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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
A1.1. Social-Emotional Learning Skills, Identification and Management of Emotions: Apply skills that help them identify and manage emotions as they participate in learning experiences in health and physical education, in order to improve their ability to explore their own feelings and understand and respond to the feelings of others.
Labelling emotions is a critical emotional intelligence skill that serves as the bridging point between internal and external experiences of emotions. Developing this emotional literacy is necessary for students to be able to appropriately express and regulate emotions.  (Achieved in SET and GO activity)
Language, Writing
3.3. Applying Knowledge of Language Conventions and Presenting Written Work Effectively, Vocabulary: Confirm spellings and word meanings or word choice using a variety of resources appropriate for the purpose.
Creating feeling cards gives students the opportunity to explore the spelling and meaning of various emotions using a dictionary and thesaurus, and by drawing on personal experiences. (Achieved in GO activity)
Language, Oral Communication
2.3. Speaking to Communicate, Clarity and Coherence: Communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information.
During the oral presentations, students use their feeling cards as a visual aid to support their explanation and clarify how a specific feeling fits into the larger Mood Meter Mural. (Achieved in GO activity)
Language, Oral Communication
2.7. Speaking to Communicate, Visual Aids: Use a variety of appropriate visual aids to support or enhance oral presentations.
Students use critical thinking skills to analyze and reflect on triggering experiences in the past. They then use this information to predict and plan for future experiences that might give rise to challenging situations. By proactively thinking about these experiences, students have the opportunity to problem solve, make connections, and evaluate different strategies before they get stuck in a negative mindset or challenging situation.
(Achieved in GO activity)
Language, Media Literacy
3.4. Creating Media Texts, Producing Media Texts: Produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques.  
Students select the appropriate materials, texts, symbols and techniques to construct a feeling card that the entire school community can relate to and understand. (Achieved in GO activity)
Assessment of Health and Physical Education Learning Outcomes, Grade 6 (Feeling Cards)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Communication
Knowledge
[A1.1]
Demonstrates limited knowledge of the meaning of various emotions and how to label emotions
Demonstrates some knowledge of the meaning of various emotions and how to label emotions

E.g. The student provides a simple definition of the emotion and one synonym for each emotion.
Demonstrates considerable knowledge of the meaning of various emotions and how to label emotions

E.g. The student provides a clear definition of the emotion and at least three synonyms for each emotion.
Demonstrates thorough knowledge of the meaning of various emotions and how to label emotions

E.g. The student provides an in-depth definition of the emotion and more than three synonyms for each emotion.
Assessment of Language, Writing Learning Outcomes, Grade 6 (Feeling Cards)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Communication
[3.3]
Uses spelling conventions with limited effectiveness
Uses spelling conventions with some effectiveness

E.g. Correctly spells some of the new feeling words and synonyms
Uses spelling conventions with considerable effectiveness

E.g. Correctly spells the new feeling words and synonyms
Uses spelling conventions with a high degree of effectiveness

E.g. Correctly spells and structures all words on the feeling card
Thinking
[3.3][3.3]
Use of research skills to find definitions and synonyms with limited effectiveness
Use of research skills to find definitions and synonyms with some effectiveness

E.g. The student locates the correct definition, and one synonym for each feeling

Use of research skills to find definitions and synonyms with considerable effectiveness

E.g. The student locates a clear and appropriate definition, and at least three synonyms for each feeling  

Use of research skills to find definitions and synonyms with a high degree of effectiveness

E.g. The student uses multiple sources to compile an in-depth definition and selects more than three synonyms for each feeling

Assessment of Language, Media Literacy Learning Outcomes, Grade 6 (Feeling Cards)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Communication
[3.4]
Organizes the components of their feeling card with limited effectiveness
Organizes the components of their feeling card with some effectiveness

E.g. Feeling card is poorly organized with no clear distinction between the word, definition and synonyms.
Organizes the components of their feeling card with considerable effectiveness

E.g. Feeling card is organized in a neat, complete and eye-catching way.
Organizes the components of their feeling card with a high degree of effectiveness

E.g. Feeling card is organized in a neat, complete and eye-catching way that enhances one's natural engagement with the poster.
Assessment of Language, Oral Communication Learning Outcomes, Grade 6 (Presentation of Feeling Cards)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Communication
[2.3, 2.7]
Orally shares the information on their feeling card with limited effectiveness
Orally shares the information on their feeling card with some effectiveness

E.g. Talks in an unclear and disorganized manner that is difficult to understand.
Orally shares the information on their feeling card with considerable effectiveness

E.g. Talks in a clear and coherent manner with reasonable projection and some reading off the card.  
Orally shares the information on their feeling card with a high degree of effectiveness

E.g. Talks in a clear and coherent manner with good projection and minimal reading off the card.
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