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4. Assess

How does this relate to the curriculum?
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Learning Outcome
Lesson Application
Health and Physical Education
A1.4. Social Emotional Learning Skills, Healthy Relationships: Apply skills that help them build relationships, develop empathy, and communicate with others as they participate in learning experiences in health and physical education, in order to support healthy relationships, a sense of belonging, and respect for diversity
During the game, students will have an opportunity to learn about each other and to develop empathy for students who may feel a lack of belonging due to bullying or not finding a place to belong. They will also be encouraged to respect differences and to understand that the class is diverse in many ways, including their sense of belonging.(Achieved in the GO activity)
Health and Physical Education
A1.5. Social Emotional Learning Skills, Self-Awareness and Sense of Identity: Apply skills that help them develop self-awareness and self-confidence as they participate in learning experiences in health and physical education, in order to support the development of a sense of identity and a sense of belonging
During the game, students will learn that they all share similarities and differences and that these similarities are what give them a sense of belonging while their differences give them their identity. This distinction helps students understand that they do not need to fit in, to belong, which helps students feel more confident and comfortable being their authentic selves (which is a prerequisite to belonging). (Achieved in the GO activity)
Health and Physical Education
D1.5. Healthy Living, Understanding Health Concepts, Mental Health Literacy: Demonstrate an understanding of the interconnections between a person’s thoughts, emotions, and actions, and of the potential impact of positive and negative thinking on mental health
When students are introduced to the difference between loneliness and being alone, they are learning that positive and negative thinking affect their perceptions of loneliness (i.e. that loneliness is a subjective state). They use this awareness to recognize that belonging is also a subjective state that can be influenced by their thoughts, feelings, and actions.(Achieved in the SET activity)
Language, Writing
1.2. Developing and Organizing Content, Developing Ideas: Generate ideas about a potential topic and identify those most appropriate for the purpose
When students plan for their Book of Belonging, they use a graphic organizer (on worksheet) as well as the storyline format (on worksheet) to develop their ideas.(Achieved in the GO activity)
Language, Writing
2.8. Using Knowledge of Form and Style in Writing, Producing Drafts: Produce revised draft pieces of writing to meet identified criteria based on the expectations
Students will use the ideas generated in the graphic organizer to write a finished and proofread story. (Achieved in the GO activity)
Assessment of Health and Physical Education Learning Outcomes, Grade 6 (Game and Discussion)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Thinking
[A1.4, A1.5]
Participates in discussions that   demonstrate a limited understanding of empathy in order to support healthy relationships, a sense of belonging, and respect for diversity
Participates in discussions that demonstrate some understanding of empathy in order to support healthy relationships, a sense of belonging, and respect for diversity

E.g. Student participates in game and discussion surrounding what belonging and fitting in mean while respecting students' differences

Participates in discussions that demonstrate a considerable understanding of empathy in order to support healthy relationships, a sense of belonging, and respect for diversity

E.g. Student participates in game and contributes ideas to a discussion surrounding what belonging and fitting in mean while respecting students' differences

Participates in discussions that demonstrate a high degree of of empathy in order to support healthy relationships, a sense of belonging, and respect for diversity

E.g. Student participates in game and contributes thoughtful ideas to a discussion surrounding what belonging and fitting in mean while respecting students' differences

Understanding
[D1.5]
Demonstrates limited understanding of belonging and loneliness as subjective states.
Demonstrates some understanding of belonging and loneliness as subjective states.

E.g. With prompting, student is able to recognize the distinction between loneliness and being alone, and, with prompting, recognizes the difference between belonging and fitting in
Demonstrates considerable understanding of belonging and loneliness as subjective states.

E.g. Student is able to draw a distinction between loneliness and being alone and understands the difference between belonging and fitting in
Demonstrates thorough understanding of belonging and loneliness as subjective states.

E.g. Student is able to clearly draw a distinction between loneliness and being alone and uses this information to draw conclusions about the difference between belonging and fitting in
Assessments of Language Learning Outcomes, Grade 6 (Book of Belonging)  
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Thinking (writing)
[1.2]
Generates limited ideas to support the story outline
Generates some appropriate ideas to support the story outline

E.g. Uses the worksheet to make note of simple points that will contribute to their story
Generates appropriate ideas to support the story outline

E.g. Completes the worksheet to create an adequate plan for their story
Generates many appropriate and creative ideas to support the story outline

E.g. Completes the worksheet with great detail, creating a clear and thorough plan for their story
Application
(writing)
[2.8]
Applies knowledge and skills to write and edit a short story, with limited effectiveness

E.g. Produces a published piece of writing (Book of Belonging) that follows very few of the assignment expectations, and shows limited evidence of proofreading and editing.
Applies knowledge and skills to write and edit a short story, with some effectiveness

E.g. Produces a published piece of writing (Book of Belonging) that follows some of the assignment expectations, and demonstrates some evidence of proofreading and editing.

Applies knowledge and skills to write and edit a short story, with considerable effectiveness

E.g. Produces a published and organized piece of writing (Book of Belonging) that follows the assignment expectations, and demonstrates proofreading and editing.
Applies knowledge and skills to write and edit a short story, with a high degree of effectiveness

E.g. Produces a published and well-organized piece of writing (Book of Belonging) that follows the assignment expectations, and is thoroughly proofread and edited.
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