Throughout the unit, students will interact with multiple forms of storytelling. For the first three weeks, they will interact with stories presented through oral storytelling (week 1), infographic and photovoice (week 2), and documentaries and TEDtalks (week 3), in which they will develop a weekly project based on the form presented in the respective week to express their understanding. On the Friday of the first week, teachers will hold a meeting to discuss formative assessment and if there is evidence of understanding through in-class discussions and activities in collaborative learning groups such as Think-Pair-Share, to brainstorm ideas. Students will have opportunities to work individually, in groups, and as a class to share their ideas and provide both a self-reflection and peer-feedback for each other as they develop their weekly and final projects.
Assessment for the most part will be observational as we assess their knowledge through their brainstorming maps - or journals, for students that are stronger writers and choose to represent their ideas within a journal - and through discussions. However, please note that the unit does include a component of summative assessment through a final project.
Students will develop a final project to demonstrate what they learned within the first three weeks of the unit. In the remaining three weeks, students will expand on one of their projects developed within the first three weeks and refine their work for presentation in an exhibition on the final day of the unit. This exhibition will be used to celebrate their learning and also provide them the opportunity to showcase their work with the rest of the school, to their parents, and to other guests. For this final project, the teacher and students will work together and create a rubric to evaluate their final project. In this way, students will have a clear understanding of what is required of them and which aspects they will be evaluated on. As they refine and polish up their projects, each group may collaborate with other groups to provide peer-feedback. They will also have the opportunity to share their ideas with the experts that were invited in the first week and gain feedback from them to develop and finalize their designs. Opportunities to share their progress and submit their rough drafts for feedback to the teacher and experts will also be provided.
Self-Evaluation / Self-Reflection
Students may use a checklist to keep on track and reflect on their progress. Guidelines for their self-evaluation rubric might include an assessment on Quality of Work, Clear Purpose or Idea, Effort, Understanding, Completion, Neatness, and Effective use of Time.
Peer-Evaluation and Feedback
Students will be given opportunities throughout the unit to share their work, and drafts of their work, with other students and groups.
Expert Feedback
Students will be given the opportunity to present drafts of their projects, and their final project to the experts they encountered in Field Trips in a School.
Guiding Questions to Assist Learning
What is a story or narrative? How can we form a narrative, for example, through poetry or an image?
How can we use stories to remember people, events or the land?
What makes an effective story? What makes an excellent story?
How many possible meanings can be conveyed within a story?
How do we use stories to express diversity?
How has storytelling influenced the world and our way of thinking?
How does story make us see the world differently?
How do we use stories to look through different perspectives?
Assessment for the most part will be observational as we assess their knowledge through their brainstorming maps - or journals, for students that are stronger writers and choose to represent their ideas within a journal - and through discussions. However, please note that the unit does include a component of summative assessment through a final project.
Students will develop a final project to demonstrate what they learned within the first three weeks of the unit. In the remaining three weeks, students will expand on one of their projects developed within the first three weeks and refine their work for presentation in an exhibition on the final day of the unit. This exhibition will be used to celebrate their learning and also provide them the opportunity to showcase their work with the rest of the school, to their parents, and to other guests. For this final project, the teacher and students will work together and create a rubric to evaluate their final project. In this way, students will have a clear understanding of what is required of them and which aspects they will be evaluated on. As they refine and polish up their projects, each group may collaborate with other groups to provide peer-feedback. They will also have the opportunity to share their ideas with the experts that were invited in the first week and gain feedback from them to develop and finalize their designs. Opportunities to share their progress and submit their rough drafts for feedback to the teacher and experts will also be provided.
Self-Evaluation / Self-Reflection
Students may use a checklist to keep on track and reflect on their progress. Guidelines for their self-evaluation rubric might include an assessment on Quality of Work, Clear Purpose or Idea, Effort, Understanding, Completion, Neatness, and Effective use of Time.
Peer-Evaluation and Feedback
Students will be given opportunities throughout the unit to share their work, and drafts of their work, with other students and groups.
Expert Feedback
Students will be given the opportunity to present drafts of their projects, and their final project to the experts they encountered in Field Trips in a School.
Guiding Questions to Assist Learning
What is a story or narrative? How can we form a narrative, for example, through poetry or an image?
How can we use stories to remember people, events or the land?
What makes an effective story? What makes an excellent story?
How many possible meanings can be conveyed within a story?
How do we use stories to express diversity?
How has storytelling influenced the world and our way of thinking?
How does story make us see the world differently?
How do we use stories to look through different perspectives?