Code Learning Events Student success at transfer, meaning, and acquisition depends upon... Progress Monitoring T U1, EQ1, S1, S2 An exercise where the students are asked to draw or make things in the most creative way possible, as with the first and second chapters. This is for an introduction to the story. This is a formative assessment if anything, and is simply an introduction during class. M T2, U1, EQ1, K3, S2 Together, the students will make a map including both Earth (specifically the Sahara) and outer space, leaving room for B612 and the other asteroids. This will be used to track the Prince and Aviator, leaving a complete map with pins at the end. New icons will be made by the students as we progress, each student or pair making a icon to represent a chapter, character, or location. The icon doesn’t have to and shouldn’t just be a trace of the character or item, but what they think it represents or a related symbol. This will track our progress as a class. This will help the students with meaning, as it encourages them to dive deeper into what the material could mean.This is a summative assessment in coordination with discussions and comprehension quizzes. The students should be reminded that this is not an icon of the character or item itself. The students will get feedback through
rubrics and one-on-one discussion. M T3, EQ2, K1, K2, S3 Open ended questions on comprehension quizzes, every 3-5 chapters. This is purely summative and graded only on participation, and we’ll use the results for... This is summative and graded on participation; I wouldn’t grade students based on subjective material such as opinions on pieces of the text. A T1, U2, K1, K2, S1, S3 In-class discussion to talk about what’s happened and share vocabulary other students may have missed or misinterpreted. This is mostly for progress monitoring, and will be used as formative assessment. Said in-class discussion. The discussion will be guided by what was on the quizzes. A T1, U2, K2, K3, S3 The students will write a “post-book chapter” describing what they think happens immediately after, in French. Did the Little Prince die and get eaten by the serpent? Was the serpent ineffective and the Little Prince walked off with the aviator to go find civilization? Did the Aviator actually hallucinate the Prince altogether and has to go to therapy now to dismiss his delusion? Something entirely different? The grading to this summative assessment is largely on grammar, as it should use the passé simple , and whether it ties into the book or is completely separate. This focuses mainly on acquisition. Students will exchange work. See Stage 2 GRASPS Project See Stage 2 Based on The UbD Template, Version 2.0 by Wiggins and McTighe in The Understanding by Design Guide to Creating High Quality Units
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