Lesson Plan Portfolio

Lesson Plan Portfolio
Final Assignment for ED 3501/3504

Teacher
Cayley van Aken
Subject
English
Grade
Three
Lesson Focus
Fairy Tales
Level
Proficient
Adequate
Limited *
Lesson plan 1 demonstrates

a systematic approach to
teaching and facilitating
learning
learning
learning
Lesson plan series is
effectively designed to
ensure and engage student
learning
(x2)
Rationale demonstrates
focused insights related to
planning and intended
student learning
Overview of planning
decisions demonstrates a
purposeful focus on
establishing and maintaining
a positive learning
environment

a simplistic approach to
learning
learning
learning
appropriately designed to
learning
(x2)
reasonable insights related
to planning and intended
student learning
purposeful focus on
a positive learning
environment

a haphazard approach to
learning
learning
learning
inappropriately designed to
learning
(x2)
irrelevant insights related to
planning and intended
student learning
purposeful focus on
a positive learning
environment
Planning demonstrates a
skillful approach to
embedding formative
assessment strategies
systematic approach to
embedding formative
simplistic approach to
embedding formative
haphazard approach to
embedding formative
Performance Task design

demonstrates a skillful
approach to creating
authentic assessment
tasks

demonstrates a
systematic approach to
creating authentic
assessment tasks
Demonstrates skillful
rubric design
Demonstrates effective
rubric design

demonstrates a
simplistic approach to
creating authentic
assessment tasks
Demonstrates
appropriate rubric
design

demonstrates a
haphazard approach to
creating authentic
assessment tasks
Demonstrates
inappropriate rubric
design
Criteria
Excellent
ED 3501 Components
Outcome 4
Students will organize
lessons into a logical
sequence or series.

a skillful approach to
learning
learning
learning
Lesson plan series is skillfully
designed to ensure and
engage student learning
(x2)
Outcome 7
Students will describe and
analyze components of a
positive classroom,
articulating ways this
learning environment is
established and
maintained.
perceptive insights related
to planning and intended
student learning
purposeful focus on
a positive learning
environment
Insufficient
/ Blank *
No score is
awarded
because there
is insufficient
evidence of
student
performance
based on the
requirements
of the
assessment
task.
ED 3501 Components
Embedded
Assessment
(Outcome 3,4)
Performance Task
(Outcome 3)
No score is
awarded
because there
is insufficient
evidence of
student
performance
based on the
requirements
of the
assessment
task.
* Rubric component for the defense paper is included in the defense paper section of the portfolio
Lesson #1
What is a Fairy Tale?
Date
Subject/Grade
Level
Grade 3 English
Time
Duration
45 minutes
Unit
Fairy Tales
Teacher
Cayley van Aken
KSAs #1, 3, 4, 5, 6, 9, 11
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:
General Learning Outcome 2:

Students will listen, speak, read, write, view and represent to comprehend and respond personally and
critically to oral, print and other media texts.
2.1 Use strategies and cues
Use comprehension strategies
2.1.4 Apply a variety of strategies, such as setting a purpose, confirming predictions,
making inferences and drawing conclusions
2.2 Respond to various texts
Experience various texts
2.2.3 Identify types of literature, such as humour, poetry, adventure and fairy tales, and
describe favourites
2.3 Understand forms, elements and techniques
Understand forms and genres
2.3.1 Identify distinguishing features of a variety of oral, print and other
media texts
LEARNING OBJECTIVES
Students will:
1. Identify favourite fairy tales (SLO 2.2.3)
2. Create a definition for fairy tale (SLO 2.2.3)
3. Apply strategies to predict the outcome of a fairy tale (SLO 2.1.4)
4. Defend fairy tale predictions using textual and visual cues as well as background knowledge (SLO 2.1.4)
5. Identify distinguishing features of fairy tales (SLO 2.3.1)
ASSESSMENTS
Observations:
Key Questions:
Products/Performances:
Responses and contribution to discussions (L.O. 1, 2, 3, 4 & 5)

What is a fairy tale?
What characterizes a fairy tale?
What are your favourite fairy tales and why?
How do think certain fairy tales will end/progress?
Thumb voting for understanding throughout the lesson
Class-generated definition of a fairy tale (LO 2)
Votes and defense of whether or not a story is a fairy tale (LO 5)
Predictions and defense for predictions of fairy tales (LO 3 & 4)
Thumbs up voting during story predictions (LO 3)
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
Alberta Program of Studies English Language Arts K-9 (2000)

http://www.readwritethink.org/classroom-resources/lessonplans/fairy-tales-from-life-42.html?tab=4#session1
Unfamiliar fairy tale to read to the class

SmartBoard or large poster paper and markers
Class journals
Music from popular fairy tales
PROCEDURE
Prior to lesson
Attention Grabber
Prepare SmartBoard or poster paper for writing by opening new document or turning new
page
Play fairy tale music that students will recognize at start of lesson
Introduction
Time
Play fairy tale music as students enter the classroom, have them sit on the
1 minute
reading carpet and discuss the music while other students file in.
Assessment of Prior
Knowledge
Expectations for Learning

and Behaviour
Advance
Organizer/Agenda
Transition to Body
Learning Activity #1
Teacher Notes: Assessments/

Differentiation
Ask: Do any of you have a favourite fairy tale?

Remind students to consider books, movies, comic books, television shows,
and stories told orally. Have students discuss with someone sitting next to
them what their favourite fairy tale is and have three or four volunteers share
their responses.
Today in our discussion we will be using hands-up procedure for answers to
questions. Ask: With a raised hand, who can remind the class what hands-up
procedure is? Good, if you have an answer put your hand up and wait quietly
until I call on you. Today I would love it if the entire class could participate, so if
I see a new voice with their hand raised, I will call on them first. Remember
that we always wait until three others have talked before taking your next
turn. Remember to always listen and think about others ideas before raising
your hand.
Today we will be learning all about fairy tales, first we are going to
brainstorm a definition of a fairy tale and a list of characteristics of a fairy
tale.
Then we are going to look at a fairy tale that I dont think any of you have
ever heard before and make predictions about it before reading.
When the story is done we are going to discuss the fairy tale and how it is
similar or different to our definition of a fairy tale
Finally we are going to return to our desks and do a short three-minute I
cant stop writing journal entry.
Ask students to repeat the instructions, for example, Jonny what are we
going to do first? Excellent, and Sarah what are we going to do second?
If students dont have an answer, have them phone a friend until the
entire class understands the activities.
Prepare to write on SmartBoard or large notepad, return students attention to
fairy tales by writing What is a fairy tale and the top of the paper for the class
to see.
Body
Brainstorming Activity:
Ask: What characteristics describe the fairy tales that we just talked
about? Try to give me an example if you can. Examples: not always
fairies, set in the past once upon a time or a long time ago, fantasy,
supernatural, make-believe, clear good and bad characters, magic (good or
bad), certain numbers like three or seven, happy endings, teach a lesson,
set in a far away land. Student responses may sound like In Frozen the
good characters were princesses and one had magic.
Record student responses in list form on a SmartBoard or large notepad to
reference later
Ask: Using your knowledge of definitions, who can give me a good
definition of a fairy tale that includes these elements?
As a class construct a workable definition of a fairy tale. Tell students that
it is okay if they have slightly different personal definitions.
When definition is finished, ask students to close their eyes and rate their
understanding of fairy tales using a thumbs up, sideways, or down system.
Assessment: Ensure that students are contributing to conversation, if a student
isnt raising their hand, nicely ask what do you think ____? but always give
them an option to pass.
Results of student thumb responses. If many students appear confused, return
to the definition and use guiding questions to identify where students are
becoming confused. If none or only a few students are confused, continue the
lesson and assure the class that we will have plenty of time to engage with fairy
tales and build our understanding.
Differentiation: If students have a pre-established personal contract with me
3-5 minutes
1 minute
2 minutes
Time
5-8 minutes

Differentiation

Differentiation
about talking in class, have them bring their journals to the reading carpet and
write down some characteristics of fairy tales and their personal definition of a
fairy tale.
Group Reading:
Show students the cover of a fairy tale they are unfamiliar with, possibly
Strega Nona by Tomie de Paola
Have students vote if the story is a fairy tale or not. Have one person from
each side explain why they chose that side using the definition of a fairy
tale as a defense. Since students are unfamiliar with the story, BOTH yes
and no are acceptable responses. Support both responses.
Have students predict based on the cover what will happen in the story,
who the characters are, where it is set, and what kinds of fairy tale
characteristics it has. Continue to ask: What makes you think that this is a
fairy tale? and what do you think will happen next? throughout the
reading.
Read the first page of the story to the class and ask students to predict
what will happen in the story. What characteristics of fairy tales can they
identify in the first few pages?
When students make predictions encourage them to defend their ideas
using cues from the text such as pictures, context, and their personal
opinions based on past experiences. Have the class vote with their thumbs
if they think each prediction is possible using textual cues and their own
background knowledge
Read the fairy tale and stop to ask questions and welcome predictions
when natural
Assessment: During voting, have students explain why they chose that answer.
If a lot of students voted no, have them defend their answer using the definition
and characteristics of a fairy tale on the board. Both yes and no are acceptable
responses if students use the definition of a fairy tale to back up their thoughts.
When making predictions watch for students ability to use textual and visual
cues. Encourage as many students to make predictions as possible and have
them vote thumbs up or down if they think each prediction is possible. Thumb
voting will give the teacher an understanding of if students understand how to
make predictions.
Differentiation: Use round-robin techniques to ensure that by this point all
students have contributed to conversation at least once. If students have a
contract with me, they may write their predictions in their journals.
Group Discussion:
When the story is finished ask: Were your predictions right? What
elements of fairy tales were in this story? Who were the good and bad
characters? What was the problem and solution? Where was the story
set?
If students dont naturally notice the moral of the story, use guiding
questions to identify it. Ask: What other element of a fairy tale did you
notice? Did you learn anything from the story? What is the lesson in the
story telling you? Is this lesson similar to any other stories you know of?
While answering questions, return to the original list of fairy tale
characteristics and have students identify which ones were present in the
fairy tale read in class
Ask: Are we still happy with our working definition of a fairy tale? and
have them vote with their thumbs. If students want to change part of the
definition, have them offer suggestions.
Assessment: Group discussion responses. Responses should demonstrate
further understanding of characteristics of fairy tales.
Differentiation: Again, if students have previously discussed that they are
10 minutes
8 minutes
Consolidation of Learning:
Feedback From Students:

Feedback To Students
Transition To Next Lesson
Sponge Activity/Activities
uncomfortable contributing in class, have them write in their journals.

Closure
I Cant Stop Writing Journal:
Transition from carpet: Remind students that they are going to their
desks for the I Cant Stop Writing activity and that they will be timed for
three minutes. Have students return to their desks with the weekly
leader from each desk group getting the journals for their group. Remind
students that we are always moving quietly between different classroom
spaces and that I will only start the timer for the writing exercise when
the whole room is quiet.
In this activity students are timed and cannot stop writing until the timer
runs out. If students cant think of anything to write, have them write I
cant stop writing until something comes to mind and they jump back in.
Explain that the purpose of this exercise is to encourage students to write
without judging themselves. It is to escape their inner critic.
This is a loosely structured summarizing activity, encourage students to
reflect and summarize anything that they found interesting or learned
during todays lesson. Have students consider their previous experiences
with fairy tales as well.
Students with difficulty writing may use computers if available.
Have students close their eyes and vote with their thumbs if they understand
the characteristics of a fairy tale.
You guys have made an excellent definition of fairy tales.
Say: Next class we are going to apply our understanding of the characteristics
by working in groups to create our own fairy tales.
Time
5 minutes
20 seconds
10 seconds
20 seconds
Have students discuss their favourite fairy tale at their desk groups and why they like it so
much. Ask students to explain what their favourite elements of a story are and list them at the
bottom of their journal entry.
Reflections from the lesson
Insert any related student materials, assessment tools, etc. for this lesson. Ensure the next lesson plan
starts on a new page.
Lesson #2
Exploring Fairy Tales
Date
Subject/Grade
Level
Grade 3 English
Time
Duration
45 minutes
Unit
Fairy Tales
Teacher
Cayley van Aken
KSAs #1, 3, 4, 5, 6, 9, 11

General
Learning
Outcomes:

Students will listen, speak, read, write, view and represent to manage ideas and information.
Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.
2.3 Understand forms, elements and techniques
Understand forms and genres
2.3.1 Identify distinguishing features of a variety of oral, print and other media texts
2.4 - Create original text
Structure texts
2.4.4 Add sufficient detail to oral, print and other media texts to tell about setting and
character, and to sustain plot
3.4 Share and review
Share ideas and information
3.4.1 Organize and share ideas and information on topics to engage familiar audiences
5.2 Work within a group
Cooperate with others
5.2.1 Work cooperatively with others in small groups on structured tasks
Specific
Learning
Outcomes:
LEARNING OBJECTIVES
Students will:
1. Identify distinguishing features of fairy tales (SLO 2.3.1)
2. Add detail to story frameworks such as characters, setting, and plot (SLO 2.4.4)
3. Organize ideas using a chart (SLO 3.4.1)
4. Share ideas with classmates (SLO 3.4.1)
5. Cooperate in small groups while creating fairy tales (SLO 5.2.1)
ASSESSMENTS
Observations:
Key Questions:
Cooperation and contribution within groups (LO 5)

Discussion (LO 1, 4, 5)
Traffic lights and resulting discussion if assistance is needed (LO 1, 2, 3, 4, 5)
How do fairy tale features and elements of a story work together in fairy tales?
On the Fly fairy tales that include all elements of a story and at least one characteristic of a
fairy tale (LO 1 & 2)
Fairy tale map sheets (LO 2 & 3)
Group presentations (LO 4)
Five-finger voting for understanding (LO 1)
Exit slip (LO 1)
Alberta Program of Studies ELA K-9

https://www.flocabulary.com/fivethings/
http://thisreadingmama.com/free-fairy-tale-printable-pack/
Lunchbox exit slips courtesy of Craig Findley
Traffic lights for desk groups. (3 cups, one of green,

red, and yellow)
Printed On the Fly fairy tale game from
http://thisreadingmama.com/free-fairy-tale-printablepack/ cut out and put into bags for each desk pod
PROCEDURE
Prior to lesson
Assessment of Prior
Knowledge
Attention Grabber

and Behaviour
Advance
Organizer/Agenda
Transition to Body

Differentiation
Set traffic lights and games out at the front of the room
Load SmartBoard document from last class or bring out poster paper with the definition and
characteristics of a fairy tale so the class can see from their desks
Introduction
Time
Ask: Who can name the five elements of stories that we learned earlier
1 minute
this year? (Plot, characters, conflict, theme, and setting).
Watch this video as a quick review of elements of a story:
https://www.flocabulary.com/fivethings/
4 minutes
If students couldnt identify elements of a story before, have them name
them now. Write the elements somewhere visible like the whiteboard for
reference throughout the lesson
Today we are going to be working in groups, please be respectful of your peers
and remember our classroom rule respect yourself, respect others, and
respect your school. I would like everyone to contribute as much as possible.
30 seconds
You will also be using traffic lights in each of your group pods, if you run into
any difficulty or have questions during your group work, change the traffic light
to yellow or red and try to continue working until I can come help you.
Today we are going to start by playing a game called On the Fly fairy
tales with your desk pods. I will explain this game in a minute so you can
ask me questions about it then.
Next each desk pod is going to pick their favourite fairy tale from the
game and create a story map.
2 minutes
Finally each group will present their fairy tale to the class, you can elect a
speaker to explain your story or briefly act it out for us.
Ask students to repeat the instructions, for example: Jonny what are we
going to do first? Excellent, and Sarah what are we going to do second?
If students dont have an answer, have them phone a friend until the
entire class understands the activities.
Have the group leader from each desk pod come collect the games and traffic
lights from the front of the class. Encourage students to move quickly and
1 minute
quietly in the classroom.
Body
Time
On the Fly fairy tale game:
As I already explained, were going to play a fairy tale game. You now have
the games in your desk groups. Check now to make sure that you have a
good characters, bad characters, setting, and features bag.
The game works like this: One member of your group takes one card from
each bag and creates a fairy tale on the spot. Remember the five elements
of stories that we have on the board. If someone in your group is having a
10 minutes
hard time with one of the elements, help them out! This game is supposed
to be funny so let your creative juices flow!
Try to remember the fairy tales because in our next activity youre going
to be using one of them to fill out a story map.
Remember to use your traffic lights to tell me if youre stuck and try to
problem solve with your group while you wait for me.
Assessments: Status of traffic lights will show if students understand. Walk
around and listen to the fairy tales as students create them, check that all
elements of a story and various fairy tale features are included as well as
cooperation among the group members.
Differentiation: If students are nervous to create a fairy tale, allow them to
work in partners and create fairy tales together. Desk pods will be comfortable
working together and should support other members if they have a hard time.
Story Map Activity:
15 minutes
Gain class attention by using clapping method, quietly say if you can hear
me clap once and then clap, then say if you can hear me clap twice and

Differentiation

Differentiation
clap twice. Repeat this until the class is quiet and you can speak at a
normal volume.
In the desk pods, groups will pick a fairy tale the emerged from the game
for this next activity.
During previous activity as I circulate I will drop off fairy tale map
worksheets
Groups will collaborate to create a more detailed fairy tale using the
worksheet provided. Remind the groups that they will have two minutes
to share their fairy tales with the class and that they need to consider a
strategy to deliver the information. Examples for ways to present include
a short readers theatre, skit, puppet show, or narration. Say: Not all
members of your group need to be part of the presentation, but all
members need to contribute overall. If you dont want to present, make
sure that you help your group out at this stage.
Again remind students to use their traffic lights to get your attention
Give students time warnings every five minutes to ensure that they not
only plan a story but also a way to present it to the class.
Assessment: While circulating through the class, watch for cooperation in the
groups and look for understanding through responses and discussion. Use the
traffic lights to ensure that students understand the task at hand and ask them
questions as you observe their group.
Differentiation: If students are struggling with the process spend time with
their group to enforce cooperation and understanding. Have students elect a
group leader if they are having a hard time working together or have the group
work individually and submit their own fairy tales.
1-2 Minute Presentations:
Get class attention back by using clapping technique.
Have groups volunteer to present their stories. They can present from
their desks or the front of the room.
Each group has 1-2 minutes to present and not all members have to
present as long as they actively contributed to the creation of the story.
Assessment: Presentations demonstrate cooperation within the group and
understanding of how the elements of a story interact with the characteristics
of a fairy tale. All presented stories have all five elements of a story.
Differentiation: Students who do not want to present dont have to as long as
you have seen them contribute in the previous activities. If groups ended up
creating fairy tales on their own, one or two members from the pod can present
their personal fairy tale to the class.
Closure
Ask students to close their eyes and give a five-finger rating of how they feel
their current understanding of fairy tales is, five being excellent and one being
completely lost. Erase the five elements of stories off the board.
Provide students with an exit slip, have them write the five elements of a
story, say one thing they enjoyed, and ask one question.
When students hand in their exit slip, have them hand in their fairy tale
mapping sheet as well.
I loved your fairy tales today; you really demonstrated a great understanding
of fairy tales and story elements. I will be looking at your exit slips and story
maps but the comments I give will only be for your learning and will not be
recorded for marks. You will get your mapping sheets back next class.
Next class were going to begin looking at a bigger project about fairy tales.
You will each be eventually making a wanted poster for a bad character that
you create.
15-20
minutes
Time
1 minute
1 minute
20 seconds
20 seconds
Have students go into more depth with their characters. Identify things like hair colour,
height, favourite colour, and motivations. As a group create a detailed list of character traits. If
students are struggling, have them consider themselves as characters and write down ten
things that they consider defining characteristics.
Entire Game can be found at http://thisreadingmama.com/free-fairy-tale-printable-pack/
10
On the lunch bag write the five elements of a story.

On the lunch bag write the five elements of a story.
On the apple write one question you have from todays lesson.
On the apple write one question you have from todays lesson.
On the sandwich write one thing you enjoyed.
On the sandwich write one thing you enjoyed.
11
Names:
Fairy Tale Map

Characters
Problem
Setting
Event 1:
Event 2:
Solution:
Theme:
12
Lesson #3
Creating a Setting
Date
Subject/Grade
Level
Grade 3 Enlgish
Time
Duration
45 minutes
Unit
Fairy Tales
Teacher
Cayley van Aken
KSAs #1, 3, 4, 5, 6, 9, 11

General
Learning
Outcomes:

Students will listen, speak, read, write, view and represent to manage ideas and information.
Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of
communication.
2.2 Respond to various texts
Construct meaning from texts
2.2.8 Make inferences about a characters actions or feelings
2.4 - Create original text
Structure texts
2.4.4 Add sufficient detail to oral, print and other media texts to tell about setting and
3.4 Share and review
Share ideas and information
3.4.1 Organize and share ideas and information on topics to engage familiar audiences
3.4.2 Use titles, headings and visuals to add interest and highlight important points of
presentation.
Specific
Learning
Outcomes:
LEARNING OBJECTIVES
Students will:
1. Create a detailed setting (SLO 2.4.4)
2. Add detail to a pre-established setting to sustain plot and characters (SLO 2.4.4)
3. Create deep characters (SLO 2.4.4)
4. Make conclusions about a characters actions or feelings (SLO 2.2.8)
5. Organize character ideas using a pre-created chart (SLO 3.4.1)
6. Create a rubric that identifies important aspects of a wanted poster titles including headings and visuals (SLO 3.4.2)
ASSESSMENTS
Observations:
Key Questions:
Villain brainstorming discussion and answers to personal questions (LO 2, 3, & 4)

How will my villain interact with the perfect setting?
What makes my character an individual?
What is important information on a wanted poster?
Creation and summarizing of setting (LO 1)
Character building worksheet (LO 2, 3, 4, & 5)
Collaborative rubric (LO 6)
Alberta Program of Studies English Language Arts K-9

http://www.the-writers-craft.com/creative-writingworksheets.html
http://www.creative-writing-now.com/writing-characterprofiles.html
Classical fairy tale to read to the class with introduction

that explains ideal setting
Traffic light cups
Character building worksheet
PROCEDURE
Prior to lesson
Set out traffic lights on desks, copy character building worksheets for the class, get an
appropriate fairy tale to read to the class, and load documents from pervious lessons and video
13
clip on the board.

Attention Grabber
Assessment of Prior
Knowledge

and Behaviour
Advance
Organizer/Agenda
Transition to Body

Differentiation
Introduction
Have students move to the reading carpet, read introduction of a stereotypical
fairy tale and watch the introduction to Cinderella
(https://www.youtube.com/watch?v=5VhAQsCNBrI)
Ask students to name the five elements of a story and give a definition of a
fairy tale.
Bring up common questions from the exit slips and have students discuss
issues and offer places for improvement.
Today is the start of your fairy tale project. We will be doing a lot of group
discussion, today we will be using both hands-up procedure and popsicle sticks
to select who will speak. Remember that for both of these strategies you dont
blurt out your answer until you have been called on to respect others and our
classroom environment.
We will use the traffic lights again today, if you have a problem during any of
the work youll be doing at your desks, change your traffic light and try to
problem solve on your own until I arrive.
Today we are going to begin working on an exciting fairy tale project. This
project will involve you creating a bad guy and making a wanted poster for her
or him. We are going to start by making a setting as a class, then youll have
time to brainstorm ideas for your bad guy, and finally well come back together
to look at a sample and create a rubric for the project.
Have students stand up and high-five five people and shake out their bodies
before sitting back down.
Body
Create a Setting:
Explain to students that the fairy tale project involves creating a wanted
poster for a bad guy that they will get to create. But, for their bad guy to
do bad things, he needs a setting. As a class you are going to create an
ideal fairy tale setting.
Pull up the document or poster paper with fairy tale characteristics on it
for student reference
By picking popsicle sticks, have selected students explain one thing that
they want in their setting. Write down the features that students describe
In a smaller class, ideally all students should be called upon to add
something to the setting. Even if it is a seemingly small contribution like
its always summer or there were fields of daisies all around the castle.
By contributing to creating the setting students will feel more personally
invested in it.
Continue illustrating the setting until students have a good understanding
of what the setting looks like. Ask for two or three volunteer to summarize
the setting so that everyone understands.
Ask students to close their eyes and rate on a finger scale of one to ten
their understanding of our created setting. Five being that they are ready
for creating their villain and one being that theyre lost.
Assessment: Student contribution to creating the setting will demonstrate
understanding. Summaries and five-finger voting will show if students are
ready to move on to the next activity.
Differentiation: If students have an agreement with me about speaking in
class, they can pass and add a feature later. However in this activity all
students are encouraged to participate, so if a student feels uncomfortable
they can contribute something with a partner. Ex: Sally what would you like to
add to our setting? If you cant think of something, share with your neighbor
and well come back to you after two other students have had their turns.
Brainstorm Villains:
Time
5 minutes
2 minutes
20 seconds
20 seconds
1 minute
Time
10 minutes
10 minutes
14

Differentiation

Differentiation
Explain the steps to this activity before allowing students to return to their
desks to prevent confusion. After explaining, have students repeat the
steps back to you until it is clear that they understand.
Students are going to return to their desks and will be given a character
development sheet by the teacher. They will then begin to individually
brainstorm their villain. Remind the students that for a bad guy to do bad
things, he or she will need at least one good character to interact with. If
good characters were brought up during the setting creation activity, tell
students that they are free to use these good characters or create their
own that could reasonably live within the setting.
After five minutes individually students can choose to discuss their villains
with the people in their desk pod but they may continue to work
individually if they choose.
The purposes of the character development sheet are to have students
think more deeply about their character. The sheets are a tool for the
students to use as they desire and do not have to be completed if the
students dont find them helpful in developing their villains.
Assessment: Circulate throughout the classroom and ask individual students if
they have questions and ask how their character is looking so far. Check traffic
lights on the desks to see overall how the class is doing.
Differentiation: Students may work on computers if they are available. Allow
students to go beyond the worksheet if they find that it is too simplistic, but
encourage lower-achieving students to stick to the worksheet as it scaffolds
them to create deep characters.
Create a Rubric:
Show a student exemplar (or teacher-made exemplar) to provide a visual
of what you want the final product to look like. The exemplar should
include the name of the villain, a visual of them, a description of their
physical and personal characteristics, a description of what theyre
wanted for, and a reward (ex: the princes hand in marriage).
Have students identify the parts of the exemplar and list them on the
SmartBoard or large poster board.
As a class have students list criteria for the assignment and use descriptive
words to explain each criteria.
Open a document for a blank rubric, have students identify what should
be in each of the columns and what awesome, great, good, and needs
work would look like in each. Ensure that one section deals with quality of
writing including editing.
If the class does not finish the rubric, thats okay. This rubric should be
revisited several times throughout the creation of the project as students
interact with the assignment and encounter difficulties or things that they
would like presented on the rubric.
Assessment: Student input should demonstrate an understanding of elements
of a story as well as characteristics of a fairy tale. The group should work
together to find a solution.
Differentiation: Allow students to contribute as they seem fit. Dont let lower
achieving become discouraged. Create the rubric with attainable goals at the
Awesome level that all students can reach if they are aware of the
expectations.
Closure
Return to the description of the ideal fairy tale setting that the class has
created. Read the list with students again and have them think about it as they
leave class so that theyre ready to work on their villains next class.
Ask students to close their eyes and rate their confidence in this assignment
from one to five with their fingers. One being completely confused and five
15 minutes
Time
1 minute
30 seconds
15
being ready to go.

I have looked at your fairy tale maps from last class and given you comments
to guide you as you create your villains. As I said last day, this feedback is only
to improve your work and was not recorded for marks. Hand them out.
You will have plenty of class time to work on creating your villain, we will work
together in the next couple classes and revisit the rubric so that you know
exactly what youll be marked on. Keep thinking about your villain and the
setting today and tomorrow!
1 minute
If there is extra time students can continue to work on their villain.
16
Name: _______________
Character Development
Character Name:
Character Age:
Physical Description:
Name:
Clothing:
Hobbies:
Favourite Food:
Favourite Sports:
Strengths:
Weaknesses:
Biggest Fear:
17
What Do They REALLY Want?:
Enemy of:
Who Likes:
Dislikes This Character Because:
Conflict:
Most Important Thing To Know About This Character:
Other Important Facts/Features:
18
Task Title
Performance Task
Overview
Materials
General Outcomes
Teacher
Subject
Topic/Focus
Cayley van Aken

Grade Three English
Fairy Tales
Students will create a wanted poster for a villain that they individually create. The villain will live in
a setting that was created by the class as a whole and will interact with other characters that the
student creates.
Poster paper
Pencils
Markers and pencil crayons
Learner Outcomes
Specific Outcomes
2 Students will listen,

speak, read, write, view and
represent to comprehend
and respond personally and
critically to oral, print and
other media texts.
Glue
Assessment Criteria
Students provide evidence of their learning as they
2.3.1 Identify distinguishing features of a

variety of oral, print and other media texts
Include evidence of elements of a story and

features of a fairy tale in their poster. (2.3.1)
2.4.4 Add sufficient detail to oral, print and

other media texts to tell about setting and
Create in depth characters. (2.4.4)
3.4.1 Organize and share ideas and

information on topics to engage familiar
audiences
represent to manage ideas
and information
Create a visually and textually appealing

poster. (3.4.1, 3.4.2, 4.1.10)
3.4.2 Use titles, headings and visuals to add
interest and highlight important points of
presentation
19

represent to enhance the
clarity and artistry of
communication
4.1.10 Choose words, language patterns,

illustrations or sound to add detail and create
desired effects in oral, print and other media
texts
4.1.3 Edit for complete and incomplete

sentences
Write a final copy with clear, complete

sentences. (4.1.3)
Student Task Description

In the ideal fairy tale world of _ one villain stands out among the crowd. Known for her or his evil acts,
this character is wanted by the law! Create a wanted poster to spread the word to the other fairy tale
creatures about this villain! Posters should include:
A description of the characters crimes

Who the character is wanted by
A physical and character description
A reward for their arrest
A picture
Wanted posters should both look interesting and explain your villain in detail. These posters will be
assessed on a rubric that we create as a class.
20
Assessment Criteria
4
Awesome
Great
Good
Needs Work*
Poster has
elements of a story
and features of a
fairy tale
(2.3.1)
Poster has an indepth look at all

five elements of
a story and
features of a fairy
tale
Poster has a
detailed look at
most elements of
a story and
features of a fairy
tale
Poster has a
partial look at
some elements of
a story and
features of a fairy
tale
Poster has a
incomplete look
at elements of a
story and features
of a fairy tale
Create in depth
characters
(2.4.4)
Characters are
compelling and
creative
Characters are
meaningful and
thoughtful
Characters are
obvious and
predictable
Characters are
unfocused and
vague
Poster is visually
appealing
(3.4.1, 3.4.2,
4.1.10)
Poster is
purposefully
organized and
compelling.
Skillful use of
headings, titles,
and visuals.
Poster is
understandably
organized and
interesting.
Logical use of
some headings,
titles, and visuals.
Poster is workably
organized and
simplistic.
Simplistic use of
headings, titles,
and visuals.
Poster is
disorganized and
lacks appeal.
Limited use of
headings, titles,
and visuals.
Final copy has

been edited for
clear, complete
sentences
(4.1.3)
Good copy has

been
comprehensively
edited incomplete
sentences.
Good copy has

been thoroughly
edited incomplete
sentences.
Good copy has

been partly edited
incomplete
sentences.
Good copy has

been superficially
edited incomplete
sentences.
Level
Criteria
Insufficient /
Blank *
No score is awarded
because there is
insufficient evidence
of student
performance based on
the requirements of
the assessment task.
* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student improve.
21
The defense paper (no longer than 750 words) is to explain what information your assessment
strategies are designed to collect, how you would use that information to modify your teaching, and
how your assessment designs reflect what you have learned in the course and through the readings.
Students will be expected to cite explicit references to the texts, as well as any other assessment
literature that supports their lesson designs
Defense
Paper
Level
Criteria
Defense Paper
(Outcome 2)
Excellent
Proficient
Adequate
Limited *
Demonstrates an
extensive
understanding of
how ongoing
assessment guides
instruction
Demonstrates an
extensive
understanding of
how to determine
student learning
Demonstrates a
comprehensive
understanding of
the assessment
theory and best
practices
Demonstrates an
substantial
understanding of
how ongoing
assessment guides
instruction
Demonstrates an
substantial
understanding of
how to determine
student learning
Demonstrates a
thorough
understanding of
the assessment
theory and best
practices
Demonstrates an
partial
understanding of
how ongoing
assessment guides
instruction
Demonstrates an
partial
understanding of
how to determine
student learning
Demonstrates a
cursory
understanding of
the assessment
theory and best
practices
Demonstrates an
sketchy
understanding of
how ongoing
assessment guides
instruction
Demonstrates an
sketchy
understanding of
how to determine
student learning
Demonstrates a
superficial
understanding of
the assessment
theory and best
practices
Insufficient /
Blank *
No score is awarded
because there is
insufficient evidence
of student
performance based
on the requirements
of the assessment
task.
22
Cayley van Aken

PQR
Defense Paper
In my lesson series I was very consciously including assessment techniques to be constantly aware
of the learning of my class as a whole as well as my individual students. I included assessment for
learning, assessment of learning, and assessment as learning in my series and performance task to
maximize student understanding. I ensured that formative assessment was at the forefront of my lessons
and was built into each activity in a purposeful, although often subtle, way. My assessments are directly
linked to learning objectives, which, in turn, are linked directly to specific learning outcomes. To
guarantee that each specific learning outcome is being assessed, I have numbered the matching learning
objectives and assessments at the start of each lesson plan. This keeps me accountable to what I claim I
will teach students and ensures that I have a measurable way of seeing if the students understand what I
think they should.
Embedding assessment so purposefully takes some time, but it is extremely important for student
learning. While creating a lesson it is important to use the Understanding By Design approach (UbD),
which works backwards, that is, beginning with the desired end-results, instead of starting with
instructional activities or content (Roscoe, 2012, p. 8). An important step in UbD is to create assessment
techniques before designing learning activities; this allows assessment to take a prominent role in the
creation of a lesson (Roscoe, 2012, p. 8). Using UbD also prevents an activity-based or coverage approach
to learning and encourages effective lessons that assess and deliver content in a purposeful and engaging
way.
With UbD in mind, the assessments that I embedded into my lesson plans included not only whole
class assessment, but also check ups on small group and individual understanding. The class
understanding is constantly being monitored through thumb or five-finger voting, while smaller groups
are assessed through their discussion, traffic lights, and story mapping sheets among other examples.
23
Finally individual assessment takes the form of individual contribution to discussion and the group fairy
tale setting, as well as the exit slip activity, journal entry, and character development sheet.
These assessment strategies give me, the teacher, information regarding the current understanding
of my class. However, this information would be useless if I was unable to adapt my lessons to suit the
current understanding of my students. Not only should each activity be flexible to adapt to individual
students, but the next stages of each lesson or the next lesson should be adaptable as well. For example,
after the second lesson if the five-finger ratings and the exit slips that I received made it evident that my
class didnt understand fairy tales, I would have to build in more information into the third lesson based
on their questions and concerns. In this case I would move the rubric making exercise to a later class and
spend more time on whatever the class was struggling with.
I also believe that recording assessment information is important. Although the information
doesnt count for marks it is essential to collect evidence from various sources in order to have the
fullest understanding of a students progress. In her text, Davies emphasizes the importance of
triangulating evidence by balancing observations of learning, products students create, and conversations
about student learning (2011, p. 45). In Educational Psychology, our professor Cory Beres talks about
having a sticky note pad and writing down useful pieces of information as the day goes on based on
observations and conversations with students and then putting the notes into a folder to file at the end of
class. She says that this allows her to continue to participate and circulate in the class while constantly
assessing individual students.
One of my favourite aspects of the lesson series is the transfer of knowledge that occurs when
students begin their performance task. Because my lesson plan is built upon learning for understanding
and clear connections to learning outcomes, this transfer is an extremely important stage. Wiggens and
McTighe (2008) explain learning for understanding as an approach that requires that curriculum and
instruction address three different but interrelated academic goals: helping students (1) acquire important
information and skills, (2) make meaning of that content, and (3) effectively transfer their learning to new
24
situations both within school and beyond it (The Long-Term Purpose of Schooling section, para. 1).
Students begin the unit by acquiring the skills and then use them throughout the lessons to make meaning
of content. Although transfer also occurs when students create their story mapping sheet, the final project
allows them to transfer their knowledge to a relatively different situation and apply what theyve learned
in a fun and interesting way.
References:
Davies, A. (2011). Making classroom assessment work (3rd ed., p. 45). Courtenay, B.C.: Connections Pub.
Roscoe, K. (2012). An introduction to curriculum & instruction: First steps towards effective teaching
and learning (p. 8). Victoria, B.C: First Choice Books.
Wiggens, G., & McTighe, J. (2008). Put Understanding First. Educational Leadership, 65(8), 36-41.
25
26

Lesson Plan Portfolio - Van Aken Cayley

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Lesson Plan Portfolio - Van Aken Cayley

Загружено:

Авторское право:

Доступные форматы

Final Assignment for ED 3501/3504

Cayley van Aken

Lesson plan 1 demonstrates

Lesson plan 1 demonstrates

Lesson plan 1 demonstrates

Performance Task design

Performance Task design

Performance Task design

Performance Task design

Lesson plan 1 demonstrates

What is a Fairy Tale?

Cayley van Aken

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcome 2:

Responses and contribution to discussions (L.O. 1, 2, 3, 4 & 5)

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Alberta Program of Studies English Language Arts K-9 (2000)

Unfamiliar fairy tale to read to the class

Expectations for Learning

Teacher Notes: Assessments/

Ask: Do any of you have a favourite fairy tale?

Teacher Notes: Assessments/

Teacher Notes: Assessments/

Feedback From Students:

uncomfortable contributing in class, have them write in their journals.

Reflections from the lesson

Exploring Fairy Tales

Cayley van Aken

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcome 2:

Cooperation and contribution within groups (LO 5)

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Alberta Program of Studies ELA K-9

Traffic lights for desk groups. (3 cups, one of green,

Expectations for Learning

Teacher Notes: Assessments/

Teacher Notes: Assessments/

Teacher Notes: Assessments/

Feedback From Students:

Transition To Next Lesson

Entire Game can be found at http://thisreadingmama.com/free-fairy-tale-printable-pack/

On the lunch bag write the five elements of a story.

Fairy Tale Map

Cayley van Aken

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcome 2:

Villain brainstorming discussion and answers to personal questions (LO 2, 3, & 4)

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Alberta Program of Studies English Language Arts K-9

Classical fairy tale to read to the class with introduction

clip on the board.

Expectations for Learning

Teacher Notes: Assessments/

Teacher Notes: Assessments/

Teacher Notes: Assessments/

Feedback From Students:

Transition To Next Lesson

being ready to go.

If there is extra time students can continue to work on their villain.