Grade 6/7 Collaboration Unit

Essential Question: How do we create a collaborative team?

Big Idea: Collaboration – everyone has something to learn and something to teach, something to take and something to give. We need others and they need us.

University of Regina

Trisha Wallington

There is value in driving a unit through an essential question. This unit is driven by the

essential question of “How do we create a collaborative team?” To compliment this essential

question, a big idea that delves deeper into what the main idea behind collaboration is was

created. The big idea for this unit is: Collaboration – everyone has something to learn and

something to teach, something to take and something to give. We need others and they need us.

This captures the overall idea of what the unit entails.

The topic of collaboration was chosen for this unit because middle years students love to

work together. For some, the topic of teamwork may first come to mind, but teamwork could end

up being too broad or something that is better suited to the beginning of the year as students are

meeting their new classmates and learning to work together. To be more specific, the give and

take of collaboration can be considered as an alternative. Because working together is important

for students in middle years and because there are multiple curriculum connections, the decision

to build a three week unit around the topic of collaboration was made.

Throughout the unit, there are multiple opportunities for intentional differentiation in

such areas as content, process, product, and environment. Some of the main recurring strategies

include adapting written expectations, providing expectations orally and visually, modeling

expectations, and cueing students to stay on task. With this purposeful planning, teachers will be

well equipped to make appropriate adaptations for their students.

My overall goal for the three week block that I am teaching this unit in is to better relate to

and collaborate with other teachers. At the end of the 8 weeks last semester, my cooperating

teacher said he would give me more opportunities during the three week block to meet other

teachers and visit their classrooms rather than just staying with him all the time. I will also go

outside for recess to chat with teachers who are on supervision as well as interact with the other

pre-interns at my school. Some other goals that I will specifically focus on in my PDPs are giving

directions, classroom management, and with-it-ness. These goals will be detailed further in my

individual PDPs for each lesson. I want to specify these goals because I feel that giving direction,

classroom management, and with-it-ness are important in every lesson I teach.

Name: Trisha Wallington Subject: ELA, Arts Ed., Phys. Ed. Grade Level: 6/7

STAGE #1: IDENTIFY DESIRED LEARNING RESULTS (Begin with the End in Mind) What will students know, understand and be able to do?

1. OUTCOMES Detailed below.

2. CONCEPT (BIG IDEA) Collaboration – everyone has something to learn and something to teach, something to take and

something to give. We need others and they need us.

3. QUESTION(S) FOR DEEPER UNDERSTANDING (ESSENTIAL QUESTIONS)

BACKWARDS DESIGN UNIT PLANNING

ESSENTIAL QUESTION(S)How do we create a collaborative team?

STAGE #2: DETERMINE EVIDENCE OF LEARNING (Assessment & Evaluation)How will students & teachers know if the learning outcome has been achieved?

Outcomes (Students need to know)What a student is expected to know,

understand and be able to do.

Indicators (Students are able to do) Ways that students demonstrate their learning of an outcome;

think ‘verb’; tells the story of outcome. PE6.9 Make situational decisions (individual, partner, and team) related to the selection of skills, tactics, and strategies to enhance individual and team performance while participating in:•target games (e.g., bowling, curling, golf, bocce ball, archery)•invasion/territorial games (e.g., basketball, touch football, soccer, team handball, soft lacrosse, floor hockey, ultimate frisbee)•low-organizational, inventive, and co-operative games (e.g., capture the flag, prisoner's base, four goal game).

PE7.8 Make situational decisions (individual, partner, and team) related to the selection of skills, tactics, and strategies to enhance individual and team performance while participating in:•net/wall games (e.g., badminton, volleyball, tennis, table tennis, pickleball, paddleball)•striking/fielding games (e.g., softball, longball, kickball, cricket)•low-organizational, inventive, and co-operative games (e.g., walleyball, king's court).

CP6.6 Collaborate on a drama that expresses ideas about identity and how it is influenced (e.g., factors such as pop culture, cultural heritage, peer groups, personal and family interests, gender).

CP7.5 Use drama elements, strategies, negotiation, and collaboration to help shape the direction of the drama and/or collective creation.

(o) Demonstrate effective team communication skills (e.g., calling the ball, calling for help, sharing what opponents are doing) while in practice or game situations.(q) Tell a story (e.g., written, visual, audio, video, creative performance) of what it looks like and sounds like when members of a team are working well together.

(j) Demonstrate purposeful team communication skills (e.g., calling the ball, calling for help, sharing what opponents are doing) while participating in game situations with classmates.

(b) Contribute ideas to the topic, focus, and development of the drama.(h) Demonstrate a willingness to negotiate, accept the ideas of others, and work toward consensus in dramatic work.

(c) Recognize that co-operative effort is essential to satisfaction in drama and collaborate with others to help direct the course of the drama work.(d) Negotiate, accept the ideas of others, and work

CR6.5 Listen purposefully to understand, respond, and analyze oral information and ideas from a range of texts including narratives, instructions, oral explanations and reports, and opinions.

CR7.5 Listen critically to understand and analyze oral information and ideas from a wide range of texts (e.g., complex instructions, oral explanations and reports, opinions or viewpoints, messages presented in the media).

CC6.5 Use oral language to interact appropriately with others in pairs, and small and large group situations (e.g., asking questions to explore others' ideas and viewpoints, discussing and comparing ideas and opinions, completing tasks and contributing to group success).

CC7.6 Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations (e.g., contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building).

TR7.1 Analyze to what extent each of the signatories to treaty meets their respective obligations.

toward consensus in dramatic work.(h) Reflect on and describe the contributions and the work of each group member.

(e) Restate or summarize major points and supporting details after a presentation or podcast and show understanding by the actions taken.(f) Draw conclusions about presenter's stance and values.

(f) Recognize and follow the presenter's main ideas, supporting details, and organizational structure.(i) Listen critically to understand and analyze oral information and ideas in oral explanations and reports, and in opinions or messages presented in the mass media.

(c) Contribute to structured discussion and dialogues to explore perspectives, ideas, and issues and to complete tasks.(d) Maintain conversations with classmates and adults and consistently follow guidelines for interacting (e.g., listening to others without interrupting, speaking respectfully to peers, using appropriate language and tone to disagree).

(c) Demonstrate the ability to participate responsibly in discussions and team projects.(f) Assume different roles in group work (e.g., leader, recorder, contributor).(g) Recognize when conflicts and tensions arise in group work and negotiate a return to a productive and respectful atmosphere.

(a) Compare the meanings of “commitments” and “obligations” from the different world views.

Summative Assessment Final Drama Preparation

o Checklist: collaboration skills (communication, cooperation, and contributions) during group preparation time

Pre-Assessment Pre-test (through a Word Journal)

Formative Assessment Thumb It What Stuck? Instagram Your Learning

o Rubric: evidence of effective collaboration skills (communication, cooperation, and contributions) in the preparation of the drama skit through the checklist, observations, self-assessments, and peer assessments

Dos & Don’ts Mind Dump Reflective Writing Word Journal Peer Assessment 12 Word Summary Checklist Questioning Observations

Teacher Resources (reference materials to build background knowledge)

We Are Teachers – Activities: https://www.weareteachers.com/8-fun-ways-to-help-your-students-collaborate-in-the-classroom/

Scholastic – Collaboration Questions: https://teachables.scholastic.com/teachables/books/teachable-product-detail-9780545305853_031.html

Saskatchewan Physical EducationAssociation – Indigenous Games:https://www.speaonline.ca/uploads/3/8/2/9/38299825/indiginous_games_handout_by_cole_wilson.pdf

Office of the Treaty Commissioner –Treaty Essential Learnings: Book

The Literary Maven – Collaborative Poetry Writing: http://www.theliterarymaven.com/2016/04/collaborative-writing.html

Presto Plans – Snowball Writing: http: //www.prestoplans.com/snowball-writing-collaborative-writing-activity/

Teacher’s Pay Teachers – Paper ChainSTEM Activity: https://teacherspayteachers.com/Product/FREE-Paper-Chain-Stem-Activity-2749232

Student Resources (books, websites, magazines, artifacts)

Effective Collaboration Video (Big Bang Theory Scene): https://youtu.be/tSMT1ut8xgY

How Collaboration Leads to Great Ideas Video: https://youtu.be/ga1_a4qw-As

Good Collaboration Video: https://youtu.be/KT2TQGFWcko

Liam Takes A Stand by Troy Wilson Louise and Andie: The Art of Friendship by Kelly Light Giraffe and Bird by Rebecca Bender The Storm Whale in Winter by Benji Davies The Mighty Tim Horton by Mike Leonetti

Teacher Resources (continued)

The Secondary English Coffee Shop – Collaborative Writing Activities: http://secondaryenglishcoffeeshop.blogspot.ca/2017/04/collaborative-writing-activities.html

Blog Lovin’ – Using Social Media to Assess Learning: https://www.bloglovin.com/blogs/iteach-third-13897747/using-social-media-to-assess-learning-4772621853

Fun Middle School Plays: https://funmiddleschoolplays.com/

Teach Hub – Cooperative Games: http://www.teachhub.com/6-awesome-cooperative-classroom-games

STAGE 3: PLAN LEARNING EXPERIENCES & INSTRUCTION What are the learning experiences for all students to achieve outcomes? What will the learning environment look like? What will the students do?

Learning Tasks & Experiences(list of ideas for learning experiences & lesson plans to

develop)

Instructional Strategies & Adaptations

(Adaptive Dimension, Differentiated

Learning) Collaboration Questions Conversations Treaty Essential Learnings Talk Zoom Storytelling (incorporating a given picture

into the developing story of the group) Collaborative Poetry Writing and Sharing Snowball Collaborative Writing Activity Paper Chain STEM Activity Video Viewing and Reflection/Sharing STICKS Territorial Game (Indigenous Game) Line Tag (Indigenous Game) Balloon Challenge (keep the balloon(s) or other

objects in the air while holding hands) All Aboard (collaborate to fit all group members in

shrinking circle areas) Human Knot The Line Game (work together to get everyone on

your team across the gym while only on the lines) Word Bank Scavenger Hunt Word Bank Collaborative Speech Drama Skit Performances Graffiti Fiction Writing Brainstorming for Drama Creations (collaborate

further by having groups write about a topic they want to use then having groups go around and make suggestions to other groups)

Drama Creations Collaborative Warm Fuzzies Gifts Student Choice Collaborations (give choice of

drawing, writing, speaking, etc. – group students accordingly and have them create a cohesive piece)

SPONGE ACTIVITIES: Shared Sensory Writing Activity Speak Up! (sentence starters) Fishbowl Reflections Collaboration Task Cards (linked here) Scribblish

Content: Use pre-assessment to adjust difficulty as

needed Adapt written expectations (keep short) Provide high level questions for advanced

learners Use learning centres

Process: Provide expectations orally and visually Write outline of lesson for students to see Use visual aids to support instruction (i.e.

pictures) Use manipulatives Orally read texts/handouts Model expectations Provide repetition Photocopy notes or have someone scribe

for a peer Provide graphic organizers Break longer assignments into chunks Give choice of tasks Have flexible time limits Set a timeline and checkpoints for tasks

Product: Give opportunity for oral demonstrations

of content Give opportunity for visual

representations of content Give opportunity for tactile/kinesthetic

demonstration of content Provide for student choice Produce products for specific audiences Do journal writing (reflections, responses) Allow students to demonstrate

knowledge in areas of strengthEnvironment:

Seat students near a model/study buddy Seat students near teacher Seat students away from distracting

stimuli Cue students to stay on task (sticky notes) Pair students to check work Allow music to block auditory distractions Provide opportunities for movement Have flexible groupings (whole class,

large, small, interest, skills)

Other:Learning Centres, Displays, Bulletin Boards

Random Switching Centres – students work as a group to complete tasks at centres, but in random time periods, so groups will have to leave unfinished tasks behind, move on to the next centre, and pick up where the previous group left off so as to collaborate with their own small group and with the class as a whole for the overall products

o Build something taller than…o Transfer the cups…o Solve the Rubik’s Cube… o Start drawing…o Start writing…o Find examples of collaboration in the books…

Collaborative Task Centres – students work in small groups and visit centres with varying collaborative activities such as board games and problem-based tasks

o Scribblisho Jenga (with questions)o Giant Jengao Brain Teasers

Story Starters Display – a display will be set up with objects and/or photos for students to choose from to create a story (with a speaking, writing, and drawing component)

Drama Props Display – displays will be set up before class with props needed for each given skit and students will be able to explore the displays and decide which one they want

Unit Plan At-A-Glance

Lessons Overview Materials

1Introductory

Lesson

Essential Question: How do we create a collaborative team?Outcome(s) & Indicator(s): PE6.9q; CC6.5c,d; CC7.6cLearning Activities:

Paper Chain STEM Activity Collaboration Questions Conversations

Assessment: Word Journal

Management Strategies: Create teams based on table groups. Have materials set up and ready to go.

Adaptive Dimension: Adapt written expectations (keep short) Provide high level questions for advanced

learners Provide expectations orally and visually Use visual aids to support instruction Use manipulatives Do journal writing (reflections, responses)

-construction paper (2 pieces per team)-tape-scissors-instruction sheets-question sheets

Provide opportunities for movement Have flexible groupings (whole class, large,

small)

2Essential Question: How do we create a collaborative team?Outcome(s) & Indicator(s): CC6.5c,d; CC7.6cLearning Activities:

Zoom Storytelling Snowball Collaborative Writing Activity

Assessment: Instagram Your Learning (exit slip)

Management Strategies: Have pictures displayed beforehand. Create pre-selected groups & areas for them. Keep students in the same groups & areas for

the following activity. Pass out the materials for the second activity

as students are finishing the first.Adaptive Dimension:

Use pre-assessment from previous lesson to adjust difficulty as needed

Adapt written expectations (keep short) Provide expectations orally and visually Model expectations Have flexible time limits Provide for student choice Seat students near a model/study buddy Seat students near teacher Seat students away from distracting stimuli Provide opportunities for movement

-printed pictures for Zoom-sticky notes with group members-task sheets-story starters-looseleaf-Instagram Your Learning sheets

4Essential Question: How do we create a collaborative team?Outcome(s) & Indicator(s): CC6.5c,d; CC7.6c,fLearning Activities:

Story Starters Display Student Choice Collaborations

Assessment: Peer Assessment Thumb It

Management Strategies: Create pre-selected groups (based on student

choice from the previous day) & areas for them.

Use cues (sticky notes/proximity) to keep students on track.

Remind students of how much time is left.Adaptive Dimension:

Adapt written expectations (keep short)

-story starter objects for the display-task sheets-plain paper-markers/pencil crayons-looseleaf-peer assessment sheets

Provide expectations orally and visually Provide repetition Photocopy notes or have someone scribe for a

peer Break longer assignments into chunks Give choice of tasks Have flexible time limits Give opportunity for oral demonstrations of

content Give opportunity for visual representations of

content Provide for student choice Allow students to demonstrate knowledge in

areas of strength Seat students near a model/study buddy Seat students near teacher Seat students away from distracting stimuli Cue students to stay on task (sticky notes)

6Essential Question: How do we create a collaborative team?Outcome(s) & Indicator(s): PE6.9o; PE7.8j; CC6.5c,d; CC7.6c,gLearning Activities:

Balloon Challenge All Aboard Human Knot The Line Game

Assessment: Questioning

Management Strategies: Give instructions in the classroom before

going to the gym and ask that students do a task once they arrive at the gym.

Create random teams once in the gym. Use a hand signal to gain attention.

Adaptive Dimension: Provide expectations orally and visually Use visual aids to support instruction Use manipulatives Provide repetition Provide opportunities for movement Have flexible groupings (whole class, large,

small)

-balloons-light balls-other objects for variation-ropes/skipping ropes/hula hoops

8Essential Question: How do we create a collaborative team?Outcome(s) & Indicator(s): PE6.9q; CC6.5c,d; CC7.6cLearning Activities:

-centre task sheets-Scribblish game-pens/pencils-Jenga game-question sheet

Collaborative Task Centres Reflection (about what it means, looks like,

and sounds like to work as a team)Assessment:

Dos & Don’tsManagement Strategies:

Create groups based on table groups unless there is some kind of evident problem.

Watch the clock to keep everything on time. Use a cue to signal groups to switch centres. Have groups rotate through the centres in a

particular pattern.Adaptive Dimension:

Adapt written expectations (keep short) Provide high level questions for advanced

learners Use learning centres Provide expectations orally and visually Use visual aids to support instruction Use manipulatives Provide repetition Set a timeline and checkpoints for tasks Cue students to stay on task (sticky notes) Provide opportunities for movement

-empty cardboard pop boxes (long)-brain teaser slips-Scibblish-Jenga blocks-children’s books-Rubiks cubes-plastic cups-yarn-rubber bands-task cards/box-task sheets-looseleaf

3Essential Question: How do we create a collaborative team?Outcome(s) & Indicator(s): CR6.5e,f; CR7.5f,i; CC6.5c,d; CC7.6c; TR7.1aLearning Activities:

Treaty Talk (Brother-to-Brother Relations) Video Viewing and Reflection/Sharing

o Big Bang Theoryo How Collaboration Leads to Great

Ideaso Good Collaboration

Assessment: Mind Dump

Management Strategies: Create groups based on table groups.

Adaptive Dimension: Adapt written expectations (keep short) Provide expectations orally and visually Write outline of lesson for students to see Model expectations Provide repetition Provide graphic organizers Do journal writing (reflections, responses)

-Treaty Essential Learnings book-laptop-projector-Google Slides-worksheets-looseleaf-sticky notes

Pair students to check work

7Essential Question: How do we create a collaborative team?Outcome(s) & Indicator(s): CP6.6b,h; CP7.5c,d,h; CC6.5c,d; CC7.6cLearning Activities:

Drama Skit PerformancesAssessment:

ChecklistManagement Strategies:

Create pre-selected groups and areas to work. Have props set up in displays beforehand. Draw names to choose which props/skit each

group gets.Adaptive Dimension:

Adapt written expectations (keep short) Provide expectations orally and visually Have someone scribe for a peer Set a timeline and checkpoints for tasks Give opportunity for oral demonstrations of

content Give opportunity for tactile/kinesthetic

demonstration of content Provide for student choice Produce products for specific audiences Seat students near a model/study buddy Seat students near teacher Seat students away from distracting stimuli Cue students to stay on task Provide opportunities for movement

-skit scripts-selection of props

ExtraEssential Question: How do we create a collaborative team?Outcome(s) & Indicator(s): PE6.9q; CC6.5c,d; CC7.6c,gLearning Activities:

Random Switching Centres Reflection (what it means, looks like, and

sounds like to work as a team)Assessment:

ChecklistManagement Strategies:

Create groups based on table groups. Use a signal to tell groups to change centres. Have a pre-determined route for switching

centres so there is smooth transition.Adaptive Dimension:

Adapt written expectations (keep short) Use learning centres

-centre task sheets-toothpicks-marshmallows-plastic cups-yarn-rubber bands-looseleaf-pencils-story starters-markers/pencil crayons

Provide expectations orally and visually Use manipulatives Give opportunity for oral demonstrations of

content Give opportunity for visual representations of

content Give opportunity for tactile/kinesthetic

demonstration of content Provide for student choice

5Essential Question: How do we create a collaborative team?Outcome(s) & Indicator(s): CC6.5c,d; CC7.6cLearning Activities:

Collaborative Poetry Writing and SharingAssessment:

What Stuck?Management Strategies:

Use the same groups as the previous lesson and make modifications to the areas.

Remind groups of the time remaining throughout.

Adaptive Dimension: Adapt written expectations (keep short) Provide expectations orally and visually Model expectations Have flexible time limits Provide for student choice Cue students to stay on task (sticky notes) Allow music to block auditory distractions

-looseleaf-scissors-sticky notes-pencil crayons/markers-story starters-white paper

ExtraEssential Question: How do we create a collaborative team?Outcome(s) & Indicator(s): PE6.9o; PE7.8j; CC6.5c,d; CC7.6c,gLearning Activities:

Indigenous Games in Phys. Ed.o STICKS Territorial Gameo Line Tago Buffalo Game

Assessment: Questioning

Management Strategies: Give instructions in the classroom before

going to the gym. Give the class a task to do once they get to the

gym. Use a hand signal to gain attention.

Adaptive Dimension:

-hockey sticks/pool noodles/objects for variation

Use visual aids to support instruction Use manipulatives Provide repetition Give opportunity for tactile/kinesthetic

demonstration of content Provide opportunities for movement Have flexible groupings (whole class, large,

small, interest, skills)

ExtraEssential Question: How do we create a collaborative team?Outcome(s) & Indicator(s): CC6.5c; CC7.6cLearning Activities:

Collaborative Warm Fuzzies Gifts Reflection

Assessment: Reflective Writing

Management Strategies: Create and implement a systematic and

efficient way of passing the papers. Set a time limit for each turn and remind

students of it along the way. Have own compliments written beforehand.

Adaptive Dimension: Adapt written expectations (keep short) Provide expectations orally and visually Model expectations Provide repetition Set a timeline and checkpoints for tasks Produce products for specific audiences Provide opportunities for movement

-slips of colourful, patterned paper-hole punch-pieces of yarn-looseleaf

9(over 4 days)

Essential Question: How do we create a collaborative team?Outcome(s) & Indicator(s): CP6.6b,h; CP7.5c,d,h; CR6.5e,f; CR7.5f,i; CC6.5c,d; CC7.6cLearning Activities:

Graffiti Fiction Writing Drama Creations

Assessment: Thumb It Checklist Rubric Response Journal

Management Strategies: Create pre-selected groups and areas for

them. Set time limits and checkpoints and remind

students of those throughout. Circulate to each group systematically to keep

-plain paper-markers-graphic organizers

up with all dramas and group dynamics.Adaptive Dimension:

Adapt written expectations (keep short) Provide expectations orally and visually Provide repetition Have someone scribe for a peer Provide graphic organizers Break longer assignments into chunks Set a timeline and checkpoints for tasks Give opportunity for oral demonstrations of

content Provide for student choice Produce products for specific audiences Do journal writing (reflections, responses) Seat students near a model/study buddy Seat students near teacher Seat students away from distracting stimuli Cue students to stay on task (sticky notes)

10Closing/

Culminating Lesson

Essential Question: How do we create a collaborative team?Outcome(s) & Indicator(s): CR6.5e; CR7.5f,i; CC6.5c,d; CC7.6cLearning Activities:

Word Bank Scavenger Hunt Word Bank Collaborative Speech

Assessment: 12 Word Summary

Management Strategies: Create pre-selected groups. Allow only one group member to be up

searching at a time. Have the words hidden ahead of time, but not

so much ahead of time that students have a chance to find them prior to the activity.

Keep reinforcing how much time is left.Adaptive Dimension:

Adapt written expectations (keep short) Provide expectations orally and visually Model expectations Have someone scribe for a peer Give choice of tasks Set a timeline and checkpoints for tasks Provide graphic organizers Give opportunity for oral demonstrations of

content Provide opportunities for movement

-word bank words-word bank sheets-looseleaf-graphic organizers

Backwards Design Lesson Plan

Name: Trisha Wallington Date: March 12, 2018Subject: English Language Arts, Physical Education Grade: 6/7

Essential Question (guiding overall unit of study): How do we create a collaborative team?Guiding Question(s) (specific to this lesson): How do individuals contribute to the success of a team? How do teams settle conflicts? Do all teams need leaders? How does an ordinary team become a “dream team”? Why does teamwork sometimes fail?

Outcomes: (What should students know, understand and be able to do as a result of this lesson?)PE6.9 Make situational decisions (individual, partner, and team) related to the selection of skills, tactics, and strategies to enhance individual and team performance while participating in games.CC6.5 Use oral language to interact appropriately with others in pairs, and small and large group situations (e.g., asking questions to explore others’ ideas and viewpoints, discussing and comparing ideas and opinions, completing tasks and contributing to group success).

CC7.6 Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations (e.g., contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building).

Indicators (Assessment Evidence): (What will students do to show what they have learned?) (q) Tell a story (e.g., written, visual, audio, video, creative performance) of what it looks like and sounds like when members of a team are working well together.(c) Contribute to structured discussion and dialogues to explore perspectives, ideas, and issues and to complete tasks.(d) Maintain conversations with classmates and adults and consistently follow guidelines for interacting (e.g., listening to others without interrupting, speaking respectfully to peers, using appropriate language and tone to disagree).(c) Demonstrate the ability to participate responsibly in discussions and team projects.

Assessment Strategies: Word Journal

Instructional/Management Strategies: Create teams based on table groups. Have materials set up and ready to go.

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

Adapt written expectations (keep short) Provide high level questions for advanced learners Provide expectations orally and visually Use visual aids to support instruction Use manipulatives Do journal writing (reflections, responses) Provide opportunities for movement Have flexible groupings (whole class, large, small)

Materials Needed: construction paper (2 pieces per team) tape scissors instruction sheets (linked here) question sheets (linked here) sample photos (linked here)

Learning Experiences:Set (5 min)

Have the materials for the Paper Chain STEM Activity set up and ready to go on the tables. Explain that teams will be made up of everyone at the same table (table groups). Hold up a package of the materials and tell students that every table team has the same

exact supplies to work with: 2 pieces of construction paper and a roll of tape. Have one member of each team provide their team with a pair of scissors and a ruler as well. Also include a written instruction sheet.

Explain to the class that their task is to construct the longest paper chain in the class. Tell the class that they will have 5 minutes to plan and design individually and then 20

minutes to build the longest paper chain they can as a group with the materials given.Development (35 min)

Have the class participate in the Paper Chain STEM Activity.o Give 5 minutes for individual planning.o After 5 minutes, stop the planning and ask groups to begin to construct.o As groups work, circulate the room and observe what is happening. Have

conversations with each group and specific students about what they are doing.o Remind groups of the remaining time along the way and stop after 20 minutes.o Instruct groups to lay out their chains and invite them to inspect others’.o Have a conversation about whose chain is the longest and invite that group to

share their idea with the class.o Have each group clean up their work area and return to their seats.

Explain to the class that the unit they just started is about collaboration. Share the essential question and big idea so that students have a general idea about what collaboration is and where the unit may be headed.

Have the class participate in the Collaboration Questions Conversations. o Ask students to stick with their same teams and give them each a question sheet.

What does it look like and sound like to work as a team? How do individuals contribute to the success of a team? How do teams settle conflicts? Do all teams need leaders? How does an ordinary team become a “dream team”? Why does teamwork sometimes fail?

o Ask the groups to go over the questions and discuss the answers orally.o Remind students to give everyone a chance to speak.o Prompt students to think of examples to back up their answers.o Circulate the room and visit each group to listen in on conversations.o If time allows, ask groups to choose their favourite answer to share with the class

or ask specific groups to answer specific questions based on conversations heard during the discussion time.

Closure (10 min) Have students take out a piece of looseleaf and do a Word Journal. Explain to students that they will need to think of a word to describe what they

participated in throughout the lesson and write one to two paragraphs explaining why they chose that word. Students will be encouraged to write for the remainder of the class and will then be instructed to hand in their journal.

If students are having trouble thinking of a word, prompt them with discussion.

Backwards Design Lesson Plan

Name: Trisha Wallington Date: March 14, 2018Subject: English Language Arts Grade: 6/7

Essential Question (guiding overall unit of study): How do we create a collaborative team?Guiding Question(s) (specific to this lesson): In what ways can we collaborate to create verbal and written stories? What does collaboration mean?

Outcomes: (What should students know, understand and be able to do as a result of this lesson?)CC6.5 Use oral language to interact appropriately with others in pairs, and small and large group situations (e.g., asking questions to explore others’ ideas and viewpoints, discussing and comparing ideas and opinions, completing tasks and contributing to group success).

CC7.6 Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations (e.g., contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building).

Indicators (Assessment Evidence): (What will students do to show what they have learned?) (c) Contribute to structured discussion and dialogues to explore perspectives, ideas, and issues and to complete tasks.(d) Maintain conversations with classmates and adults and consistently follow guidelines for interacting (e.g., listening to others without interrupting, speaking respectfully to peers, using appropriate language and tone to disagree).(c) Demonstrate the ability to participate responsibly in discussions and team projects.(g) Recognize when conflicts and tensions arise in group work and negotiate a return to a productive and respectful atmosphere.

Assessment Strategies: Instagram Your Learning (exit slip)

Instructional/Management Strategies: Have pictures displayed beforehand. Create pre-selected groups & areas for them. Keep students in the same groups & areas for the following activity. Pass out the materials for the second activity as students are finishing the first.

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

Use pre-assessment from previous lesson to adjust difficulty as needed Adapt written expectations (keep short) Provide expectations orally and visually Model expectations Have flexible time limits Provide for student choice Seat students near a model/study buddy Seat students near teacher Seat students away from distracting stimuli Provide opportunities for movement

Materials Needed: printed pictures for Zoom (linked here) sticky notes with group members task sheets (linked here) story starters (linked here) looseleaf Instagram Your Learning sheets (linked here) sample photos (linked here)

Learning Experiences:Set (5 min)

Have pictures posted around the room. Call out names of pre-selected group members off of the sticky notes and have those group members get up and each choose a picture. Once they have chosen, ask the students to return to their seats. Continue for all groups.

Explain to students that they will be participating in Zoom Storytelling which means they will meet together with their group in a pre-selected area and sit in a circle. They will choose someone to start telling a story by incorporating their picture into a given story starter. After that person has successfully incorporated their picture, the next person in the circle continues the story by finding a way to incorporate their picture.

If groups finish early, ask them to continue around the circle adding to the story with their picture again in a different way.

Remind students of some of the things they brought up in their pre-assessment Word Journals from the previous lesson to get their minds thinking about what collaboration is.

Development (30 min) Have the class participate in Zoom Storytelling. Visit each group and listen in on the stories being told. Offer suggestions where needed. Allow the groups to tell their stories for 10 minutes or until the stories are complete. During the storytelling, hand out the next activity to each group. Have the class participate in a Snowball Collaborative Writing Activity. Tell students that

there is a task sheet to follow, but also verbally explain what the activity entails. Ask groups members to each choose a story starter picture and begin writing a story

based on that picture on a piece of looseleaf. Tell the groups that they will get about 3 minutes to write. After the time is up, the students will pass their paper and picture to the person on their right. That person will read the story up to that point and continue on with it. Students will get about 4 minutes to write. After the time is up, the students will pass their paper and picture to the right again and that person will read and continue the story. As the stories progress and get longer, students will get more time to read and write.

Make sure to remind students each time to write their name beside the section they wrote so that everyone stays accountable to what they write.

Depending on time and interest, the stories could get passed around the circle one full time or more.

Remind students that it is okay if they are cut short because there are other people in their group who will pick up where they left off and continue the story.

Allow students some time to read the stories that they started with and share some of the best ones with their groups.

Closure (10 min) Ask students to clean up and return to their seats where an Instagram Your Learning

sheet will be waiting for them. Show them a finished copy as a model and explain that they need to draw (and colour if time allows) a picture that represents what they learned about collaboration in the activities as well as a caption to further explain.

Backwards Design Lesson Plan

Name: Trisha Wallington Date: March 15, 2018Subject: English Language Arts Grade: 6/7

Essential Question (guiding overall unit of study): How do we create a collaborative team?Guiding Question(s) (specific to this lesson): What is collaboration? How does collaboration involve listening?

Outcomes: (What should students know, understand and be able to do as a result of this lesson?)CR6.5 Listen purposefully to understand, respond, and analyze oral information and ideas from a range of texts including narratives, instructions, oral explanations and reports, and opinions.

CR7.5 Listen critically to understand and analyze oral information and ideas from a wide range of texts (e.g., complex instructions, oral explanations and reports, opinions or viewpoints, messages presented in the media).

CC6.5 Use oral language to interact appropriately with others in pairs, and small and large group situations (e.g., asking questions to explore others’ ideas and viewpoints, discussing and comparing ideas and opinions, completing tasks and contributing to group success).

CC7.6 Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations (e.g., contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building).

TR7.1 Analyze to what extent each of the signatories to treaty meets their respective obligations.

Indicators (Assessment Evidence): (What will students do to show what they have learned?) (e) Restate or summarize major points and supporting details after a presentation or podcast and show understanding by the actions taken.(f) Draw conclusions about presenter's stance and values.(f) Recognize and follow the presenter's main ideas, supporting details, and organizational structure.(i) Listen critically to understand and analyze oral information and ideas in oral explanations and reports, and in opinions or messages presented in the mass media.(c) Contribute to structured discussion and dialogues to explore perspectives, ideas, and issues and to complete tasks.(d) Maintain conversations with classmates and adults and consistently follow guidelines for interacting (e.g., listening to others without interrupting, speaking respectfully to peers, using appropriate language and tone to disagree).(c) Demonstrate the ability to participate responsibly in discussions and team projects.

(a) Compare the meanings of “commitments” and “obligations” from the different world views.

Assessment Strategies: Mind Dump

Instructional/Management Strategies: Create groups based on table groups.

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

Adapt written expectations (keep short) Provide expectations orally and visually Write outline of lesson for students to see Model expectations Provide repetition Provide graphic organizers Do journal writing (reflections, responses) Pair students to check work

Materials Needed: Treaty Essential Learnings book laptop projector Google Slides (linked here) worksheets (linked here) looseleaf sticky notes sample photos (linked here)

Learning Experiences:Set (5 min)

Show students the first slide of the Google Slides with the Collaboration Word Bank. Ask students if any of the words stand out to them or if they remember hearing any of the

words in the previous lesson. Ask students about what words went with the previous paper chain activity or collaborative writing activity. Have a discussion about the words.

Development (30 min) Explain that this lesson will give students more of an understanding of what collaboration

is through a listening activity. Tell students that they will be shown 3 videos and be read one reading on what collaboration is as well as examples of it.

Hold up a worksheet and show students that they will have to follow along with the videos and reading and record responses to each.

o Students will have to listen intently to decide which collaboration words from the word bank are mentioned in each video and reading.

o Students will also have to make jot notes throughout the videos and reading about what collaboration is as well as examples.

o After the each video and reading, students will be given a few minutes to write down everything they can remember from the videos in a ‘Mind Dump.’

o After the time is up, students will be asked to work as a table group to record a collaborative answer on a piece of looseleaf while sharing and discussing ideas from each video and reading.

Hand out the worksheets and remind students to put their names on them right away. Remind students of the first instruction and have students repeat back. Play the videos and go through the activity.

o Effective Collaboration (Big Bang Theory Scene)o How Collaboration Leads to Great Ideaso Good Collaboration

Read Brother-to-Brother Relations from the Treaty Essential Learnings book and continue on with the same routine.

Have an outline of the order of videos and reading written on the board for reference. Circulate to each group during the Mind Dump time and the group discussion time to

observe and offer suggestions. If students are struggling or need another chance, replay the videos and re-read the page.

Closure (10 min) Ask students about recurring words or ideas and have a full class discussion/review of the

activity in regards to collaboration. Prompt students with ideas from a video if they are confused as to what you want to hear. Call on students who had good ideas in their group discussions to share with the full class.

If time allows, pass out sticky notes and have students add ideas to the collaboration board.

Allow for a few minutes at the very end of the lesson for students to fill out the simple survey at the bottom of their papers for the next lesson and have them hand in the worksheets when they are finished.

Backwards Design Lesson Plan

Name: Trisha Wallington Date: March 16, 2018Subject: English Language Arts Grade: 6/7

Essential Question (guiding overall unit of study): How do we create a collaborative team?Guiding Question(s) (specific to this lesson): What does it mean to work collaboratively? How can individual strengths come together to make something the best it can be?

Outcomes: (What should students know, understand and be able to do as a result of this lesson?)CC6.5 Use oral language to interact appropriately with others in pairs, and small and large group situations (e.g., asking questions to explore others’ ideas and viewpoints, discussing and comparing ideas and opinions, completing tasks and contributing to group success).

CC7.6 Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations (e.g., contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building).

Indicators (Assessment Evidence): (What will students do to show what they have learned?) (c) Contribute to structured discussion and dialogues to explore perspectives, ideas, and issues and to complete tasks.(d) Maintain conversations with classmates and adults and consistently follow guidelines for interacting (e.g., listening to others without interrupting, speaking respectfully to peers, using appropriate language and tone to disagree).(c) Demonstrate the ability to participate responsibly in discussions and team projects.(f) Assume different roles in group work (e.g., leader, recorder, contributor).

Assessment Strategies: Peer Assessment Thumb It

Instructional/Management Strategies: Create pre-selected groups (based on student choice from the previous day) & areas for

them. Have the groups and areas written on the board with one name in a different colour. Use cues (proximity) to keep students on track. Remind students of how much time is left.

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

Adapt written expectations (keep short) Provide expectations orally and visually Provide repetition Photocopy notes or have someone scribe for a peer Break longer assignments into chunks Give choice of tasks Have flexible time limits Give opportunity for oral demonstrations of content Give opportunity for visual representations of content Provide for student choice Allow students to demonstrate knowledge in areas of strength Seat students near a model/study buddy Seat students near teacher Seat students away from distracting stimuli Cue students to stay on task (sticky notes)

Materials Needed: story starter objects/pictures for the display

o plush hearto world ballo silver frogo framed tree pictureo painted buildings pictureo rock with painted eyes and bowo inuksuk necklaceo happy camper keychaino university bookmarko Rubik’s cubeo watcho mirroro ghost erasero cat ornamento tree jewelry holdero softball lanyardo sand shovel

task sheets (linked here) sticky notes with group members and roles plain paper markers/pencil crayons looseleaf peer assessment sheets (linked here) sample photos (linked here)

Learning Experiences:Set (5 min)

Do a quick overview of the previous lesson regarding the collaboration word bank. Pull out a few words from the list and write them on the board with definitions.

o Contribute – give in order to help achieve somethingo Cohesion – the action of forming a united wholeo Common Goal – a goal all group members want to achieve

Explain that these are words we will be focusing on with this lesson. Have the Story Starters Display set up on the side counter with objects and/or photos for

students to choose from to create an art piece with a story behind it (with a speaking, writing, and drawing component).

Tell students that they will be working in the groups on the board based on what they said they wanted to do the previous day. They will need to follow the instructions on the task sheet to create a cohesive collaborative piece, while each contributing through their role. The roles will be shown on sticky notes on the groups’ activity packages. Tell students the expectations for each role and for the final piece and remind them to check the task sheet.

Have the person from each group whose name is written in a different colour on the board come up to the counter and choose an object for their group to use as a story starter or an inspiration for their piece.

Development (30 min) Have students go to their assigned areas and work on their Student Choice Collaborations. Go around to each group to make sure students are staying on task as well as to offer

feedback and suggestions on the collaborative pieces. Remind groups of the importance and benefit of working collaboratively and prompt

students to think of this importance and these benefits on their own through questions:o Why did I group you based on the surveys you submitted last class?o Why did you choose the role you did?o Would the piece turn out the same if you did it all on your own?o Would the piece turn out the same if you were in a different role?o How is the piece turning out better than you expected?

Help students to understand that the groupings were purposeful in that they were to work with people with different strengths and talents so as to create a better piece than any one group member could have created on their own. Let students know that is the heart of collaboration.

Continually remind students of the time remaining and stop them after about 20 minutes.Closure (10 min)

Revisit the three word bank words on the board and ask the class to respond using thumbs up, thumbs down as to whether they contributed, had a cohesive piece, and had a common goal. Explain that this will be part of the peer assessment.

Pass out a peer assessment sheet and have students complete it. Remind students to put thought and effort into their answers and offer evidence to support their comments.

Go around to each group and pick up their Student Choice Collaborations. Encourage students to continue working on their peer assessments for the full 5 minutes

and then have students hand them in. If time allows, go through some of the reflection questions on the task sheet as a full class.

Backwards Design Lesson Plan

Name: Trisha Wallington Date: March 19, 2018Subject: English Language Arts Grade: 6/7

Essential Question (guiding overall unit of study): How do we create a collaborative team?Guiding Question(s) (specific to this lesson): What does it mean to work collaboratively? How can individual strengths come together to make something the best it can be?

Outcomes: (What should students know, understand and be able to do as a result of this lesson?)CC6.5 Use oral language to interact appropriately with others in pairs, and small and large group situations (e.g., asking questions to explore others’ ideas and viewpoints, discussing and comparing ideas and opinions, completing tasks and contributing to group success).

CC7.6 Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations (e.g., contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building).

Indicators (Assessment Evidence): (What will students do to show what they have learned?) (c) Contribute to structured discussion and dialogues to explore perspectives, ideas, and issues and to complete tasks.(d) Maintain conversations with classmates and adults and consistently follow guidelines for interacting (e.g., listening to others without interrupting, speaking respectfully to peers, using appropriate language and tone to disagree).(c) Demonstrate the ability to participate responsibly in discussions and team projects.

Assessment Strategies: What Stuck?

Instructional/Management Strategies: Use the same groups as the previous lesson and make modifications to the areas. Remind groups of the time remaining throughout.

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

Adapt written expectations (keep short) Provide expectations orally and visually Model expectations Have flexible time limits Provide for student choice Cue students to stay on task Allow music to block auditory distractions

Materials Needed: looseleaf scissors sticky notes pencil crayons/markers story starters (linked here) task sheets (linked here) Collaboration Word Bank sheets (linked here) white paper sample photos (linked here)

Learning Experiences:Set (10 min)

Start by reintroducing the collaborative task box and cards. Tell students that there are task cards that they can choose from and work through when they finish their work this lesson and throughout the rest of the unit. Explain that it will always be on the side counter when they can use it and tell students that they will do Task #1 at the end of this lesson by request of one student.

Do a quick overview of the collaboration word bank and pull out a few words from the list (some were used in the last lesson). Write them on the board with definitions.

o Contribute – give in order to help achieve somethingo Cohesion – the action of forming a united wholeo Combine – unite or merge

Explain that these are words we will be focusing on with this lesson. Put emphasis on cohesion since that is a word that some students had trouble with in the last lesson.

Let students know that there were comments made regarding these words, especially cohesion, on the collaborative art pieces that students handed in last class. The comments will be in the packages that get handed out to students so that they can use the feedback to make their collaborative piece from this lesson better.

Explain that this lesson, students will work with the same groups they did last time and in the same areas except two groups will switch (because of proximity problems last day).

Students will have to follow the instruction sheet to create a collaborative poem. Model what students should do on the board before they start.

Development (30 min) Hand out the packages to each group and allow students to start working on the

collaborative poetry writing.o Students will choose a story starter picture as a group.o Students will individually write 10 lines of poetry about that picture.o Students will cut out their 10 lines of poetry.o Students will combine their lines to create a collaborative poem.o Students will write a good copy of their poem on white paper and decorate it.

Go around to each group to make sure students are staying on task as well as to offer feedback and suggestions on the collaborative pieces.

Remind groups of the importance and benefit of working collaboratively and prompt students to think of this importance and these benefits on their own through questions:

o Would the piece turn out the same if you did it all on your own?o How do individual strengths come together to make something better?o How is the piece turning out better than you expected?

When students finish, have them put up their hands so that the good copy of their poem can be approved and then allow students to do tasks from the collaborative task cards.

Closure (5 min) When there is about 5 minutes left, read out Task #1 from the task cards and have

students write on sticky notes something that they have learned about collaboration so far. Allow students to add their sticky notes to the collaboration board.

Remind students of the word bank and have them take a look at the collaboration word banks at their tables to give them ideas of what to write about.

Write an example of something that could be written on the board.

Backwards Design Lesson Plan

Name: Trisha Wallington Date: March 20, 2018Subject: Physical Education, English Language Arts Grade: 6/7

Essential Question (guiding overall unit of study): How do we create a collaborative team?Guiding Question(s) (specific to this lesson): How do communication and collaboration link?

Outcomes: (What should students know, understand and be able to do as a result of this lesson?)PE6.9 Make situational decisions (individual, partner, and team) related to the selection of skills, tactics, and strategies to enhance individual and team performance while participating in games.

PE7.8 Make situational decisions (individual, partner, and team) related to the selection of skills, tactics, and strategies to enhance individual and team performance while participating in games.

CC6.5 Use oral language to interact appropriately with others in pairs, and small and large group situations (e.g., asking questions to explore others’ ideas and viewpoints, discussing and comparing ideas and opinions, completing tasks and contributing to group success).

CC7.6 Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations (e.g., contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building).

Indicators (Assessment Evidence): (What will students do to show what they have learned?) (o) Demonstrate effective team communication skills (e.g., calling the ball, calling for help, sharing what opponents are doing) while in practice or game situations.(j) Demonstrate purposeful team communication skills (e.g., calling the ball, calling for help, sharing what opponents are doing) while participating in game situations with classmates.(c) Contribute to structured discussion and dialogues to explore perspectives, ideas, and issues and to complete tasks.(d) Maintain conversations with classmates and adults and consistently follow guidelines for interacting (e.g., listening to others without interrupting, speaking respectfully to peers, using appropriate language and tone to disagree).(c) Demonstrate the ability to participate responsibly in discussions and team projects.

Assessment Strategies: Questioning

Instructional/Management Strategies: Give instructions in the classroom before going to the gym and ask that students do a task

once they arrive at the gym. Create random teams once in the gym. Use a hand signal to gain attention.

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

Provide expectations orally and visually Use visual aids to support instruction Use manipulatives Provide repetition Provide opportunities for movement Have flexible groupings (whole class, large, small)

Materials Needed: balloons light balls other objects for variation ropes/skipping ropes/hula hoops

Learning Experiences:Set (15 min)

Start in the classroom and explain that the lesson is going to help students gain a better understanding of collaboration through some word bank words and definitions written on the board.

o Communication – express or exchange ideaso Cooperation – working together for a common purpose

Explain that the first collaborative activity that students will be doing is the Balloon Challenge, which involves keeping balloons or other objects in the air while holding hands. Emphasize that communication is needed to succeed.

Ask that students stand around the centre circle once they arrive at the gym to be ready for the Balloon Challenge. Ask some students to repeat the instructions and then head down to the gym.

Once students are standing in a circle, instruct them to hold hands then toss up one balloon to start. Depending on the success that students have, add more balloons.

If things are too easy, pose different challenges for the group to try such as:o Pass the balloons around the circle so that each person touches each balloon.o Start with one balloon on each side and split the class into two teams by counting

off 1, 2, 1, 2, etc. Assign one balloon colour to each team. Ask that each team try to get their balloon to ‘catch up’ to the other team’s balloon while trying not to be ‘caught’ by the other team’s balloon.

o Split the class into two teams by counting off 1, 2, 1, 2, etc. and assign each team a different balloon colour. Ask the class to pass the balloons around the circle so that each person on the team touches only their team’s balloon.

Continuously remind students of communication throughout. After about 10 minutes, ask the group to sit in the centre circle for further instruction.

Development (20 min) Tell the class that they will be working in the same teams they did for some of the Balloon

Challenge and that the communication skills they used there will be needed again for the next game. Ask:

o How did communication help you succeed in the Balloon Challenge?o What communication skills did you use in the Balloon Challenge?

Explain to students that they will be playing the Line Game and that they will need to work together to get everyone on their team across the gym and back while only on the lines on the gym floor. Students will not be allowed to step from line to line, instead they will need to find a pathway that gets them from one side of the gym to the other that stays connected the entire way. Make a rule that says the outside black line of the gym that goes straight across will not be an option since teams will have to make at least 10 turns on their way across the gym each way.

Tell teams that they will be able to strategize together if they want, but let them know that each team member can try to find their own way. The only objective is to get all team members to the other side. (Hint that groups should communicate successful pathways with their team members to be most successful overall).

Depending on how fast the task is completed, play again. The rules can also be varied depending on how the first game goes to not use the exact same path as previous rounds. A rule can also be made that says each member of the team has to follow the same path.

Once about 10 minutes have passed or students begin to get bored, ask them to return to

the centre circle to hear the instructions for the next game. Tell students about All Aboard. Students will use their communication skills to collaborate

to fit all group members in shrinking areas. To start, everyone in the class will try to fit in the centre circle. Next, they will be instructed to fit in a smaller chosen area using the gym floor lines. This will continue until it becomes impossible to fit all the students in.

If time allows, split the class into two teams and give them each a hula hoop. Ask the teams to fit everyone inside somehow. Allow groups to get creative by only putting one hand in the hoop, one foot, one finger, one toe, etc.

Emphasize communication throughout the activity.Closure (10 min)

Once there is about 10 minutes left of class, have everyone return to the centre circle. Ask if anyone has ever heard of the Human Knot. Allow students to share what they know

and explain further if needed. Remind students of the communication focus. Have everyone stand up in a circle and hold hands with two different people who are not

directly beside them. Instruct students to untangle themselves. If time allows, do the activity again. If students struggle, the class can be split into two so

that the groups are smaller. After a couple tries, ask the group to come together again and ask:

o How did communication help you succeed?o When did communication not happen?o How could you have communicated better as a team?o How are communication and collaboration linked?

Make sure that students know that communication helps collaboration because through communication skills such as speaking and listening, teams were able to gain insight from all team members and come to the best conclusions to be most successful.

Have a few students help clean up the materials and head back to the classroom.

Backwards Design Lesson Plan

Name: Trisha Wallington Date: March 21, 2018Subject: English Language Arts, Arts Education Grade: 6/7

Essential Question (guiding overall unit of study): How do we create a collaborative team?Guiding Question(s) (specific to this lesson): How do we collaborate in drama? How are communication and collaboration connected?

Outcomes: (What should students know, understand and be able to do as a result of this lesson?)CP6.6 Collaborate on a drama that expresses ideas about identity and how it is influenced (e.g., factors such as pop culture, cultural heritage, peer groups, personal and family interests, gender).

CP7.5 Use drama elements, strategies, negotiation, and collaboration to help shape the direction of the drama and/or collective creation.

CC6.5 Use oral language to interact appropriately with others in pairs, and small and large group situations (e.g., asking questions to explore others’ ideas and viewpoints, discussing and comparing ideas and opinions, completing tasks and contributing to group success).

CC7.6 Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations (e.g., contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building).

Indicators (Assessment Evidence): (What will students do to show what they have learned?) (b) Contribute ideas to the topic, focus, and development of the drama.(h) Demonstrate a willingness to negotiate, accept the ideas of others, and work toward consensus in dramatic work.(c) Recognize that co-operative effort is essential to satisfaction in drama and collaborate with others to help direct the course of the drama work.(d) Negotiate, accept the ideas of others, and work toward consensus in dramatic work.(h) Reflect on and describe the contributions and the work of each group member.(c) Contribute to structured discussion and dialogues to explore perspectives, ideas, and issues and to complete tasks.(d) Maintain conversations with classmates and adults and consistently follow guidelines for interacting (e.g., listening to others without interrupting, speaking respectfully to peers, using appropriate language and tone to disagree).(c) Demonstrate the ability to participate responsibly in discussions and team projects.

Assessment Strategies: Checklist Thumb It

Instructional/Management Strategies: Create pre-selected groups and areas to work. Have props set up in displays beforehand. Draw names to choose which props/skit each group gets.

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

Adapt written expectations (keep short) Provide expectations orally and visually Have someone scribe for a peer Set a timeline and checkpoints for tasks Give opportunity for oral demonstrations of content Give opportunity for tactile/kinesthetic demonstration of content Provide for student choice Produce products for specific audiences Seat students near a model/study buddy Seat students near teacher Seat students away from distracting stimuli Cue students to stay on task Provide opportunities for movement

Materials Needed: student names to draw task sheets (linked here) skit scripts (linked here) selection of props

o paper plateso bowlo plastic silverwareo clipboardo dishclotho cupso pitchero fake lemonso ice trayo menuso notepado aprono popcorn bucketso Tupperwareo ticketso steering wheel (lid)

assessment checklist sticky notes sample photos (linked here)

Learning Experiences:Individual Piece (10 min) – to settle down and focus after coming in from recess

Have a couple options from the task cards and instructions written on the board for students to work on as they come in from recess and transition into Literacy time.

o Task 2: Write a story about collaboration. It can be true or made up, but needs to tell a tale that has collaboration at its core or its main focus.

o Task 13: Draw what collaboration means on a piece of looseleaf or a piece of scrap

paper.o Task 20: Write about your favourite activity that you have done so far in this

collaboration unit on a piece of looseleaf. Include why it was your favourite! Let students know that these are tasks from the collaboration task box, so they can be

handed into the folder in the box as they finish. Have students do all three tasks if they are working fast. Set the expectation that they have to work the full time.

Allow students to work for about 10 minutes to focus and get ready for the lesson.Set (10 min)

Start by focusing the class on the definitions from the collaboration word bank on the board and explain that the girls talked about two of them in the previous Phys. Ed. lesson. Call on one of the girls to explain communication and cooperation then have some of the boys re-explain to see if they caught on. Have someone remind the class of what contribution is as well and remind the class that we have looked at that before.

o Communication - expressing or exchanging ideaso Cooperation - working together for a common purposeo Contribution - giving in order to help achieve something

Explain that the activity for today’s lesson involves skits and students should focus on demonstrating these three words from the word bank throughout.

Reference the groups on the board and tell the class that they will be working in these groups in these areas. Call on some people to say who is in their group and where they are to be working to reinforce the expectation.

Set an expectation for the noise level in the room and remind students of the expectation for working in the hallway. Reinforce this noise level expectation throughout.

Hold up a task sheet and explain the instructions on it. Groups will choose their skit, move to their areas, read the skit over once (individually or as a group), decide who will play what part, practice reading the parts as a group, incorporate the props, and practice.

Show the class the question list at the bottom of the instructions and tell them that they can work on answering those questions on a piece of looseleaf as a group after they have approval to move on from me.

Reference the props display and explain that groups will be drawn to decide who will pick first. Make it known that different groups have different options depending on the number of people in their groups. Draw names and allow students to come up and choose their play by picking up the scripts. Have students return to their seats until all have chosen.

Explain to students that they will be visited and observed as they practice and prepare. Reference the definitions again and let students know that they will be getting marks based on the amount of times they are seen communicating, cooperating, and contributing in their groups.

Development (25 min) Ask someone to tell what the first instruction is and allow groups to move to their areas

and start working. Circulate to all groups and listen in on conversations to check for understanding of the

collaboration content. Make check marks on the checklist every time a student is seen demonstrating good communication skills, cooperation, or contributions to their group.

Make comments to students about these three focus words as the circulation happens so that students are reminded of what they should be doing and the expectations are reinforced.

As groups are finishing up their practicing or getting bored of the activity, prompt them to

start answering the task sheet questions as a group on a piece of looseleaf.o Would the skit have turned out the same if you did it all on your own? Why?o Would the skit have turned out the same if you were in a different role? Why?o Did the skit turn out better than you expected? How so?o What could your group have done to make the skit better?o How did individual strengths come together to create the best skit possible?o What does it mean to work collaboratively?o How did collaboration play a part in this activity?o How do communication and collaboration link?o What does it look like and sound like to work as a team?o How do individuals contribute to the success of a team?o How do teams settle conflicts?o Do all teams need leaders?o How does an ordinary team become a “dream team”?o Why does teamwork sometimes fail?

When there is about 10 minutes left, have the groups from the hall come back in and focus everyone to the front of the room again to explain the closure.

Closure (10 min) Remind students of the three collaboration word bank definitions on the board and call on

students to read them out. Have the class participate in a Thumb It activity by giving a thumbs up or a thumbs down

based on how well they believed they did regarding each word during the activity. Remind groups of the questions they may have looked at as a group and ask them to use

those discussions as well as the words on the board to help them come up with something new to add to the collaboration board. Hand out sticky notes for groups to write on.

Set the expectation that all the sticky notes get stuck on the board and not on the wall. If time remains, go around the room and have groups share what they added to the board.

Backwards Design Lesson Plan

Name: Trisha Wallington Date: March 22, 2018Subject: English Language Arts Grade: 6/7

Essential Question (guiding overall unit of study): How do we create a collaborative team?Guiding Question(s) (specific to this lesson): How can we connect collaboration to teamwork tasks?

Outcomes: (What should students know, understand and be able to do as a result of this lesson?)CC6.5 Use oral language to interact appropriately with others in pairs, and small and large group situations (e.g., asking questions to explore others’ ideas and viewpoints, discussing and comparing ideas and opinions, completing tasks and contributing to group success).

CC7.6 Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations (e.g., contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building).

Indicators (Assessment Evidence): (What will students do to show what they have learned?) (c) Contribute to structured discussion and dialogues to explore perspectives, ideas, and issues and to complete tasks.(d) Maintain conversations with classmates and adults and consistently follow guidelines for interacting (e.g., listening to others without interrupting, speaking respectfully to peers, using appropriate language and tone to disagree).(c) Demonstrate the ability to participate responsibly in discussions and team projects.

Assessment Strategies: Reflection

Instructional/Management Strategies: Create groups and have them written on the board. Watch the clock to keep everything on time. Use a cue to signal groups to switch centres. Have groups rotate through the centres in a particular pattern.

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

Adapt written expectations (keep short) Provide high level questions for advanced learners Use learning centres Provide expectations orally and visually Use visual aids to support instruction Use manipulatives Provide repetition Set a timeline and checkpoints for tasks Cue students to stay on task Provide opportunities for movement

Materials Needed: empty cardboard pop boxes (long) brain teaser slips (linked here) Scibblish Jenga blocks question sheet (linked here) children’s books Rubiks cubes plastic cups yarn rubber bands task cards/box task sheets (linked here) looseleaf sample photos (linked here)

Learning Experiences:Individual Piece (10 min) – to settle down and focus after coming in from recess

Have a couple options from the task cards and instructions written on the board for students to work on as they come in from recess and transition into Inquiry time.

o Task 11: Create story starters for your classmates to use for Task 12! Write 10 story starters on a piece of looseleaf and hand them in for someone to use.

o Task 3: Create a word web or concept map on a piece of looseleaf explaining what collaboration means. Include at least 10 bubbles.

o Task 8: Create a task of your own that could be included in this set of collaboration task cards by writing it on a piece of looseleaf.

Let students know that these are tasks from the collaboration task box, so they can be handed into the folder in the box as they finish. Have students do all three tasks if they are working fast. Set the expectation that they have to work the full time.

Allow students to work for about 10 minutes to focus and get ready for the lesson.Set (5 min)

Start by focusing the class on the definitions from the collaboration word bank on the board and have students explain them. Remind the class that we have looked at communication and cooperation before.

o Communication - expressing or exchanging ideaso Cooperation - working together for a common purposeo Challenge – something that needs great effort to be done successfully

Explain that these will be the focus words of the day and that the activities we will be doing will centre in on some or all of these collaboration words.

Reference the groups on the board and let the class know that they will be working with them for all the activities.

Reference the centres set up around the room and the diagram on the board that corresponds to those centres. Point out the numbers. Have some students point out where certain centres are to keep them focused and listening.

Go through each centre with explanations and demonstrations and let students know that there are task sheets at each station to keep them on track.

Let students know they will get about 5 minutes at each centre and that they may not get through all of them, but that is okay. Encourage students to transition quickly and stay on task to get the most out of each activity. Tell students that they will be prompted to move to the next numbered centre with a verbal cue.

Development (25 min) Allow students to begin the Collaborative Task Centres at their assigned station.

o Centre #1: Collaboration Task Boxo Centre #2: Children’s Bookso Centre #3: Cup Transfero Centre #4: Rubik’s Cubeso Centre #5: Jenga Questionso Centre #6: Scribblisho Centre #7: Brain Teaserso Centre #8: Giant Jenga

Circulate the room and visit groups to keep them on task. Time each round and cue students to move on after 5 minutes or less if groups seem done.

When there is time for one more switch, allow groups to choose which centre they want to visit last, but set the expectation that they go to a centre that they have not previously visited.

Closure (5 min) Have students return to their seats and write a reflection about what it means, looks like,

and sounds like to work as a team based on the activities they did in the centres. Have a prompt written on the board: What does it look like and sound like to work as a team?

Also prompt students to copy down the name of each centre they visited and how collaboration was involved in each of the centre activities. Encourage students to use words from the collaboration word bank, especially the ones written on the board for this lesson.

Clean up the centres as students work on this.

Backwards Design Lesson Plan

Name: Trisha Wallington Date: March 23, 2018Subject: English Language Arts, Arts Education Grade: 6/7

Essential Question (guiding overall unit of study): How do we create a collaborative team?Guiding Question(s) (specific to this lesson): How do we collaborate in drama? How are communication, cooperation, and contributions connected to collaboration?

Outcomes: (What should students know, understand and be able to do as a result of this lesson?)CP6.6 Collaborate on a drama that expresses ideas about identity and how it is influenced (e.g., factors such as pop culture, cultural heritage, peer groups, personal and family interests, gender).

CP7.5 Use drama elements, strategies, negotiation, and collaboration to help shape the direction of the drama and/or collective creation.

CC6.5 Use oral language to interact appropriately with others in pairs, and small and large group situations (e.g., asking questions to explore others’ ideas and viewpoints, discussing and comparing ideas and opinions, completing tasks and contributing to group success).

CC7.6 Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations (e.g., contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building).

Indicators (Assessment Evidence): (What will students do to show what they have learned?) (b) Contribute ideas to the topic, focus, and development of the drama.(h) Demonstrate a willingness to negotiate, accept the ideas of others, and work toward consensus in dramatic work.(c) Recognize that co-operative effort is essential to satisfaction in drama and collaborate with others to help direct the course of the drama work.(d) Negotiate, accept the ideas of others, and work toward consensus in dramatic work.(h) Reflect on and describe the contributions and the work of each group member.(c) Contribute to structured discussion and dialogues to explore perspectives, ideas, and issues and to complete tasks.(d) Maintain conversations with classmates and adults and consistently follow guidelines for interacting (e.g., listening to others without interrupting, speaking respectfully to peers, using appropriate language and tone to disagree).(c) Demonstrate the ability to participate responsibly in discussions and team projects.

Assessment Strategies: Thumb It Proposals

Instructional/Management Strategies: Create pre-selected groups and areas for them. Set time limits and checkpoints and remind students of those throughout. Circulate to each group systematically to keep up with all dramas and group dynamics.

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

Adapt written expectations (keep short) Provide expectations orally and visually Provide repetition Have someone scribe for a peer Provide graphic organizers Break longer assignments into chunks Set a timeline and checkpoints for tasks Give opportunity for oral demonstrations of content Provide for student choice Produce products for specific audiences Do journal writing (reflections, responses) Seat students near a model/study buddy Seat students near teacher Seat students away from distracting stimuli Cue students to stay on task

Materials Needed: markers plain paper looseleaf sample photos (linked here)

Learning Experiences:Individual Piece (10 min) – to settle down and focus after coming in from recess

Have a couple options from the task cards and instructions written on the board for students to work on as they come in from recess and transition into Literacy time.

o Task 3: Create a word web or concept map on a piece of looseleaf explaining what collaboration means. Include at least 10 bubbles.

o Task 8: Create a task of your own that could be included in this set of collaboration task cards by writing it on a piece of looseleaf.

o Task 20: Write about your favourite activity that you have done so far in this collaboration unit on a piece of looseleaf. Include why it was your favourite!

Let students know that these are tasks from the collaboration task box, so they can be handed into the folder in the box as they finish. Have students do all three tasks if they are working fast. Set the expectation that they have to work the full time.

Allow students to work for about 10 minutes to focus and get ready for the lesson.Set (10 min)

Start by focusing the class on the definitions from the collaboration word bank on the board and remind students that we have looked at them all before in previous lessons. Call on students to explain the words and give examples of what activities we have done that have gone with each word.

o Communication - expressing or exchanging ideaso Cooperation - working together for a common purposeo Contribution - giving in order to help achieve something

Explain that the activities for today’s lesson involve the final project that students will be completing for the unit and that those final projects will be related to skits. Remind students that they should focus on demonstrating the three words from the word bank throughout preparing for their skits because that is what I will be looking for.

Let students know that the first thing they will be doing is collaborating as a full class and brainstorming ideas for their skits by doing a Graffiti Fiction Writing activity. Each group will start where their name lies on the board and add to the paper on that table. Each table will have a different category (characters, character traits, conflicts, settings/themes) that groups will have to add ideas to with their groups’ colour coded marker. Groups will get less than 5 minutes at each station and will move according to the diagram on the board when a verbal cue is given.

Reference the groups on the board and tell the class that they will be working in these groups in these areas. Call on some students to say who is in their group and where they are to start off working to reinforce the expectation.

Set an expectation for the noise level in the room.Development (30 min)

Have the students do the Graffiti Fiction Writing activity by going around to each of the four stations on the set cues and adding to the ideas on the papers.

o Characterso Character Traitso Conflictso Settingso Themes

Circulate the room during the activity to keep students on task. After all groups have visited all stations, let each group know that they will stay at the

table they are at. The graffiti papers will be passed around to each table group so that groups can record the ideas that they like the most and would consider using for the skit they will make up. Give groups a couple minutes with each paper, asking them to pass the papers on cue according to the diagram on the board.

After each group has gotten to record ideas from each group, reinforce the idea that we just collaborated as a full class because we all gave ideas and got ideas.

Closure (10 min) Have the class do a Thumb It to show how well they thought their brainstorming went. Ask the class to discuss with their group the ideas that they recorded and any other ideas

that they have for their skits. Ask groups to prepare a proposal for their skit on a piece of looseleaf that explains their idea so that they can get feedback on it next class.

Backwards Design Lesson Plan

Name: Trisha Wallington Date: March 26, 2018Subject: English Language Arts, Arts Education Grade: 6/7

Essential Question (guiding overall unit of study): How do we create a collaborative team?Guiding Question(s) (specific to this lesson): How do we collaborate in drama? How are communication, cooperation, and contributions connected to collaboration?

Outcomes: (What should students know, understand and be able to do as a result of this lesson?)CP6.6 Collaborate on a drama that expresses ideas about identity and how it is influenced (e.g., factors such as pop culture, cultural heritage, peer groups, personal and family interests, gender).

CP7.5 Use drama elements, strategies, negotiation, and collaboration to help shape the direction of the drama and/or collective creation.

CC6.5 Use oral language to interact appropriately with others in pairs, and small and large group situations (e.g., asking questions to explore others’ ideas and viewpoints, discussing and comparing ideas and opinions, completing tasks and contributing to group success).

CC7.6 Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations (e.g., contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building).

Indicators (Assessment Evidence): (What will students do to show what they have learned?) (b) Contribute ideas to the topic, focus, and development of the drama.(h) Demonstrate a willingness to negotiate, accept the ideas of others, and work toward consensus in dramatic work.(c) Recognize that co-operative effort is essential to satisfaction in drama and collaborate with others to help direct the course of the drama work.(d) Negotiate, accept the ideas of others, and work toward consensus in dramatic work.(h) Reflect on and describe the contributions and the work of each group member.(c) Contribute to structured discussion and dialogues to explore perspectives, ideas, and issues and to complete tasks.(d) Maintain conversations with classmates and adults and consistently follow guidelines for interacting (e.g., listening to others without interrupting, speaking respectfully to peers, using appropriate language and tone to disagree).(c) Demonstrate the ability to participate responsibly in discussions and team projects.

Assessment Strategies: checklist graphic organizer Thumb It

Instructional/Management Strategies: Create pre-selected groups and areas for them. Set time limits and checkpoints and remind students of those throughout. Circulate to each group systematically to keep up with all dramas and group dynamics.

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

Adapt written expectations (keep short) Provide expectations orally and visually Provide repetition Have someone scribe for a peer Provide graphic organizers Break longer assignments into chunks Set a timeline and checkpoints for tasks Give opportunity for oral demonstrations of content Provide for student choice Produce products for specific audiences Seat students near a model/study buddy Seat students near teacher Seat students away from distracting stimuli Cue students to stay on task

Materials Needed: script writing graphic organizers (linked here) character development question sheet (linked here) conflict development graphic organizer (linked here) feedback on brainstorming from last class checklist sample photos (linked here)

Learning Experiences:Set (10 min)

Start by focusing the class on the definitions from the collaboration word bank on the board and remind the class that we have looked at them before. Ask for volunteers to go through the words and give examples of times they demonstrated the words.

o Communication - expressing or exchanging ideaso Cooperation - working together for a common purposeo Contribution - giving in order to help achieve something

Explain that the activity for today’s lesson involves creating their final skits and students should focus on demonstrating these three words from the word bank throughout. Show the class the checklist and remind them of how it was used last time we did skits. Let students know that they will get check marks based on the words for the remaining time that they are working on preparing their skits.

Tell the class that they are going to get feedback on the proposals they handed in last class and that they will use that feedback to help them further plan their skits this class.

Explain that there needs to be some more planning done to get on track for script writing by introducing the graphic organizer. Ask the class if they remember the plot lesson they were taught last semester with the string mountain diagrams and the Pixar Short Film. Have a student explain what they learned then and what they know now about plot.

Have parts of the organizer on the board to fill in as an example for students to see. Explain the graphic organizer as it is gone through on the board. Ask students to give examples from the skits they did last class. Prompt students to think about the size of each box. Make sure they understand that some areas that are larger are more important and need more information in them to be complete. Let students know about the supplementary sheets that will help them think of ways to develop their characters and their conflict. Set the expectation that these graphic organizers should be done by the end of the class.

Tell groups that they should put lots of detail into their graphic organizers because it will make their script writing easier, but let the class know that they can start writing out a formal script on looseleaf if they finish the graphic organizer.

Reference the groups on the board and tell the class that they will be working in these groups in these areas. Call on some people to say who is in their group and where they are to be working to reinforce the expectation.

Set an expectation for the noise level in the room and remind students of the expectation for working in the hallway. Reinforce this noise level expectation throughout.

Development (30 min) Let groups meet in their assigned areas and hand out the packages so that students can

get started on the graphic organizers. Circulate to all groups and listen in on conversations to check for understanding of the

collaboration content. Make check marks on the checklist every time a student is seen demonstrating good communication skills, cooperation, or contributions to their group.

Make comments to students about these three focus words as the circulation happens so that students are reminded of what they should be doing and the expectations are reinforced. Prompt students who are taking a back seat to get in on the project.

As groups are finishing up their graphic organizers, prompt them to start script writing. If groups move on to the script writing prematurely, guide them back to places in the graphic organizer that could use more detail so that they get the most out of the activity

and have more to work with in the next lesson.Closure (5 min)

When there is about 5 minutes left, have the full class come back together and ask the class about how well they think they did with the three word bank words on the board. Go through each word and have students do a Thumb It as to how well they think they communicated, cooperated, and contributed during the work time.

Ask for volunteers or call on specific students to give examples of what they did to communicate, cooperate, and contribute to reinforce what should be happening during the skit preparation time. Remind the class of the checklist so that they know they should be focusing on communicating, cooperating, and contributing in the coming lessons.

Ask the class about how far they got on their scripts and talk about what will go on in the next lesson in the afternoon so that they have something to expect.

Backwards Design Lesson Plan

Name: Trisha Wallington Date: March 26, 2018Subject: English Language Arts, Arts Education Grade: 6/7

Essential Question (guiding overall unit of study): How do we create a collaborative team?Guiding Question(s) (specific to this lesson): How do we collaborate in drama? How are communication, cooperation, and contributions connected to collaboration?

Outcomes: (What should students know, understand and be able to do as a result of this lesson?)CP6.6 Collaborate on a drama that expresses ideas about identity and how it is influenced (e.g., factors such as pop culture, cultural heritage, peer groups, personal and family interests, gender).

CP7.5 Use drama elements, strategies, negotiation, and collaboration to help shape the direction of the drama and/or collective creation.

CC6.5 Use oral language to interact appropriately with others in pairs, and small and large group situations (e.g., asking questions to explore others’ ideas and viewpoints, discussing and comparing ideas and opinions, completing tasks and contributing to group success).

CC7.6 Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations (e.g., contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building).

Indicators (Assessment Evidence): (What will students do to show what they have learned?) (b) Contribute ideas to the topic, focus, and development of the drama.(h) Demonstrate a willingness to negotiate, accept the ideas of others, and work toward consensus in dramatic work.(c) Recognize that co-operative effort is essential to satisfaction in drama and collaborate with others to help direct the course of the drama work.(d) Negotiate, accept the ideas of others, and work toward consensus in dramatic work.(h) Reflect on and describe the contributions and the work of each group member.(c) Contribute to structured discussion and dialogues to explore perspectives, ideas, and issues and to complete tasks.(d) Maintain conversations with classmates and adults and consistently follow guidelines for interacting (e.g., listening to others without interrupting, speaking respectfully to peers, using appropriate language and tone to disagree).(c) Demonstrate the ability to participate responsibly in discussions and team projects.

Assessment Strategies: checklist questioning observations self-assessment

Instructional/Management Strategies: Create pre-selected groups and areas for them. Set time limits and checkpoints and remind students of those throughout. Circulate to each group systematically to keep up with all dramas and group dynamics.

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

Adapt written expectations (keep short) Provide expectations orally and visually Provide repetition Have someone scribe for a peer Provide graphic organizers Break longer assignments into chunks Set a timeline and checkpoints for tasks Give opportunity for oral demonstrations of content Provide for student choice Produce products for specific audiences Seat students near a model/study buddy Seat students near teacher Seat students away from distracting stimuli Cue students to stay on task

Materials Needed: script writing graphic organizers (linked here) character development question sheet (linked here) conflict development graphic organizer (linked here) script examples (linked here) side project tasks (linked here) checklist self-assessment (linked here) sample photos (linked here)

Learning Experiences:Individual Piece (10 min) – to settle down and focus after coming in from recess

Have a couple options from the task cards and instructions written on the board for students to work on as they come in from recess and transition into Literacy time.

o Task 13: Draw what collaboration means on a piece of looseleaf.o Task 8: Create a task of your own that could be included in this set of collaboration

task cards by writing it on a piece of looseleaf.o Task 11: Write 10 story starters for your classmates to use for Task 12.o Task 12: Create stories using story starters created by your peers in Task 11.

Let students know that these are tasks from the collaboration task box, so they can be handed into the folder in the box as they finish. Have students do all four tasks if they are working fast. Set the expectation that they have to work the full time.

Allow students to work for about 10 minutes to focus and get ready for the lesson.Set (10 min)

Let students know that they will be continuing on with their skits from earlier in the day, but will now be taking the information from their graphic organizers and putting it into a formal script, starting in a rough copy format.

Project the scripts from a previous lesson on the board and focus students up there. Go through some of the skits as a class, allowing the students to point out some of the important pieces they notice.

o Titleo Authorso Cast/Character Listo Settingo Props Listo Character Names & Dialogueo Stage Directionso Length (2-3 pages)o Plot

Let students know that some of the things will be focused on later (props, stage directions), but place an extra focus on characters, setting, and plot.

Remind the class of what they did in the previous lesson with the graphic organizers and let them know that they will now be transferring that information into this format. Scroll through the scripts again so the class can see what they look like. Let groups know that they will each get a script to look at for reference and that more examples will be on the side counter for support if they need it.

Remind the class of the checklist and communication, cooperation, and contribution. Remind the class of the expectations for working in the hallway and noise levels. Set the expectation that the rough copy of the scripts are finished by the end of the class.

Development (45 min) Allow students to move to the same assigned areas as earlier and begin to write their

scripts on looseleaf using the information from their graphic organizers. Circulate to all groups and listen in on conversations to check for understanding of the

collaboration content. Make check marks on the checklist every time a student is seen demonstrating good communication skills, cooperation, or contributions to their group.

Make comments to students about these three focus words as the circulation happens so

that students are reminded of what they should be doing and the expectations are reinforced. Prompt students who are taking a back seat to get in on the project.

After about 25 minutes, call everyone back together and have a conversation about how things are going. If some groups are finishing up their scripts, give some instructions on the next task.

Tell students that they will be given a task sheet with some options on it. Let students know that these options will all help improve their skit. Explain that the options are to work on costume design, prop preparation, or stage directions. Go through some of the instructions on the task sheet.

Remind students that the expectation is that they are done the rough copy of their script by the end of the class, so encourage those who are not finished to continue to work on the script until they are. Allow groups who are done to move on to a supplementary task.

Circulate the room again and continue listening in on conversations, prompting students, and using the checklist to make note of who is demonstrating the collaboration words.

Closure (10 min) When there is about 10 minutes left, call the full group back together and explain the self-

assessment sheet. Let students know that they will have an opportunity to showcase all the collaboration word bank words demonstrations that they did throughout the day. Give an example for the third question about contributions by saying that a four could mean that the person contributed by giving ideas for the graphic organizer, physically filling in the character section on the graphic organizer, physically writing out the script, making a hat for someone’s costume, and offering to bring three props for next class.

Allow the class to fill in their assessments and hand them in.

Backwards Design Lesson Plan

Name: Trisha Wallington Date: March 27, 2018Subject: English Language Arts, Arts Education Grade: 6/7

Essential Question (guiding overall unit of study): How do we create a collaborative team?Guiding Question(s) (specific to this lesson): How do we collaborate in drama? How are communication, cooperation, and contributions connected to collaboration?

Outcomes: (What should students know, understand and be able to do as a result of this lesson?)CP6.6 Collaborate on a drama that expresses ideas about identity and how it is influenced (e.g., factors such as pop culture, cultural heritage, peer groups, personal and family interests, gender).

CP7.5 Use drama elements, strategies, negotiation, and collaboration to help shape the direction of the drama and/or collective creation.

CC6.5 Use oral language to interact appropriately with others in pairs, and small and large group situations (e.g., asking questions to explore others’ ideas and viewpoints, discussing and comparing ideas and opinions, completing tasks and contributing to group success).

CC7.6 Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations (e.g., contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building).

Indicators (Assessment Evidence): (What will students do to show what they have learned?) (b) Contribute ideas to the topic, focus, and development of the drama.(h) Demonstrate a willingness to negotiate, accept the ideas of others, and work toward consensus in dramatic work.(c) Recognize that co-operative effort is essential to satisfaction in drama and collaborate with others to help direct the course of the drama work.(d) Negotiate, accept the ideas of others, and work toward consensus in dramatic work.(h) Reflect on and describe the contributions and the work of each group member.(c) Contribute to structured discussion and dialogues to explore perspectives, ideas, and issues and to complete tasks.(d) Maintain conversations with classmates and adults and consistently follow guidelines for interacting (e.g., listening to others without interrupting, speaking respectfully to peers, using appropriate language and tone to disagree).(c) Demonstrate the ability to participate responsibly in discussions and team projects.

Assessment Strategies: checklist questioning observations peer assessment

Instructional/Management Strategies: Create pre-selected groups and areas for them. Set time limits and checkpoints and remind students of those throughout. Circulate to each group systematically to keep up with all dramas and group dynamics.

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

Adapt written expectations (keep short) Provide expectations orally and visually Provide repetition Have someone scribe for a peer Provide graphic organizers Break longer assignments into chunks Set a timeline and checkpoints for tasks Give opportunity for oral demonstrations of content Provide for student choice Produce products for specific audiences Do journal writing (reflections, responses) Seat students near a model/study buddy Seat students near teacher Seat students away from distracting stimuli Cue students to stay on task

Materials Needed: script writing graphic organizers (linked here) character development question sheet (linked here) conflict development graphic organizer (linked here) script examples (linked here) side project tasks (linked here) checklist rubric (linked here) peer assessment sheets (linked here) sample photos (linked here)

Learning Experiences:Set (10 min)

Start by focusing the class on the definitions from the collaboration word bank on the board and remind the class that we have looked at them before. Ask for volunteers to go through the words and give examples of times they demonstrated the words.

o Communication - expressing or exchanging ideaso Cooperation - working together for a common purposeo Contribution - giving in order to help achieve something

Explain that students will continue creating their final skits and students should focus on demonstrating these three words from the word bank throughout. Remind students of the checklist. Let students know that this will be their last chance to get check marks based on the words as they are working on preparing their skits.

Show the class a copy of the rubric and let them know that they will get a copy to look at to make sure they know what is expected of them and how they will be marked on their skit preparation.

Go over a bit of what happened the last class and explain that some groups are finished writing out their scripts and some a really close. Let students know that they need to be finished writing their scripts at some point during this class because they will be presenting them next class.

Show students the side project task sheet and let them know that they can be working on costume design, prop preparation, or adding stage directions to their script when they are finished writing their script.

Let students know that if they are finished all their script writing and any supplementary tasks (costume design, prop preparation, stage directions) they should practice their skits.

Remind the class of the expectations for working in the hallway and noise levels. Set the expectation that the scripts and all preparation is finished by the end of the class.

Development (25 min) Allow students to move to the same assigned areas as the day before and either finish

writing their scripts on looseleaf using the information from their graphic organizers, do one or all of the supplementary tasks (costume design, prop preparation, stage directions), or practice their skits.

Circulate to all groups and listen in on conversations to check for understanding of the collaboration content. Make check marks on the checklist every time a student is seen demonstrating good communication skills, cooperation, or contributions to their group.

Make comments to students about these three focus words as the circulation happens so that students are reminded of what they should be doing and the expectations are reinforced. Prompt students who are taking a back seat to get in on the project.

Closure (10 min) When there is about 10 minutes left, call the full group back together and explain the peer

assessment sheet. Let students know that they will have an opportunity to let me know all the collaboration word bank words demonstrations that they witnessed in their groups throughout the class. Give an example for the third question about contributions by saying that a four could mean that the person contributed by giving ideas for the graphic organizer, physically filling in the character section on the graphic organizer, physically writing out the script, making a hat for someone’s costume, and offering to bring three props for next class. Allow the class to fill in their assessments and hand them in.

Backwards Design Lesson Plan

Name: Trisha Wallington Date: March 28, 2018Subject: English Language Arts, Arts Education Grade: 6/7

Essential Question (guiding overall unit of study): How do we create a collaborative team?Guiding Question(s) (specific to this lesson): How do we collaborate in drama? How are communication, cooperation, and contributions connected to collaboration?

Outcomes: (What should students know, understand and be able to do as a result of this lesson?)CP6.6 Collaborate on a drama that expresses ideas about identity and how it is influenced (e.g., factors such as pop culture, cultural heritage, peer groups, personal and family interests, gender).

CP7.5 Use drama elements, strategies, negotiation, and collaboration to help shape the direction of the drama and/or collective creation.

CC6.5 Use oral language to interact appropriately with others in pairs, and small and large group situations (e.g., asking questions to explore others’ ideas and viewpoints, discussing and comparing ideas and opinions, completing tasks and contributing to group success).

CC7.6 Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations (e.g., contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building).

Indicators (Assessment Evidence): (What will students do to show what they have learned?) (b) Contribute ideas to the topic, focus, and development of the drama.(h) Demonstrate a willingness to negotiate, accept the ideas of others, and work toward consensus in dramatic work.(c) Recognize that co-operative effort is essential to satisfaction in drama and collaborate with others to help direct the course of the drama work.(d) Negotiate, accept the ideas of others, and work toward consensus in dramatic work.(h) Reflect on and describe the contributions and the work of each group member.(c) Contribute to structured discussion and dialogues to explore perspectives, ideas, and issues and to complete tasks.(d) Maintain conversations with classmates and adults and consistently follow guidelines for interacting (e.g., listening to others without interrupting, speaking respectfully to peers, using appropriate language and tone to disagree).(c) Demonstrate the ability to participate responsibly in discussions and team projects.

Assessment Strategies: Journal Writing

Instructional/Management Strategies: Create pre-selected groups and areas for them. Set time limits and checkpoints and remind students of those throughout. Circulate to each group systematically to keep up with all dramas and group dynamics.

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

Adapt written expectations (keep short) Provide expectations orally and visually Provide repetition Have someone scribe for a peer Provide graphic organizers Break longer assignments into chunks Set a timeline and checkpoints for tasks Give opportunity for oral demonstrations of content Provide for student choice Produce products for specific audiences Do journal writing (reflections, responses) Seat students near a model/study buddy Seat students near teacher Seat students away from distracting stimuli Cue students to stay on task

Materials Needed: student made scripts (linked here) rubric (linked here) looseleaf sample photos (linked here)

Learning Experiences:Set (5 min)

Start by focusing the class on the definitions from the collaboration word bank on the board and remind the class that we have looked at them before. Ask for volunteers to go through the words.

o Communication - expressing or exchanging ideaso Cooperation - working together for a common purposeo Contribution - giving in order to help achieve something

Explain that students will get handed back a rubric based on how well they demonstrated the words during the past few work periods after the skits are completed.

Tell students that they will be getting typed copies of their scripts and that they will be expected to hold them while performing.

Let groups know that they will get 10 minutes to go through and practice their skits one last time before performing.

Development (50 min) Invite students to practice their skits for 10 minutes in their assigned areas from the

previous classes. Circulate around to all groups to check in and set some expectations about the props and acting.

After 10 minutes, call everyone back in and allow the class to settle. Explain the order of skits on the board and ask that everyone be prepared for when they are going.

Let students know that they will be writing reflections/journal entries after each skit on a piece of looseleaf. Remind the class of the listening activity we did earlier in the unit and let students know that they can do a Mind Dump like we did back then by writing everything they remember from the skits after they are over. Let students know that they can basically write anything about the skits after each. Set the expectation that they write the whole time.

Explain to students that they will be writing a reflection for each skit that is not their own and that is not directly before their own. Let students know that they will skip the reflections for the skit before them since they will be setting up and preparing for their own skit during the time that everyone else is writing reflections for the group ahead of them. Go through some examples with students using the list on the board to make it more logical for everyone.

Set the expectation that everyone is a respectful audience member and start the first skit. Give students a few minutes between each skit to write reflections.

Closure (5 min) If time remains, have a full class conversation about the skits that they made up and how

preparing for them related back to collaboration. Ask the class to think of examples of activities in previous lessons that prepared them for this final project.

Hand back the rubrics if time remains.

Backwards Design Lesson Plan

Name: Trisha Wallington Date: March 29, 2018Subject: English Language Arts Grade: 6/7

Essential Question (guiding overall unit of study): How do we create a collaborative team?Guiding Question(s) (specific to this lesson): In what ways have we collaborated this unit? What are the benefits of collaboration?

Outcomes: (What should students know, understand and be able to do as a result of this lesson?)CR6.5 Listen purposefully to understand, respond, and analyze oral information and ideas from a range of texts including narratives, instructions, oral explanations and reports, and opinions.CR7.5 Listen critically to understand and analyze oral information and ideas from a wide range of texts (e.g., complex instructions, oral explanations and reports, opinions or viewpoints, messages presented in the media).

CC6.5 Use oral language to interact appropriately with others in pairs, and small and large group situations (e.g., asking questions to explore others’ ideas and viewpoints, discussing and comparing ideas and opinions, completing tasks and contributing to group success).

CC7.6 Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations (e.g., contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building).

Indicators (Assessment Evidence): (What will students do to show what they have learned?) (e) Restate or summarize major points and supporting details after a presentation or podcast and show understanding by the actions taken. (f) Recognize and follow the presenter's main ideas, supporting details, and organizational structure.(i) Listen critically to understand and analyze oral information and ideas in oral explanations and reports, and in opinions or messages presented in the mass media.(c) Contribute to structured discussion and dialogues to explore perspectives, ideas, and issues and to complete tasks.(d) Maintain conversations with classmates and adults and consistently follow guidelines for interacting (e.g., listening to others without interrupting, speaking respectfully to peers, using appropriate language and tone to disagree).(c) Demonstrate the ability to participate responsibly in discussions and team projects.

Assessment Strategies: 12 Word Summary

Instructional/Management Strategies: Create pre-selected groups. Allow only one group member to be up searching at a time. Have the words hidden ahead of time, but not so much ahead of time that students have a

chance to find them prior to the activity. Keep reinforcing how much time is left.

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

Adapt written expectations (keep short) Provide expectations orally and visually Model expectations Have someone scribe for a peer Give choice of tasks Set a timeline and checkpoints for tasks Give opportunity for oral demonstrations of content Provide opportunities for movement

Materials Needed: word bank words (linked here) looseleaf sample photos (linked here)

Learning Experiences:Set (10 min)

Have words from the word bank cut out and hidden in places around the room. Have the words colour coded for each group so that each group ends up with each word once.

Tell the class that we will be summing up our collaboration unit by creating speeches using the collaboration words in our word bank. Students will need to work as a team to complete the Word Bank Scavenger Hunt before they can begin working on their speech. Explain that teams will be made up of the drama groups from the previous lesson.

Tell students that there are words from the word bank hidden around the classroom. Determine which group will be looking for which colour of words.

Explain to students that one person from each team will be up and searching at a time and that they will take turns until all their words are found.

Development (25 min) Once all groups have successfully completed the scavenger hunt, explain that they will

work as a team to create a Word Bank Collaborative Speech. To do this students will write one speech as a group about collaboration, using as many of the word bank words as possible. The more word bank words, the more exciting the speech.

Instruct students to go to the work spaces that they used to complete their drama creations and encourage them to get right to work as there won’t be too much time to write.

Circulate to each group and listen in on conversations. Provide suggestions where needed and encourage students to use examples of collaborative activities we have done throughout the unit. Include activities on the board for reference.

Ask groups to decide how they want to present their speech. Will one person say the entire thing? Will everyone take turns? Will everyone read at once? Will the silent group members do something while the speaker is speaking?

Once time is up or groups are finished, invite students back into the classroom. Ask groups to come to the front one at a time to deliver their speech.

Have the audience members clap every time they hear one of the word bank words in their classmates’ speeches.

Closure (10 min) Have students compete a 12 Word Summary. Give written instructions, but also explain

orally that students will need to write a summary of what they have learned about collaboration over the course of the unit. Encourage students to use the speeches and the word bank words as guides to complete their summary.

Encourage students to write a 12 word summary, but tell them that it is okay if it makes more sense for them to stop at 10 or 11 or go to 13 or 14.

When they are finished, they will be asked to hand their summaries in.