Code learning events student success at transfer

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