Instructional Planner

EDBE 8Y01 Instructional Planning Assignment: Planner

PART TWO: Independent Task Complete and post to your Drop Box

NAME:     Rachel Sehn
Grade:  4	Subject: Language	Strand(s): Oral Communication
Overall Expectation(s): Oral Communication: -Reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations	Specific Expectation(s): 1.2 Demonstrate an understanding of adapting active listening strategies to suit a variety of situations including work in groups (eg. Demonstrate an understanding of when to speak, when to listen and how much to say) 2.2 Demonstrate an understanding of appropriate speaking, behavior in a variety of situations, including paired sharing and small-and-large discussions	Achievement Chart Categories:      Knowledge & Understanding      Thinking      Communication      Application Knowledge & Understanding Thinking, Communication and Application (all categories apply)
LEARNING SKILLS AND WORK HABITS: Which LSWH(s) will be addressed?   Responsibility       Independent Work         Collaboration         Organization        Initiative        Self-Regulation
LEARNING GOAL(S) Describe the curriculum expectations & LSWH in student friendly language We are learning to… I will be able to describe and discuss the concept of social justice with my group members I will be able to familiarize myself with recent social justice related issues through engagement with news articles and multimedia I will be able to understand social justice issues around the world and their importance in society I will be able to demonstrate effective listening skills while working in my literacy centers	ASSESSMENT TASK /STRATEGY Describe what students will be doing to address the learning goal(s) and identify:      NATURE: Diagnostic/Formative/Summative      Observation/Conversation/Product              Assessment FOR learning: identify student’s understanding of active listening strategies while working collaboratively in literacy circles Assessment AS learning: Assess the extent to which students are able to effectively use active listening skills when participating in-group centers. Peer feedback is also encouraged by means of oral descriptive feedback to group members. Assessment OF Learning: Action Piece of lesson plan: The teacher will be able to assess students listening skills from the checklist attached. The teacher will begin by giving a basic overview of social justice if student don’t seem familiar with the topic. Students will visit four literacy centers around the classroom. At the first center students will explore a social justice board on pinterest. At this center they will be asked to discuss with their group what audiences this social justice board is geared towards? At center two students will watch a YouTube video on the social justice issue regarding poverty. At this center students will be asked to discuss with their group what their opinions are regarding the social justice issue? And what concerns they have regarding this social justice issue? At the third center students will be given 4 pictures of social justice issues. Students will be asked to compare and contrast the photos and write what they see going on in the photos. At the last center students will together come up with their own definition of social justice. Once all the groups have written their definitions they will be posted around the classroom. Students will be given 10 -15 minutes at each literacy circle Students will be assessed on their strengths as listeners while participating in-group discussions at each literacy center. The teacher will be walking around observing and filling out her checklist when literacy center discussions are taking place.	SUCCESS CRITERIA Describe what successful attainment of the learning goal(s) looks like for your assessment task I can understand then when being an active listener we must not interrupt peers while they are talking I can understand when it is an appropriate time to speak in groups I can understand how to use active listening strategies while working in my literacy centers I can work cooperatively with all my group members
ASSESSMENT TOOL    Anecdotal Record, Rating Scale, Checklist, Rubric, Other Identify & create a tool to record & analyze information from the success criteria for the task Include the assessment tool with this document Checklist (the checklist is attached to this submission)

Checklist for Instructional Planner

Task: Analyzing student listening skills at the literacy centers	Student takes turns and shares their opinions and ideas on specific social justice issues	Student is able to understand adaptive listening strategies	Student is able to understand when it is an appropriate time to speak during their listening centers	Student does not dominate the conversation/ Student avoids interrupting the speaker	Additional Comments/ Notes
Student A
Student B
Student C
Student D
Student E
Student F
Student G