) Conversations - Lesson #1,2,3

Used throughout the three lessons as the third part of triangulation in

conversational assessment. These verbal check-ins can be used for students who
struggle communicating their thoughts in a written format. This modality increases
fairness as students can communicate their understanding of the subject to teachers in
a different way. This is also a good way for the teacher to check in sporadically with
students one on one so they can individually assess students.
Part F: Performance Task Description
Storytime!
Heroes Big and Small
We will be working to create our own stories in French about our

heroes - either fictional heroes or real ones! We will present our stories in
class, and you will have several options of how to present.
After your group presents your story, everyone will individually translate
their story from French into English.
Before we begin, lets brainstorm what good teamwork looks like, and
make three promises in French to your teammates in the contract below.
Formal group work contract
I hereby state that I will respect my

group and contribute to the work we
have to do together.
To be a good partner I will __________

_________________________________
_____________________________
I will also _______________________

_________________________________
_____________________________
I will not _______________________

Storytime!
Heroes Big and Small: Part A
Story Creation
We will be working in groups of up to three to create a story in

French. Choose how you would like to present your story. You may
present through a podcast, a cartoon, a storybook, or a play.
Remember that you will be presenting your story to your peers!
To create your story, take the following steps:
1) Decide on your main character - Whose hero will you use?
2) Make sure your story covers all the elements of plot structure:
(Follow along the Story Mountain organizer below!)
La situation initiale/Exposition
L'lment dclencheur/Inciting event
Dveloppement/Rising action
La point culminant/Climax
Dnouement/Falling action
Rsolution/Denouement
3) Fill in the details of your plot by describing the:

La situation initiale/Exposition
Le cadre/Setting
La point de vue/Point of view
La motivation/motivation
Le dsaccord/Conflict
Limagerie/Imagery
Use the Elements of Story shapes below to organize your thoughts!
Storytime!
Heroes Big and Small: Part B
Translation
Individually, you must create a translation of your story from French

into English. Your translation should be in the same format as your
story. Because this is individual work, its okay to choose to
translate something different than your peers!
This means if you presented by . . .

A podcast Create another podcast or do an oral reading for Ms.
Morrow or Ms. Nikonetz
A cartoon Trace the drawings you did and fill in the speech bubbles in
English
A storybook Translate the storybook into English
A play Translate the script into English.

Storytime!
Heroes Big and Small:
Hand in Checklist
Do I have . . .
The story mountain planning sheet?
The elements of story planning sheet?
The French version of the story?
The English translation of the story?
Rubric for Heroes Big and Small Performance Task:
See Attached File titled Mini Unit Rubric

Part G: Assessment Rationale
Scaffolding in this unit presented itself not only through scaffolding instruction,
but also through the scaffolding of the accompanying formative assessments. Our goal
in this unit was to use these formative assessments not only to create an ongoing
picture of student learning, but also to transition students from guided assessments to
ones in which they had more freedom, giving them the confidence needed to
successfully complete the final performance task at the end of the unit.
This was done in a variety of ways. For instance, the exit slip used in the first
lesson asked students simply what they would like to cover more in depth next lesson.
We found this useful to start the unit with because it allowed each student to
acknowledge their room for growth and would give us as teachers plentiful material to
see trends that we could incorporate into the review next lesson. In the second lesson,
the exit slip asked for two things that each student was confident in and one thing that
they felt they could improve. By scaffolding the questions in exit slips, we are
encouraging students to make connections to the strengths and growth in their learning
as the unit progresses, and it prepares them for the less-guided activities in the third
lesson. The feedback from students on these exit slips would be analyzed and
incorporated into the next lesson during the review of learning. It is a great tool to
address any insecurities students may have while ensuring anonymity during the
review.
The ABCD cards formative assessment in lesson one is also scaffolded as
students transition from simply raising the letter into participating in the three corners
activity in which students must not only align with what they believe the correct answer
is, but also defend their choice in the following class discussion. This scaffolding
demonstrates clearly the difference in student abilities in the subject material, yet in both
assessments students are given options to choose from. The performance task is the
final step in scaffolding the students through these assessments, as the project requires
a shift from passive recognition of material into active recall as they piece together the
translations themselves. Our choice to scaffold the formative assessments in this way
guided the sequence of the lessons as we wanted to ensure that students would be well
exposed to the material between each formative assessment. This would allow them to
develop the confidence needed with the material to feel comfortable and safe
discussing their three corner choice with the class.
The quick writes activity at the beginning of the second lesson is one of the
assessments we used to scaffold students creativity. We used The Hockey Sweater as
a model for this, to introduce the topic of heroes and a discussion around what
characteristics we associate with heroes. The quickwrites activity builds on the prior
days introduction and invites students to go into more detail and create personal
connections through the topic of heroes. Creativity is further fostered through both the
around the world activity, in which students must engage creatively in telling a story one
sentence at a time, and also through the hero creation in the third lesson. At this point,
students have been well equipped with various characteristics and background
knowledge to complete the creation of their own hero. This slow scaffolding ultimately
culminates in the performance task, in which students creatively use these heroes to
write a story. Using the characteristics and elements from the previous lessons,
students are fully able to complete this task which would have been very daunting if
they had been expected to do in the beginning.
These formative assessments were taken over a variety of modalities, and by
incorporating formative assessments that involved written, visual, oral, and kinesthetic
elements we aimed to increase the validity of our assessments. Construct validity
specifically is strengthened by incorporating multiple intelligences into assessments, as
it ensures that the results from the formative assessments are not skewed by measuring
criteria that is irrelevant to the outcomes we are truly trying to assess.
We also accounted for this type of validity through offering choice of modality in
our performance task. The opportunity for students to complete this project orally (via
podcast), visually (via cartoon), kinesthetically (via play), or written (via storybook)
promotes metacognition as the students must consider what modality they work best in.
It also creates different group dynamics within the group-work portion of the assignment
and gives each student an opportunity to shine and take on a role they feel comfortable
with.
We also attempted to account for the content validity appropriately by weighing
the focus of our lessons more heavily towards the specific learning outcomes that would
be more heavily weighted in our rubric. By keeping the rubric in mind, we ensure that
our lessons addressed the outcomes, specifically the elements of story and the
translation. These aspects of the lesson were focused on heavily throughout each
lesson and students had plentiful practice as their learning was scaffolded in each area.
Creativity was also scaffolded as shown above, as well as their learning in anglicismes,
but we felt that the criteria that were the most important in this unit were the narrative
elements and the students translations. Because the weighting in our lessons reflected
the weighting that we evaluated students on, our content validity was secure.
We aimed to improve our reliability as we proofread the performance task sheet
numerous times to rid it of systematic error such as poor layout, spelling errors, and
unclear directions. The final product is age-appropriate for reading level, and is easy to
understand and follow along with. However, as no assessment can be perfectly valid or
perfectly reliable, ours is still subject to some systematic error. The theme of heroes and
superheroes is largely a North American cultural phenomenon, and while we actively
incorporated other cultures such as Blackfoot heroes into this unit, it may still be a little
culturally biased for immigrated students. It was our hope that by incorporating
superheroes later in the lesson, these students would still be able to relate via their real-
life heroes that are focused on in the first half of the unit, and that this would lessen the
cultural bias. By considering both validity and reliability in this unit plan, we can ensure
fairness.
Lastly, we heavily considered triangulation in our mini unit. By incorporating
conversations into every lesson, and conferencing with each student to understand how
their learning was progressing, we aimed to gather more information to utilize for
assessment purposes. This, coupled with the formative observation done in our
formative activities, gives us well-rounded sources for collecting information over the
course of the entire unit. By utilizing both conversations and observing our various
modalities of formative assessment, we can identify trends over the course of the unit
and use this to adapt the lessons accordingly. Finally, the collection of products
completes the triangulation of our assessment. While the learning outcomes on the
rubric do change subtly from those indicated in our unit plan, we ensured that the main
specific learning objectives stayed true throughout the curriculum, instruction, and
assessment, and used supporting outcomes to deepen student learning of these
subjects in the lesson plans while indicating different outcomes on the rubric that
focused solely on the information that was to be collected and evaluated. By ensuring
that our outcomes were consistent and supported throughout instruction and
assessment, we were able to triangulate in this regard as well.
Overall, our mini unit largely focused on the importance of scaffolding students in
both assessment and instruction, and we considered our validity and reliability (and thus
fairness as well) through our modality options, our weighting, and our relatively small
systematic error. Our focus on triangulation occurred in two major ways: the
triangulation of the assessment process (conversations, observations, and collection of
products) as well as the triangulation of curriculum, instruction, and assessment. By
considering the outcomes present in each, and ensuring that they were appropriately
addressed to be fairly evaluated, our mini unit was a success in this fashion as well.

Adara Morrow and Nicole Nikonetz 3501 Mini Unit

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Integrated Mini Unit Plan

Integrated Mini Unit Plan

EDUC 3504 - MNO

Part A: Inquiry Question:

Part B: Focusing Questions:

which specifically focused on elements of story and translation.

previous lesson and to develop translation skills as well as recognition of narrative

students already have a working knowledge of a variety of grammatical structures and

language skills, such as communicating their own opinions based on a source as

developing critical reading skills such as understanding and rearticulating their

characters, and the basic organizational structure of texts in stories.

build schemas of the lesson materials.

possibility of incorporating it into gym. A complementary PE lesson featuring floor

could be incorporated to involve a class discussion on sports heroes specifically.

especially considering the importance of translation between the two languages.

predetermined knowledge and to tap into their own authentic learning.

In the creation of our mini-unit, we tried to include differentiation so that learning

students to encode information through the episodic buffer.

During these lessons we used a variety of teacher resources and student

idea of translation. The critically acclaimed piece of Canadian literature Le Chandail

information, communication, and creativity and innovation.

explore and develop a deeper, long-lasting understanding. We aimed to let students

messages in media products to

Part C: Unit Plan

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

Specific Learning Outcomes:

Rdiger un rcit prsentant les composantes de la structure narrative : situation initiale,

(These would be in French but for clarity are written in English)

3) Which element leads up to the climax?

4) Which element sets the story in motion?

LEARNING RESOURCES CONSULTED

Resource #1: French Immersion Program of Studies -

MATERIALS AND EQUIPMENT

* Prezi presentation used for learning activities:

* ABCD CARDS: http://www.preschoollearningonline.com/printable-flashcards/alphabet-flash-cards-

* Elements of plot worksheet:

* Mini-picture dictionary template:

Body (45 min.):

Closure ( 7 min + any

Materials for Lesson #1

2) Elements of Plot Worksheet (One for each student)

Grade/Subject: Grade 5 Immersion Unit: Storytelling and Translation

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

Specific Learning Outcomes:

ideas and information

Note taking package:

LEARNING RESOURCES CONSULTED

Resource #1: French and English Program of Studies

Resource #2: Common Anglicismes:

Resource #3: Inspiration for quick write prompts:

MATERIALS AND EQUIPMENT

* Elements of Story Prezi (https://prezi.com/view/mJZ7vGbDofiIqJL0sdA6/ )

Introduction (30 min.):

Body (25 min.):

Materials for Lesson #2:

OUTCOMES FROM Alberta PROGRAM OF STUDIES

General Learning Outcomes: