TITLE: Assessment for Writing

SUBJECT: Language Arts

TIME: 50 minutes
STRAND: Writing, Oral Communication

DESIRED RESULTS

LESSON DESCRIPTION
Together as a class we will edit two passages for grammatical errors on the SMARTBoard, then
students will work in their Classcraft groups to edit another two passages, then they will do one
individually and peer-edit within their group, and the final passage will be done independently to
be handed in for assessment
We will use the rest of the class to play a back-to-back describing/drawing game
If there is time left over at the end of the class students will use it for independent reading

ONTARIO CURRICULAR OVERALL EXPECTATIONS

3. use editing, proofreading, and publishing skills and strategies, and knowledge of language
conventions, to correct errors, refine expression, and present their work effectively;
1. listen in order to understand and respond appropriately in a variety of situations for a variety of
purposes

ONTARIO CURRICULAR SPECIFIC EXPECTATIONS

3.4 use punctuation appropriately to communicate their intended meaning in more complex writing
forms, including forms specific to different subjects across the curriculum
3.5 use parts of speech correctly to communicate their meaning clearly
3.6 proofread and correct their writing using guidelines developed with peers and the teacher
1.4 demonstrate an understanding of the information and ideas in increasingly complex and
difficult oral texts in a variety of ways
2.3 communicate in a clear, coherent manner, using a structure and style appropriate to the purpose,
the subject matter, and the intended audience

LESSON GOALS
Students will demonstrate their knowledge of grammar and punctuation
Students will successfully edit several different passages for grammar and punctuation errors in
groups and independently
Students will use their communication skills to describe a simple picture to their partner clearly
Students will use their listening skills to reproduce a picture that is described to them by a partner
without seeing that picture

SUCCESS CRITERIA
Students are able to edit and hand back grammar exercise sheets
Students will successfully describe a picture to another student in such a way that the drawer can
reproduce it correctly
Students will successfully reproduce a picture that is described to them according to what their
partner says

ASSESSMENT

Assessment Mode: Oral / Performance / Written

Assessment Strategy: Observing students during class, assessing one piece of edited work, having
students complete drawing/describing game successfully
 MATERIALS

Passage examples for SMARTBoard discussion

Passage pages :
https://docs.google.com/document/d/1kD5WNkIxfgE_Zdc9BaPgzQF7wkFesDRVVqPb8LoiGSI/e
dit
Small pages for drawing on
Small, simple pictures to be described

LESSON FORMAT: WHAT TEACHERS DO / SAY

Motivational Hook / Engagement / Introduction - Minds on

On the SMARTBoard, we will go over a passage together and analyse it for errors. I will read the
passage out loud. When this passage is complete, we will move onto a second passage that I will
have a student read out loud. This passage will also be edited.

During / Working on it / Action - Hands on

I will give out another four passages on a sheet, two to be edited together in Classcraft groups, one
to be edited and then peer-edited, and one to be edited independently and handed in to me for
assessment.

After: Consolidation: Reflect and Connect

Once we are finished with the editing, we will play a back-to-back describing/drawing game
Rules: http://nasher.duke.edu/at/032/back-to-back-drawing.pdf
If there is time left over at the end of the lesson, students will use it for independent reading

SPECIAL EDUCATION NOTES: DIFFERENTIATED INSTRUCTION

CONSIDERATIONS / ACCOMMODATIONS / ASSESSMENT

Students who are uncomfortable with speaking can demonstrate their listening skills by working
with Mr Lavoie or Matt and taking on the drawing role while being read to for the
describing/drawing game

CROSS-CURRICULAR LINKS

Writing, reading, oral communication, listening skills, art

LESSON REFLECTION: TEACHER AND LESSON

This lesson continues Matts lesson on procedure from Period 1 because students are describing
how to draw the picture to their partner. I thought this went very well; most of the students were on
task and finished the assigned work. Getting students who were resistant to work was tough; I will
have to plan time to work with one student in particular on the editing sheet. Another student would
not write let alone make eye contact with me and was totally unresponsive. I will have to work on
building trust with her.