MNO Mini Unit Assignment

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

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

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

questions, and assessment features.
Include three lesson plans as specified by
your C&I instructor
A series of summary pages for the lesson
plan sequences that tie lesson plan features
to course expectations. See assignment
template for more information.
A performance task and accompanying
rubric. Your performance task must be linked
to your three lessons. This performance
task must be completely developed,
including handout with instructions for
students, resources students will require and
a rubric and checklist.
Module
Assessme
nt
C&I
Assessme
nt, Ed
Tech,
Psycholog
y
Assessme
nt
Name of Unit: Rules in Life

School: Nicolas Sheran Community School
Name: Alisa Wang
Grade: 6
Subject: English Language Arts
Dates: November 13 to November 23, 2015
Curriculum Goals/ Learner Expectations/ Instructional Outcomes

This mini unit is derived from the English Language Arts K-9 (2000), General Outcomes 2, 3 and
4. Students will listen, speak, read, write, view and represent to comprehend and respond personally and
critically to oral, print and other media texts. 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. This unit builds on 2.1 on page 20 - combine personal experience
and the knowledge and skills gained through previous experiences with oral, print, and other media texts
to understand new ideas and information and monitor understanding by evaluating new ideas and
information in relation to known ideas and information. Also, 2.4 on page 44 - choose life themes
encountered in reading, listening and viewing activities, and in own experiences, for creating oral, print,
and other media texts, determine purpose and audience needs to choose forms, and organize ideas and
details in oral, print, and other media texts, and express the same ideas in different forms and genres. It
also includes 3.1 on page 50 - use note-taking or representing to assist understanding ideas and
information, and focusing topics for investigation, decide on and select the information needed to support
a point of view, and develop and follow own plan for accessing and gathering information, considering
guidelines for time and length of investigation and presentation. As well as 4.1 on page 68 - work
collaboratively to revise and enhance oral, print and other media texts, ask for and evaluate the usefulness
of feedback and assistance from peers, revise to provide focus, expand relevant ideas and eliminate
unnecessary information, and edit for appropriate verb tense and for correct pronoun references.
Mini Unit Overview

Lesson 1Main lesson objective: Students will be introduced and giving
the opportunity to read the book Rules by Cynthia Lord.
Activities: Include mini lecture, book reading
Evaluation: Teacher observation
Materials: Rules by Cynthia Lord
Lesson 2Main lesson objective: Students will have a clear understanding
of the importance of rules. Students will discover one rule per
chapter from the book Rules as a class. Students will construct
individual notes from the class activities.
Activities: Include mini lecture, group work, introduction to the
class website, and discussion.
Evaluation: Teacher observation and individual notes created by
students.
Materials: Rules by Cynthia Lord, Pre-made class site.
Lesson 3Main lesson objective: Students will organize and prioritize the
rules for David. Students will plan out rules for David if he had a
chance to come into our classroom. Students will talk about the
unique rules in their personal life.
Activities: Include mini lecture, lots of group work and
discussions.
Evaluation: Teacher observation, worksheet, and mini group
projects.
Materials: Rules by Cynthia Lord, Pre-prepared worksheet, Preprepared class site, poster paper, and markers.
Lesson 4Main lesson objective: Students will create a piece of their own
creative writing based on their own rules in life. Students will work
collaboratively to peer view each others works to revise and
enhance their writing.
Activities: Include mini lecture, Q&A, writing, and peer editing.
Evaluation: Teacher observation, Creative Writing as the
summative assessment to be marked according to rubric.
Materials: Rules by Cynthia Lord, pre-prepared class website,
and Rubrics.
The lesson plan 2, 3, 4 are included in this unit plan.
Lesson Plans
Insert your series of three lesson plans here. Your C&I instructor will provide you with
template options for these lesson plans.
Lesson
Title/Focus
Rules in Life
Date
November 16, 2015
Subject/Gra
de Level
English Language Arts/Grade 6
Time
Duratio
n
56 minutes
Unit
Novel Studies
Teacher
Alisa Wang
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:
Students will listen, speak, read, write, view and represent to manage ideas and
information.
Students will:
-use note-taking or representing to assist understanding ideas and information, and
focusing topics for investigation
-decide on and select the information needed to support a point of view
-develop and follow own plan for accessing and gathering information, considering
guidelines for time and length of investigation and presentation
LEARNING OBJECTIVES
Students will:
1. Students will have a clear understanding of the importance of rules.
2. Students will discover one rule per chapter from the book Rules as a class.
3. Students will construct individual notes from the class activities.
ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:
Observations through students facial expression when the lesson is being

taught.
Observe how well students perform in the activity provided.
Does student understand the importance of rules, and are students able
to identify all rules provided in the novel?
Class activities as formative assessments.
LEARNING RESOURCES CONSULTED

Rules by Cynthia Lord
English Language Arts K-12 Program of Studies
MATERIALS AND EQUIPMENT

Pre-made class website.
PROCEDURE
Prior to lesson
Attention Grabber
Check in with student. How is everyone doing? How did everyone spend
their weekend? Prepare students to be ready to start a class.
Introduction
Time
Play a game with the class.
10
http://www.7k7k.com/swf/18025.htm I will explain the rules of
minutes
this matching game, and play it together as a class. The rule is
to find matching pictures that can reach one another using
three or less straight lines. When you click on the two pictures,
it will disappear. In order to win the game, all pictures must be
Assessment of
Prior Knowledge
Expectations for
Learning and
Behavior
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1
Teacher Notes:
Assessments/
Differentiation
Learning Activity
#2
Teacher Notes:
Assessments/
Differentiation
canceled out in a certain period of time.

Ask students some questions to check whether or not they
finished the assigned reading. Put your hands up if you have
finished reading the novel. Pick any student with their hands
raised, and ask them questions such as, Please state one of
Davids rules from the novel and briefly explain the story
associated with the rule.
Consider differentiation in class. Through observation, figure
out the students that are struggling with the lesson. While other
students are working through the activity, sit by these students
to explain and clarify the lesson again, or answer any questions
they may have.
Letting students know ahead of time about what they will be
doing for the class.
Today, we will exploring the novel more in depth.
Body
As a class, I will briefly review the novel and explain the
importance of rules.
Rules is a book written by Cynthia Lord. The two main
characters are Catherine and David. Catherine is a twelve-yearold girl that just want a normal life, however, with a brother
that has autism, that wish is almost impossible. The entire book
is focused on different rules Catherine set up for David to help
him to behave more normally. Then, I would ask students,
Does anyone have any questions about the novel? I will
answer any questions they have and move on to the
importance of rules. Can someone explain to me what are
rules and why is it important to have rules in our lives? After
the students answers the question, I will explain to them that,
It seems that people don't like rules as they represent a kind
of restrictions, but in fact life can't be organized without rules.
People always need rules and laws to be able to live and deal
together. Our life should be restricted with rules or it becomes a
mess and unfair. If there are no rules and everyone is free to do
whatever they want, most people will probably behave selfishly.
We need rules to help us get a long together and show respect
to each other. For example, in schools, if a student ignores rule
against talking in class, the teacher will not be able to achieve
his/her goal and other students can't concentrate. Drivers who
don't follow traffic laws can cause serious accidents. Also, can
you imagine a game without rules? Did we follow rules when we
were playing the matching game at the beginning of class?
Without rules, games can be a mess and unfair.
While the lesson is being taught, observe through students
facial expressions, the students who are actively participating,
and those that are not. Find out the students that are struggling
with the lesson, sit down with the them after the lesson is being
taught, clarify and explain things that they are struggling with.
With a partner, students will discover rules in the novel.
Now lets find out about all the rules in the novel. First, find a
partner. Then, you and your partner will be assigned with one
chapter from the novel. Together, u guys will determine the
rules in the chapter and be ready to share it with the class. You
guys will have 10 minutes to work on this. If your group finished
early, find a group that is still working, and help them to find
rules in their chapter.
The activity is a formative assessment for students. Walk
around in the classroom to observe each group, check to see if
Time
15
minutes
15
minutes
Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation
they know what they are doing, talk about it with them, help
them out if they have any problems. Students who finish early
will also get the chance to help those who are not. This way,
students are benefiting both ways, working collaboratively to
get work done more effectively.
As a class, we will discuss what each group found out, and put
it up on the class website.
I think most groups should be done at this point. Lets combine
all of our information together as a class. I have created a class
website where all of you will have access to. The username and
password will be given at the end of the class. Everyone will be
able to post and comment on the website. I will pull up the
website on the smart board for students to look at, show them
how to log in, and leave it at the page of class notes. I will be
typing the information gathered by each group on to this
webpage while the groups are presenting their information.
Now, lets start with chapter one, our first group. I will go
through all the groups, and type out all information to the
webpage. Now that we have formed a set of notes as a class, I
want all of you to make a page of your own notes of the rules in
the novel. In the end, we will write a creative piece based on
own rules in life. I want you guys to keep this in mind
throughout the lessons. These notes we gather today can be a
useful resource to refer to while creating the final assignment.
With the materials learned in class, and the notes posted on the
class website, each student need to construct a page of
individual notes to use in the next few lessons.
10
minutes
Time
Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
Lets summarize what we learned today. First we review the

novel together. Can someone briefly tell me what the novel is
about? Then, we talked about the importance of rules. Can
someone tell me why rules are important in our lives? We also
got the chance to work with a partner to identify some of the
rules in the novel. Lastly, as a class, we worked collectively and
created a well very done class note. Now lets just read over
what we have gathered.
While summarizing the lesson, ask students to help me
summarize, and ask any questions they may have.
Answer students questions, and give them complements to
encourage them to learn better.
Now that we all have a good understanding of rules, and
created both class notes and individual notes for Davids rule,
next class we can maybe connect his rules with our personal
life rules.
Reflections from the

lesson
6 minutes
Lesson
Title/Focus
Rules in Life
Date
November 18, 2015
Subject/Gra
de Level
Time
Duratio
n
56 minutes
Unit
Novel Studies
Teacher
Alisa Wang

General
Learning
Outcomes:
Specific
Learning
Outcomes:
Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
Students will:
-combine personal experience and the knowledge and skills gained through previous
experiences with oral, print, and other media texts to understand new ideas and
information.
-monitor understanding by evaluating new ideas and information in relation to known
ideas and information.
LEARNING OBJECTIVES
Students
1.
2.
3.
will:
Students will organize and prioritize the rules for David.
Students will plan out rules for David if he had a chance to come into our classroom.
Students will talk about the unique rules in their personal life.
ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:
Observations through students facial expression when the lesson is being

taught.
Observe how well students perform in the activities provided.
Are students able to connect personal experiences with knowledge
learned in the novel?
Class activities as formative assessments.


Pre-made worksheets
Poster Paper
Markers
PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behavior
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1
Teacher Notes:
Assessments/
Differentiation
Learning Activity
#2
Teacher Notes:
Check in with student. How is everyone doing? Having a good day so far?
Maybe talk about a funny story somewhat relating to the topic to get them
ready for class.
Introduction
Time
Show Students a really interesting video about classroom rules.
https://www.youtube.com/watch?v=ddvTFgzkS5M
Ask students some questions about the materials learned in the
last class. Without looking at your notes, can someone tell me
one rule from the novel? Can someone else explain to me why
rules are important in our lives?
out the students that are struggling with the lesson. While other 8 minutes
they may have.
Lets have a fun class today with lots and lots of fun
activities.
Body
Time
As a class, I will pull up the class website and review all the
rules listed.
Lets begin with a quick review of the rules we gathered
together from last class. After going over the rules, I will give
each student a work sheet. The work sheet contains ten lines
numbered from 1-10. Students will be given the chance to
prioritize rules for David. Your task is to pick out ten rules that
15
you think is the most important for David from your individual
minutes
notes you have written from last class. You will be given 10
minutes to work on this and be ready to share it with the class.
For anyone that finishes early, quietly talk to someone thats
also finished and compare the two lists. After around 10
minutes, I will ask a few volunteers to share their orders and
explain why they chose the ten rules, and why are the ten rules
in this order?
While students are working on the worksheet as a formative
assessment, check by the individuals that have been struggling
from the last class. Explain the instructions again, and answer
any questions they may have.
Starting with an a very simple assessment to build the first step
towards the personal writing assignment for next class.
Set up a scenario where David will be coming to our class for
the day.
Imagine David will be coming to our class tomorrow, what are
some rules we can make for David that can help David to adapt
to our classroom? In a group of four, take a poster paper and a
few markers, brainstorm and make decisions as a group on
5~10 most important rules that David should follow when he
18
comes to our class tomorrow. If any groups finish early, your
minutes
group can decorate the poster before put it up on the wall
around our classroom. When all groups have their posters up on
the walls, we will have a gallery walk where each group will get
a chance to look at the wonderful ideas created by other
groups. During the gallery walk, put a star beside any rules that
your groups havent thought about, but think that it is a very
good rule that can be added to your group list.
The activity is a formative assessment to see if students are
able connect their lives as a class with the character in the

novel. This is the second step to help students get ready for the
summative writing assessment, involving some deep thinking
and challenge. However, students are given the opportunity to
work in groups to overcome this minor obstacle together. While
students are working, I will be observing, checking on all
groups, and help them brainstorm, clarify, and answer any
question they may have.
Lets talk about some unique rules in our personal life. One
special rule in my life would be whenever I am eating with my
friends, we all have to stack our phones in the middle of the
table, whoever grabs their phone first will have to pay for the
meal. Does anyone have any unique rules in their lives that
they would like to share with the class?
Assessments/
Differentiation
Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation
This is the final step to help students to develop ideas for their
summative assessment for the following class.
Consolidation of
Learning:
We have really made a lot of personal connections with the

novel today. Can someone tell me something new they learned
today?
Ask student questions if they have any questions regarding the
materials learned in class today.
Now that we all have made some really good connections
about rules, brainstorm some ideas about your own rules in
your life and be ready to write for next class.
10
minutes
Time
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
5 minutes

lesson
Lesson
Title/Focus
Rules in Life
Date
November 20, 2015
Subject/Gra
de Level
Time
Duratio
n
56 minutes
Unit
Novel Studies
Teacher
Alisa Wang

General
Learning
Outcomes:
Specific
Learning
Outcomes:
Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts, as well as to
enhance the clarity and artistry of communication.
Students will:
-choose life themes encountered in reading, listening and viewing activities, and in
own experiences, for creating oral, print, and other media texts.
-determine purpose and audience needs to choose forms, and organize ideas and
details in oral, print, and other media texts.
-express the same ideas in different forms and genres.
-work collaboratively to revise and enhance oral, print and other media texts
-ask for and evaluate the usefulness of feedback and assistance from peers
-revise to provide focus, expand relevant ideas and eliminate unnecessary information
-edit for appropriate verb tense and for correct pronoun references
LEARNING OBJECTIVES
Students will:
1. Students will create a piece of their own creative writing based on their own rules in life.
2. Students will work collaboratively and give two stars and a wish to each others works to
help revise and enhance their writing.
ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:
Observations through students facial expression while writing.

Are students able to transform their great ideas into a writing piece?
Creative Writing as a summative assessment.


Rubric
PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behavior
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1
Teacher Notes:
Assessments/
Differentiation
Learning Activity
Check on students. Having a good day do far? Any plans for the weekend?
Introduction
Time
Show students some creative writing piece from former
students as examples.
Ask students some questions about the materials learned in the
last few classes. What are rules? What are some rules that
Catherine created for David? How did rules help David or
yourself in life?
7 minutes
out the students that are struggling with the lesson. While other
they may have.
Lets create a unique writing piece today!
Body
Time
I will hand out a marking rubric to each student and go over the
entire rubric as a class. This creative writing piece will be
based on two parts- a writing part and a visual presentation
part. The writing part will be based on rules in your own life.
This can include rules such as family rules, friend rules,
classroom rules, game rules, traffic rules, and so on. It also can
be written in various forms including a list, a short essay, short
story, reflection piece, or a poem. The visual representation can
10
be in any form. Make it as creative as possible, but make sure
minutes
to somehow relate to the writing piece. Examples can be a
drawing, video, power point, artifact, and so on. Here is the
rubric I will be using for marking. Lets read it through together
and ask me questions about any part that you dont
understand. Now, can someone explain to me what the
assignment is? Thumbs up if you understand the assignment
and know what the expectations are.
Students will get the chance to look at the rubric ahead of time
to know all the expectations from the teacher, and address any
questions and concerns. As a class, we will come up with a
solution.
Students will be given time in class to work on the writing.
15
#2
Teacher Notes:
Assessments/
Differentiation
Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation
With all the notes and work sheet we have done in previous
classes, start your creative writing. Dont worry about finishing
it, just write as much as you can.
While students are writing, I will walk around in the classroom
to check on students, answer any questions they may have,
and help them to brainstorm ideas if needed.
Wrap up with your writing, we will be doing some peer editing.
With a partner, switch your writing pieces, read it, write two
stars and a wish. Give some complements to your peers as well
as some suggestions on things they need to work on to
improve. Things such as providing focus, expand relevant ideas
and eliminate unnecessary information, edit for appropriate
verb tense and so on. When your group is done the peer
editing, continue to work on your creative writing, and finish
the rest as homework. What I need from each of you next class
is a hardcopy of your writing piece, and the visual
representation associated with it. When I am done marking, I
will post all finished works on to our class website. This way
everyone is able to view it, including parents if you wish to.
Allowing others to view the excellent work you guys have
created and provide positive feedbacks.
Students will continue to work on their assignment if there were
more time in the class, students will then finish the rest of their
work as homework to hand in a hardcopy for next class. I will
also be posting all these wonderful works on to the class
website. This website can serve as a communication bridge
between students, teachers, and parents.
minutes
20
minutes
Time
Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
Can someone explain to me some expectations from the

assignment? Can someone else tell me what I need for next
class to be handed in?
Ask student questions if they have any questions regarding the
materials learned in class today.
Be as creative as you can, and make sure to bring your
finished work to the next class. You guys will have the entire
weekend to work on it.
4 minutes

lesson
Davids Top 10 Rules

Individually, write down what you think is the most important for David. You can use both the class
notes and individual notes as guidance.
1.__________________________________________________
2.__________________________________________________
3.__________________________________________________
4.__________________________________________________
5.__________________________________________________
6.__________________________________________________
7.__________________________________________________
8.__________________________________________________
9.__________________________________________________
10._________________________________________________
Lesson Plan Rationale

On the pages that follow you will be required to complete a series of lesson plan
summaries and reflections. For each lesson, regardless of the module you are completing
the reflection for, your summary description of the lesson will be the same (do not tailor
these summaries for each module, simply cut and paste them.
Follow the module specific instructions for each rationale required.
For this aspect of the assignment, you now need to view your lesson plans from an assessment perspective. Review
each lesson plan analyzing the consideration given to knowledge and skills you have gained in 3504 with respect to
the use and design of formative assessment strategies, assessment information use, and scaffolding toward
summative tasks. To guide your response give thought to the following.
1. How is your lesson designed to scaffold toward your final performance tasks?
2. What core assessment concepts are guiding your design choices?
3. How are you using formative assessment strategies and the information collected from them to guide your
sequence of lessons.
Ensure that you fully defend each salient point you wish to bring out.
Rationale: Assessment A
Scaffolding Lesson Plans

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

scaffold to your
performance task?
What core assessment

concepts inform your
design choice?
Lesson
Outcome:
My performance task for this

novel studies is that students
will create a piece of their
own creative writing based on
their own rules in life. In order
to reach that, first of all, it is
important for students to
understand what rules mean,
and the importance of rules in
our everyday life. Then, with
the definition given, student
will then be able to discover
all the rules within the novel.
The rules in the novel are
mostly very common rules
used in daily life. By listing
out these rules, it can give
students a rough idea of what
is expected for their own
creative writing regarding
rules in their life. However,
some rules could be difficult
to find, so working with a
partner first, and discussing it
with a class afterwards will
definitely help. Furthermore,
during the class discussion, I
will be posting all of the
information discussed on to
our class website for the
students to observe and use
as a resource to create their
individual notes. These notes
can be a good resource to
refer back to when actually
doing the final creative
writing.
I have considered the

characteristics from the new
paradigm of assessment,
where formative assessments
play a huge role. I used
formative assessment through
observations during lecture,
assigning group formative
activities, as well as in class
discussions. Giving students
several opportunities to
address any questions or
concerns they may have to
help build their knowledge and
help them enhance their
ability and skills of learning. I
also considered beginning with
the end in mind, where I let
them know the end goal that
we will be reaching, which is
to use all the knowledge
through the lessons to
eventually create a piece of
their own creative writing
based on their own rules in
life. Keeping this goal in mind,
students are able to follow all
the steps I have designed to
reach that goal more
effectively in a step by step
way. Also through this process,
I am able to make adjustments
to the final summative
assessment to make it more
fair, valid, and reliable. This
beginning with the end in
mind especially supports
validity in assessments. Also,
the purpose of all of these
1. Students will
have a clear
understanding
of the
importance of
rules.
2. Students will
discover one
rule per
chapter from
the book
Rules as a
class.
3. Students will
construct
individual
notes from
the class
activities.
Lesson
Description:
1. Review the
novel and
explain the
importance of
rules.
2. With a
partner,
students will
discover rules
in the novel.
3. The class will
discuss what
each group
found out, and
put it up on
the class
website for
students to
use as a
resource to
create their
individual
notes.
Instructi
onal
Processe
s
Description of
what teacher
is doing:
activities are used for me to

make the assessment more
reliable as well. From these
formative results I gathered
from the lessons from each
student, I am able to see
whether the assessment
produces stable and
consistent results through out
and make necessary
adjustments accordingly.
What formative
assessment techniques
will you be using? What
information will you be
collecting? How will you
use that information?
How does your use of

formative assessment
reflect key assessment
concepts?
In the very beginning the

class, I will do a hands up
formative assessment to
check on whether students
have done their assigned
readings from the novel. I will
first be teaching a mini
lecture on the meaning of
rules and the importance of
rules in daily life. While the
lesson is being taught, I will
observe students fascial
expressions, find out those
who may be struggling,
clarify and explain things that
they are having problems
with. I will also be assign
students to work with a
partner on one assigned
chapter to discover all the
rules with in the chapter. This
activity is a formative
assessment for students.
Giving me the opportunity to
observe and address any
problems they may encounter
in small groups. The final
activity is a class discussion
in class, where every group
present their information.
This way I get to formatively
assess the entire class,
answer any questions they
may have, and address
important problems raised in
small groups to the entire
class.
I have considered the

characteristics from the new
paradigm of assessment,
where formative assessments
play a huge role. I used
formative assessment through
observations during lecture,
assigning group formative
activities, as well as in class
discussions. Giving students
several opportunities to
address any questions or
concerns they may have to
help build their knowledge and
help them enhance their
ability and skills of learning. I
also considered beginning with
the end in mind, where I let
them know the end goal that
we will be reaching, which is
to use all the knowledge
through the lessons to
eventually create a piece of
their own creative writing
based on their own rules in
life. Keeping this goal in mind,
students are able to follow all
the steps I have designed to
reach that goal more
effectively in a step by step
way. Also through this process,
I am able to make adjustments
to the final summative
assessment to make it more
fair, valid, and reliable. This
beginning with the end in
mind especially supports
Description of
what students
are doing:
Sequence of
key questions:
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
The Students will listen to the

lecture, work with a partner
to discover rules of the
assigned chapter, participate
the class discussion, as well
as making and individual
note. Students are able to
think about some questions
during the lecture, talk to the
partner about the question
during group work, address
the question to me while I
check on them, and ask
further questions during the
final class discussion. This
gives the students the chance
to clarify and understands all
materials being taught. The
final individual note will be a
final step to check on their
own understanding of the
material.
Intro: Has everyone in the
class done the assign
readings? What are some key
concepts associated with the
novel?
Activity 1: What does rules
mean? How is it important in
our everyday lives?
Activity 2: Are you guys able
to work with a partner to find
out the rules in the assigned
chapter?
Activity 3: Are all students
able to present their
information to the class and
collectively make a class
note?
Closure: Does student
understand the importance of
rules, are students able to
identify all rules provided in
the novel, and are students
able to create their individual
notes based on the entire
lesson being taught today?
Intro (10 min): Check on prior
knowledge
Body (40 min): Observation
through group work, assigned
a partner activity as a
formative assessment, and
class discussion as another
formative assessment.
Closure (6 min): Summarized
what has been done today,
and address any further
questions students may have.
validity in assessments. Also,

the purpose of all of these
student, I am able to see
whether the assessment
produces stable and
consistent results through out
and make necessary
adjustments accordingly.

Lesson 2:
Lesson
Overvie
w:
Description

scaffold to your
performance task?

design choice?
Lesson
Outcome:
In order to achieve the final

creative writing piece of their
own rules in life. This is
another lesson I have created
to help students to reach the
final goal. As a class, we
would first review the class
notes on the shared website.
Starting with a rather simple
individual task, with these
notes, students will be
handed a work sheet that is
to be worked individually to
help organize and prioritize
rules for David. Students gets
the chance to rate the goals
according to what they think
are the most important, not
only for David but for
themselves as well. Then, I
will set up a scenario where
David will be coming to our
classroom for the day, put
them in groups of four to
work on a poster collectively
to brainstorm and make
decisions on 5-10 most
important classroom rules
that David should follow. This
task is a bit harder, involving
some deep thinking and
challenge, so students are
Considering characteristics of
the new paradigm of
assessment, I have included
many formative assessments
such as the individual work
sheet, and group posters to
formatively assess on how well
they grasped their knowledge
and whether or not they are
able to apply the concepts
they use, as well as relating it
to real-world context by
connecting what is to be
learned in the novel into real
life content. Also with the
beginning with an end in mind,
according to the text book, as
teachers, we have the
standard or outcome, but if we
dont understand the level of
quality that is expected, then
we wont know when students
have reach it. In order to solve
this problem, other than
informing students with their
final goal to build little steps
toward it, I also included
personal experiences as an
example to guide and help
students to be more confident
to share their personal stories,
as well as coming up with
1. Students will
organize and
prioritize the
rules for
David.
2. Students will
plan out rules
for David if he
had a chance
to come into
our classroom.
3. Students will
talk about the
unique rules
in their
personal life.
Lesson
Description:
1. Review, then
work on a
worksheet
individually to
prioritize the
rules for
David.
2. In a group of
four, come up
with 5-10
rules if David
were to come
in to our
classroom.
3. Talk about
unique rules
in personal
life.
Instructi
onal
Processe
s
put in to groups of four. This

activity connects the novel
with students personal life to
help them build ideas for the
final piece. I also included the
gallery walk around the
classroom for students to
observe each others great
work and ideas. The third
activity would be a class
discussion on some unique
rules in our personal life. This
takes a step further in to the
connections with their
personal life. By hearing my
example, and ideas shared by
other classmates, most
student should have some
brief ideas on the final
assessment piece.
more ideas towards their final

creative writing piece. With
these goals in mind, and
through these formative
assessment, I am able to
create and adjust the
assessment to make sure that
its fair for students. The
purpose of all of these
student, I can continue to
observe whether the
assessment produces stable
and consistent results and
make necessary adjustments.
Moreover, when I plan out
these different activities in
both lesson one and two, in
order to make the final
assessment more valid, I
made sure to consider all for
factors including construct
(whether the accuracy of an
assessment matches the idea
or concept of the instructional
objectives), content (whether
or not the assessment
contains adequate content of
the intended learning
outcomes), concurrent (how
accurate the results of
different formative
assessment with the same
intended learning outcomes
equates), and
consequential(how effective
the intended and the
unintended learning outcomes
are by accomplishing the
assessment.) of the
assessment, while I plan out
the little steps to reach that
final goal.
What formative

concepts?
Description of
what teacher
is doing:
Description of
what students
are doing:
I would start the class by

asking a few question
regarding the previous lesson
to formatively check on
student learning, and briefly
go over it with them if they
cant quite recall the
materials learned. Then, I will
give each students a
formative, simple worksheet
as a start. Students need to
work on this individually to
pick out the rules from their
individual notes they created
in the previous class to
organize and prioritize the
top then goals from the list.
When they are done I will
choose a few students to
share their list and explain
their reason behind it. While
students are working, I will
check by individuals that
were struggling in the
previous class and help them
if they need. Then, I will
assign them with another
formative assessment thats
a bit more challenging, which
is setting up a scenario in a
classroom setting to help
them make connections, and
related materials in the novel
into their daily lives. Through
this, I am able to assess
whether they are able to
connect their lives with the
character in the novel and
help them out if they are
struggling. Moreover, I will
lead a class discussion
regarding unique rules in
personal life by giving
students an example of my
personal experience.
Students will work on the
individual worksheet for me
to see if they really
understand the importance of
rules and be able to
organized and prioritize the
rules according to their
significance, and ask me any
questions they may have.
Students will also work on a
poster in small groups
regrading a set scenario. With
this formative assessment,
students are able to address
Considering characteristics of
the new paradigm of
assessment, I have included
many formative assessments
such as the individual work
sheet, and group posters to
formatively assess on how well
they grasped their knowledge
and whether or not they are
able to apply the concepts
they use, as well as relating it
to real-world context by
connecting what is to be
learned in the novel into real
life content. Also with the
beginning with an end in mind,
according to the text book, as
teachers, we have the
standard or outcome, but if we
dont understand the level of
quality that is expected, then
we wont know when students
have reach it. In order to solve
this problem, other than
informing students with their
final goal to build little steps
toward it, I also included
personal experiences as an
example to guide and help
students to be more confident
to share their personal stories,
as well as coming up with
more ideas towards their final
creative writing piece. With
these goals in mind, and
through these formative
assessment, I am able to
create and adjust the
assessment to make sure that
its fair for students. The
purpose of all of these
student, I can continue to
observe whether the
assessment produces stable
and consistent results and
make necessary adjustments.
Moreover, when I plan out
these different activities in
both lesson one and two, in
order to make the final
assessment more valid, I
made sure to consider all for
factors including construct
(whether the accuracy of an
Sequence of
key questions:
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)
more questions, and apply

materials learned in the novel
to real life situations.
Students will also participate
in the class discussion about
unique rules in their person
life. This way, student are
able to relate real life
situations to materials
learned in the novel.
Intro: Can someone tell me
one rule from the novel? Can
someone else explain to me
why rules are important in
our lives?
Activity 1: Using the
individual notes created from
the previous class, are you
guys able to finish the
worksheet individually? Can
someone please share their
list with the class and explain
the reason behind your list?
Activity 2: Working in groups,
are students able to apply the
content learned from the
novel into real life scenarios?
Activity 3: Does any student
have any unique rules in their
lives just like me that they
would like to share with the
class?
Closure: With every activity
we have done in this class
and the class before, do you
guys have a some ideas on
what to write on your last
creative writing piece?
knowledge
Body (43 min): Overall
observations, and formative
assessment that are done
individually, as a group, and
as a class.
assessment matches the idea

or concept of the instructional
objectives), content (whether
or not the assessment
contains adequate content of
the intended learning
outcomes), concurrent (how
accurate the results of
different formative
assessment with the same
intended learning outcomes
equates), and
consequential(how effective
the intended and the
unintended learning outcomes
are by accomplishing the
assessment.) of the
assessment, while I plan out
the little steps to reach that
final goal.

Lesson 3:
Lesson
Overvie
w:
Description

scaffold to your
performance task?

design choice?
Lesson
Outcome:
Students will:
This lesson will be based on

the actual performance task. I
will first explain the details of
the creative writing piece and
hand out a marking rubric to
each student and go over the
With the new paradigm of

assessment in mind, I focused
on relations to real-world
context by creating a
summative assessment piece
that is derived from the novel
1.
Students will
create a piece
of their own
creative
writing based
on their own
rules in life.
2. Students will
work
collaboratively
and give two
stars and a
wish to each
others works
to help revise
and enhance
their writing.
Lesson
Description:
1. Go over the
entire rubric
as a class.
2. Given class
time to work
on the
assignment.
3. Peer
assessment.
Instructi
onal
Processe
s
Description of
what teacher
is doing:
entire rubric as a class. This

way students will know what
my expectations are, and ask
any questions they may have.
The second part of my lesson
will be work time, student will
be given class time to work
on the creative writing piece.
They dont need to worry
about finishing it, just write
as much as they can, using
the information gathered
from all the activities done
through these classes as
guides. Then, with their
drafts, with a partner, switch
the writing pieces, read it,
and write two stars and a
wish. This way students are
able to get some feedback
and suggestions from peers
to enhance their writings.
With all the activities done in
class, all the notes gathered,
and the peer view, students
should have plenty of ideas
and guides toward this
summative writing
assessment. The students will
finish the rest at home and
hand in a hardcopy along
with a visual representation in
the next class.
to make connections with

students personal life, as well
as apply both formative and
summative to enhance
student learning. Beginning
with an end in mind, I hand all
students a rubric before
starting the actually writing
assignment, go over it with
them and give them the
opportunity to address any
questions or concerns they
may have in regards to what
the summative assessments
are, and what the
expectations are. This way
students have a goal that they
are working towards. For the
assessment to be fair, I used
peer assessment as a method
that are compatible with the
context and purpose of the
assignment to give students
the opportunity to give
complements and suggestions
to one another to help
enhance their work. I have
also provided students with
clear directions as well as the
rubric that contains the
marking standard and my
expectations towards the
assessment. When going over
the rubric as a class, from
their questions and concerns, I
can figure out whether the
assessment is valid, reliable
and fair, and I will make any
necessary changes to the
scoring criteria.
What formative

concepts?
At the beginning of the class,

I will formatively check on
students prior knowledge
from the previous class, and
explain and clarify any
questions they may have. I
will first talk about the
assignment in depth and go
over the marking rubric and
formative assess whether the
students understand the
With the new paradigm of

assessment in mind, I focused
on relations to real-world
context by creating a
summative assessment piece
that is derived from the novel
to make connections with
students personal life, as well
as apply both formative and
summative to enhance
student learning. Beginning
Description of
what students
are doing:
Sequence of
key questions:
assignment, and my
assignment. I will give
students time in class to work
on a draft of the creative
writing piece. While students
are writing, I will walk around
in the classroom to check on
students, answer any
questions they may have,
and help them brainstorm
idea if needed. Then, with
this draft, I will ask students
to partner up, and do peer
view and assessment, and
write two stars and a wish.
This will be formative,
complements and
suggestions are provided to
help students improve.
Students will read over the
rubric with me as a class and
address any question and
concerns they may have.
Students will also work on the
draft of the creative writing
piece, and with the draft, do a
formative peer view or peer
assessment give each other
some complements as well as
possible suggestions for
improvement.
Intro: What are rules? What
are some rules that Catherine
created for David? How did
rules help David or yourself in
life?
Activity 1: Does everyone
understand what the
assignment is, and what my
expectations are?
Activity 2: Are students able
write a draft of the creative
writing piece through the
notes created, and all the
activities and worksheets
done in the previous classes?
Activity 3: Are students able
to gain valuable suggestion
from peer assessments to
improve or enhance their
writing pieces.
Closure: Is everyone in the
class confident enough to
finish the rest of the writing
and the visual representation
to be handed in to next class?
with an end in mind, I hand all

students a rubric before
starting the actually writing
assignment, go over it with
them and give them the
opportunity to address any
questions or concerns they
may have in regards to what
the summative assessments
are, and what the
expectations are. This way
students have a goal that they
are working towards. For the
assessment to be fair, I used
peer assessment as a method
that are compatible with the
context and purpose of the
assignment to give students
the opportunity to give
complements and suggestions
to one another to help
enhance their work. I have
also provided students with
clear directions as well as the
rubric that contains the
marking standard and my
assessment. When going over
the rubric as a class, from
their questions and concerns, I
can figure out whether the
assessment is valid, reliable
and fair, and I will make any
necessary changes to the
scoring criteria.
Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)

knowledge
Body (45 min): Go over the
rubric, formatively assess
whether students understand
what the is expected from the
assessment. Observation
through working time. Work
on formative peer
assessment with a partner.
Assessment Criteria
4
Insufficie
nt / Blank
Limited *
*
Level
Criteria
Excellent
Proficien
t
Adequat
e
Content/Ideas
Strong evidence
of thoughtful
content,
engagement with
the topic,
connections to
readings.
Develops ideas
clearly and fully;
uses a wide
range of relevant
details.
Evidence of
thoughtful
content,
engagement with
the topic,
connections to
readings.
Develops ideas
clearly; uses
relevant details.
Some evidence of
thoughtful
content,
engagement with
the topic,
connections to
readings.
Develops ideas
briefly; uses some
detail
Few/no evidence
of thoughtful
content,
engagement with
the topic,
connections to
readings. Uses
incomplete or
undeveloped
details.
No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.
Organization
Maintains a clear
focus; used one of
the writing form
from the list
provided; exhibits
a logical, coherent
structure through
appropriate
transitions.
Maintains a focus;
used one of the
writing form from
the list provided;
exhibits a logical
structure through
appropriate
transitions.
Establishes but
does not always
maintain an
appropriate focus;
used one of the
writing form from
the list provided;
some
inconsistencies in
sequence of ideas
Lacks an
appropriate focus,
used one of the
writing form from
the list provided
,but suggests
some
organization;
No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.
Language
Use
Creative, concrete
language; uses
literary devices
and rich sensory
detail. Uses
sophisticated
precise
vocabulary. Wellvaried sentence
structure
throughout
Assignment uses
concrete
language. literary
devices and
sensory detail.
Effective word
choices. Good
sentence structure
and variety.
Some use of
concrete
language, literary
devices, and
sensory detail in
assignment. Some
effective word
choices.
Occasional use of
sentence variety
Little use of
concrete
language, literary
devices or sensory
detail in
assignment. Few
effective word
choices. Little
sentence variety
No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.
Grammatical
errors are
awkward and
interfere with
communication.
Misspelled and
misused words
throughout
No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.
Grammar/Spe
lling
Smooth, fluid
error-free
punctuation/gram
mar. Correct
spelling;
error-free word
usage
Mostly correct
grammar; errors
do not interfere
with
communication.
Mostly correct
spelling and word
usage
Errors occasionally
interfere with
communication;
verb tense errors.
Errors in spelling
and word usage
Visual
Representaio
n
Greatly engaged
in making a visual
representation of
the writing that
created
meaningful links
to the content.
Engaged in
making a visual
representation of
the writing that
created links to
the content.
Some
engagement is
shown in making a
visual
representation of
the writing that
creates some link
to the content.
Few/No
engagement is
shown in making a
visual
representation of
the writing that
creates few/no
link to the
content.
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.
Student Handout
This assignment includes two parts a writing part and a visual representation part. The writing part will
be based on rules in your own life. This can include rules such as family rules, game rules, traffic rules,
and so on. It can also be written in various forms including a list of rules, a short essay, a short story, a
reflection piece on the consequences of not following a rule or the benefits gained by following a certain
rule, or a poem about rules. This writing piece should be approximately one page. I would prefer a print
copy. However, if you are able to write it out neatly, that would be fine as well. The visual representation
can be in any form. Make it as creative as possible, but make sure that the visual representation is related
to the writing piece to some extent.
Here are some steps to follow to help you approach this writing assignment:
1. Read over the class notes as well as the individual notes created in the first lesson. Both of these
should contain really rich information about different rules we discovered from the novel. This should
help you to brainstorm some ideas for this writing assignment.
2. There are many other resources that can help you to approach this writing assignment. That includes
the individual worksheet that includes the 10 most important rules you picked out for David, the group
poster posted around the classroom that includes 5-10 rules you discovered with your groupmates for
David if he were to come to our classroom, as well as what we talked about in the group discussion on
some unique rules in our personal life.
3. Read through the Rubric carefully. Make sure you understand what is expected. Ask any questions for
any part you are unsure of.
4. From the third class, you should have a brief draft written out with some peer complements and
suggestions. Read through the comments very carefully, and make the decision of whether or not to
make changes to your draft. If you are unsure about it, please ask me.
5. Use the pre-writing/draft started in class and extend the writing. Re-read it and revise the writing. Ask
yourself some questions such as: Is there is anything else you would like to add? Have I checked my
grammar and spelling? Is it closely related to rules in life?
6. When the writing piece is finished, you can start to work on the visual representation. This can be in
any form. For example, a video, a picture, an artifact, a photo. Make sure that I am able to make
connections with the written piece.
7. Hand in the written piece along with the visual representation to next class. When I am done marking.
With your permission, I will be posting your wonderful works on to the class website for everyone to
view.
For this aspect of the assignment, you now need to view your lesson plans from the Ed Psych perspective. Review a
CHOSEN LESSON plan analyzing the consideration given to knowledge and skills you have gained in 3502 in the
broad areas of child development, learning theories, motivation and classroom structure and climate. To guide
your response give thought to the following.
4. What learning theory concepts are evident/incorporated in this plan? Why?
5. Did I consider the development of a child within the lesson? How?
6. Does my lesson have consideration for motivation of a wide range of learners? Explain.
7. Have I considered classroom structure and climate and potential variables that may derail the lesson?
Consider rules, routines, movement within the class, etc.
Rationale: Ed Psychology A

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

Demonstration of Attention to a
Classroom Structure and Climate
Lesson Outcome:
Vygotsky believes that the development of

language, ideas, attitudes and values is
accomplished through interaction. So, I
included group work and class discussions
which are both great ways for students to
interact with one another to develop
knowledge. Vygotsky also emphasized on
the zone of proximal development where
children can be successful under adult
guidance or in collaboration with a more
advanced peer to solve the particular
problem. During the first activity in this
lesson of individual worksheet, and the
second group project, I will apply the zone of
proximal development, where I will be
checking on all students and help them
brainstorm, clarify, and answer any question
they may have. Vygotsky also mentioned
the term scaffolding, by giving support such
as clues, reminders, encouragement,
providing examples to help students to grow
in independent thinking. All of the activities I
include in all of my lessons are scaffold
formative assessments and activities that
will help students to reach their final
objective, that is to individually create a
writing pieces about own rules in life. Also,
according to Banduras social learning
theory, behavior is learned from the
environment through the process of
observation learning. In order to enhance
student learning, I included the gallery walk
at the end of the second activity, giving
students the opportunity to observe the
great work from other students. Ive also
considered chapter 5 of the text book that
1. Students will organize and prioritize

the rules for David.
2. Students will plan out rules for
David if he had a chance to come
into our classroom.
3. Students will talk about the unique
rules in their personal life.
Lesson Description:
1. Review, then work on a worksheet
individually to prioritize the rules for
David.
2. In a group of four, come up with 510 rules if David were to come in to
our classroom on a poster paper.
The poster will then be posted
around the classroom for a gallery
walk.
3. Talk about unique rules in personal
life.
deals with ESL/ELL learners, and designed

the activities to connect with personal life.
This way ESL/ELL learners are able to
include their own culture and personal
experiences, and feel that sense of
belonging in the classroom.
Instructi
onal
Processe
s
Description of what teacher is

doing:
Description of what students are

doing:
Sequence of key questions:
Keeping Vygotskys theories in mind, during

the first individual formative assessment, I
will apply the zone of proximal development
and check on those that are struggling from
the last class and give them hints and clues
to help them to accomplish the assignment.
In the second activity of this lesson, I will set
up a real life scenario, where students have
to work in groups of four to make a poster
that contains 5-10 rules that David (main
character in the novel) needs to follow when
he comes into our classroom tomorrow.
While students are working, I apply the zone
of proximal development to observing,
checking on all groups, and help them
brainstorm, clarify, and answer any question
they may have. Interaction between the
teacher and the peers according to Vygotsky
can enhance knowledge development.
Considering Banduras social learning
theory, I included a gallery walk for students
to observe each others work. In the third
activity, I will led a class discussion,
considering ELL/ESL learners, the topic will
be based on unique rules in personal life.
The students will work on the individual
worksheet, work on the project as a group
as well as participate in the class discussion.
During the gallery walk, students will put a
star beside any rules that they think is great
idea. This is a confirmation of great work
from the peers, in this case, can act as an
intrinsic motivation to promote student
learning as well as the potential to gain selfefficacy. This can also help form a great and
positive learning environment. During the
third activity which is the class discussion,
because the topic about unique rules in
personal life, students can talk about their
own culture and personal experiences,
therefore gain self-confidence, and feel that
sense of belonging in the classroom.
Intro: Can someone tell me one rule from
the novel? Can someone else explain to me
why rules are important in our lives?
Activity 1: Using the individual notes created
from the previous class, are students able to
finish the worksheet individually with minor
Evidence of Lesson Components

(opening, closing, content,
timeline)
help from the teacher?

Activity 2: Working in groups, are students
able to interact with one another and apply
the content learned from the novel into real
life scenarios? Can gallery walk serves the
purpose of promoting intrinsic motivation
and improve self-efficacy?
Activity 3: Does any student have any
unique rules in their lives just like me that
they would like to share with the class,
especially ESL/ELL learner?
Closure: With the different theories I
consider while I planned out the lesson,
does it really work in a real classroom?
Intro (8 min): Check on prior knowledge
Body (43 min):
Learning activity 1: review as a class, and
individual worksheet (15min)
Learning activity 2: group project & gallery
walk (18 min)
Learning activity 3: Class discussion on
unique rules in personal life (10 min)
Closure (5 min): Summarized what has been
done today, and address any further
For this aspect of the assignment, you now need to view your lesson plans from the Ed Technology perspective.
Review a CHOSEN LESSON plan analyzing the consideration given to knowledge and skills you have gained in
3508 in the broad areas of technology in education. Make sure that in each facet of your lesson description, you
are explicitly clear about how technology is being used in this lesson. To guide your response give thought to the
following.
1. How is technology being used in each section of the lesson?
2. Have I considered how technology will be used to promote student learning and engagement?
3. Have I considered any problems or limitations with the technology I am using?
Rationale: Communications Technology A

Lesson (at least one): Lesson 1
Lesson
Overvie
w:
Description
Describe how communication

technology used in the lesson/s, will
promote student engagement
toward the identified learner
outcome(s). This should provide a
strong rationale for using technology.
Lesson Outcome:
At the beginning of this lesson, as an

attention grabber, I will be playing an online
game with the students as a class. This is a
matching game where the rule of the game
is to find matching pictures that can reach
one another using three or less straight line.
When clicking on the two matching pictures,
both will disappear. In order to win the
game, all pictures must be canceled out in a
certain period of time. The reason I choose
to include this activity is because the novel
studies we will be learning in class is called
Rules, and the first part of my teaching
will be based on the meaning of rules, and
the importance rules in our everyday life.
Therefore, by integrating technology
through this fun little online games,
students are more likely to be engaged and
being able to see that rules are essential
even in simple online games we play.
Without rules, the game can be a mess and
unfair. The same concept applies to other
rules in life. Also, another part of that
integrated technology in to the lesson is
talked about in my activity #3. This activity
is basically a class discussion of information
students gathered from the previous
activity. Before the actual class, as
preparation, I will have an already made
class website where both students and
teachers will have access to in and outside
of class. While students are presenting their
information, I will pull up the class website
and type up an organized class note onto
Students will:
1. Students will have a clear
understanding of the importance
of rules.
2. Students will discover one rule
per chapter from the book
Rules as a class.
3. Students will construct
individual notes from the class
activities.
Lesson Description:
1. Review the novel and explain the
importance of rules.
2. With a partner, students will
discover rules in the novel.
3. The class will discuss what each
group found out, and put it up on
the class website for students to
use as a resource to create their
individual notes.
the website based on the information being

presented by each group. This will be very
convenient and effective when students are
working on their individual notes as
homework, they are able to have access to
the website through home network, and
parents are also able to know what their
child learned in school. Students at the
elementary level can lose things very easily.
By having the document as an electronic
copy, it is a lot safer for them, especially,
this particular document will be used in the
next few classes, as well as a useful
resource when writing the summative
assessment.
Instructi
onal
Processe
s
Describe any potential downsides to

using this technology.
Description of what teacher is
doing:
Description of what students are

doing:
I will be introducing an online matching

games that involves specific rules for
students to play as an attention grabber.
There are potential downsides of technology
in this case. For example, the smart board
make break down, or there might be
connection issues with the internet. In this
case, the classroom could be a mess if I
dont have a backup plan to resolve the
problem. I will also be creating a class
website that both the students and parents
are able to have access to in and outside of
class. I will introduce it to the class, give
students the username and password, and
use it in class to organized a class note
based on the information presented in each
group. The potential downside of using this
could also be the dysfunctional of the smart
board, or internet issues that may mess up
the lesson. Even though its good for
students to have access to it outside of
class, but at the same time, what about
students that dont have computers or
internet access at home? So, it is important
to take these as considerations when
planning the lesson.
The students will participate in the game
activity as a class, and to learn about the
importance of rules. Problems could raise
when there are technical difficulties and
internet issues. Students may also be
distracted easily from other things on the
internet.
The students will also observe while I type
out the notes during group presentations.
Students will then have access to this
website outside of class, this particular
webpage can be used to help construct their
individual notes as well as a resource for
further class activities, as well as the final
summative writing piece. Students may not

have access to a computer at home,
therefore, its hard for them to have access
to the website.
Sequence of key questions:
Evidence of Lesson Components

(opening, closing, content,
timeline)
Intro: Is everyone participating and learning

in this class activity?
Body: Are students able to use it as a good
resource effectively?
Closure: Does students know why I chose to
integrate technology into the lesson?
Intro (10 min): Check on prior knowledge,
and play this mini online game as a class
Body (40 min): Lecture, partner activity, and
group discussion where I will pull up the
class website for students to observe while I
type up the organized notes during student
presentation
Closure (6 min): Summarized what has been
done today, read over the class notes on the
website and address any further questions
students may have.

MNO Mini Unit Assignment

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MNO Mini Unit Assignment:

MNO Mini Unit Plan

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

An overview of curriculum outcomes, inquiry

Name of Unit: Rules in Life

Curriculum Goals/ Learner Expectations/ Instructional Outcomes

Mini Unit Overview

November 16, 2015

English Language Arts/Grade 6

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Observations through students facial expression when the lesson is being

LEARNING RESOURCES CONSULTED

English Language Arts K-12 Program of Studies

MATERIALS AND EQUIPMENT

canceled out in a certain period of time.

Lets summarize what we learned today. First we review the

Reflections from the

November 18, 2015

English Language Arts/Grade 6

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Observations through students facial expression when the lesson is being

LEARNING RESOURCES CONSULTED

English Language Arts K-12 Program of Studies

MATERIALS AND EQUIPMENT

Rules by Cynthia Lord

able connect their lives as a class with the character in the

We have really made a lot of personal connections with the

Reflections from the

November 20, 2015

English Language Arts/Grade 6

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Observations through students facial expression while writing.

LEARNING RESOURCES CONSULTED

English Language Arts K-12 Program of Studies

MATERIALS AND EQUIPMENT

Can someone explain to me some expectations from the

Reflections from the

Davids Top 10 Rules

Lesson Plan Rationale

Scaffolding Lesson Plans

How does your lesson

What core assessment

My performance task for this

I have considered the

activities are used for me to

How does your use of

In the very beginning the

I have considered the

The Students will listen to the

validity in assessments. Also,

Scaffolding Lesson Plans

How does your lesson

What core assessment

In order to achieve the final

put in to groups of four. This

more ideas towards their final

How does your use of

I would start the class by

more questions, and apply

assessment matches the idea

Scaffolding Lesson Plans

How does your lesson