ENL 1W Critical Thinking in Literacy. See notes. Click Waffle

New curriculum Strand C. Comprehension: Understanding and Responding to TextsC3. Critical Thinking in LiteracyLiterary Devices C3.1 analyze literary devices, including allusion, analogy, juxtaposition, and flashback, in a variety of texts, and explain how they help create meaning and are appropriate for the intended purpose and audience, (curriculum documents)

#1 What will students learn?

#5 How will students demonstrate their learning?

#6 How will students receive ongoing formative feeback?

Students will examine and find meaning in a variety of literary terms and devices through a Performance Task: Group Presentation of selected literary terms

Learn how to work in groups - formal through the group project - informal through group activities during class while poems are read

Set the criteria for the Group Presentation. Students will work in groups of 4 or 5 analyzing literary devices. Click on notes for expectations

Assignment: Each group member picks 2 or 3 literary devicesProvide a definition. Use a reliable source. Provide a reference.Rewrite the definition in your own words. Use your definition from #1, with additional definitions to help you from your own. Provide references.Two Passages: 1- write a passage WITHOUT any figurative language or comparisons. 2- write a passage using the literary device correctly. This passage uses the device effectively by providing a comparison.Present info from #1-3 to class in 5 minute presentation

Provide exemplars of a previous assignment. See reference by clicking waffle.

Examination of exemplars of student work at varying levels of proficiency provides an opportunity for students to think critically about their own work, measure it against the standard and set about to make adjustments to improve the quality of their work, (p.g 10 Assessment in Alberta: Discussion paper) Alberta Education. Assessment in Alberta: Supporting student learning, guiding instruction. Retrieved from https://www.learnalberta.ca/content/ssass/html/pdf/assessment_in_alberta.pdf

Highlight for students the different platforms that can be used for finished product: Google Slide, PowerPoint, Prezi etc.

Teacher observations. Conferences will occur with each group + individual group members about G.R.A.S.P.S worksheet

Students will respond with written and oral responses to teacher-chosen poems/songs. Teacher track who participates and responds well.

After students have conferenced with one another they will write journal entry justifying their ratings. See waffle for reference.

The checklist becomes a powerful learning tool when students take time to make the necessary improvements prior to submitting their final group project for grading, (p.g 26 Assessment in Alberta: Discussion paper)Alberta Education. Assessment in Alberta: Supporting student learning, guiding instruction. Retrieved from https://www.learnalberta.ca/content/ssass/html/pdf/assessment_in_alberta.pdf

Learn how to evaluate themselves and their peers

Peer-to-peer conferences. Students will share their journal entry with student they evaluated and justify their rating.

The inclusion of compliments amid critiques allows students to listen to feedback with an open mind that is less guarded,” (Sieben, 2017).

Peer to peer conferences. A week after project was assigned peer-to-peer conferencing will occur. Explanation of activity in notes. See waffle

Students will form new groups and share their definitions and passages with other students (students from different groups). Teacher will model how students peer evaluate one another via a Student Rating Scale or a Checklist designed by the teacher. Students will help each other by reviewing how the literary term is used in the passage. More exposure to literary terms will help students study for their Literary Terms quiz and help them fine-tune their group project

Review written responses to poems/songs

Review notes from conferences

Observational Log - classroom participation

Teacher will display exemplars of past presentations (different literary terms than the ones provided to the class)

Group work: researching definitions of literary terms with group members. Form passages for Performance Task.

#2 How do we know learning has occurred?

#3 How will we collect and provide evidence of learning?

Review Student Journals

#4 What activities will enable students to learn?

Students will bring in their own songs/poems and and complete same activity from before with their group. *Students should take ownership of their own learning and bring in the own material. See waffle for reference.

Students should demonstrate some real-life connections or an application link to the "enduring understandings" (Wiggins and McTighe, 1998) of the performance task. When students bring in their own songs that use Literary Terms they are not only getting instant feedback themselves; they are also taking ownership of their own learning. Wiggins, G. & McTighe, J. (2005). Understanding by Design, 2nd Ed. Alexandria, VA: Association for Supervision and Curriculum Development.

Learn how to identify Literary Terms and how they are used to enhance writing in variety of poems and songs

Oral and Written responses to Q & A

G.R.A.S.P.S - students complete worksheet to understand expectations of the Performance Task

Literary Terms Quiz

Journals

Oral - conferences with teacher and peers

Written - Quiz

Teacher

Peers

Self-Assessment - Journals + GRASP

#7 How will students receive summative feedback

Rubric for Performance Task: Group Presentation

Debrief - conference with teacher after rubric is returned

Test: Read Poem and respond to similar questions from previous poems and songs

#8 Next steps in learning?

Visual: Performance Task - Google Slide or PowerPoint

Exit Card for students: Strengths and Weakness in approach, assessments etc.

Reflective Journal on Performance Task. Likes Dislikes of teacher's approach. group work etc.

Timely Feedback from teacher

Observation Logs

Students will read (teacher chosen) poems/listen to songs and locate literary devices by answering orally/written responses. Teacher will provide material and model. Teacher will review answers to questions throughout unit.

Ongoing feedback and Conferencing from teacher. See waffle for explanation.

Students will receive constant feedback from the teacher and their classmates. The teacher will collect and provide evidence of learning by reviewing students notebooks with their written responses to poems/songs and their journals.

Completion of Student Checklists/Journals. See explanation in #4. Teachers will monitor the completion of these tasks with routine checks.

Use of exemplars. See waffle for explanation.

Criterion-based feedback will occur as the teacher will review the

Read and Respond to Literary-Term-themed Questions to poems and songs.

Discussion of Q & A on poems and songs.

Peer-to-peer conferences

Ongoing, timely feedback. Reader-based feedback. See waffle for explanation

I will have a lot of time to conference with the students, as there are responding to questions on poems/songs or researching for their Performance Task. While this is occurring I can provide ongoing verbal feedback. Stagg Peterson (2010) argues that verbal and written feedback can be a “powerful teaching tool if it is given while students are in the process of writing drafts” (p. 1). Although my students are not writing a draft for an essay, they still are crafting their passages for the Performance Task. I can provide feedback about “timely information, ” - how literary terms enhance meaning. This is an 'immediate need' for students as they are crafting their passages. Stagg Peterson, S. (2010). Improving student writing using feedback as a teaching tool. What works? Research in Practice, 29. Queen’s Printer for Ontario. http://www. edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Improving_Student_Writing.pdf