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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.
Students build self-awareness and develop their ability to recognize emotions by completing daily check-ins and focusing on the two fundamental dimensions of emotions: pleasantness and energy. Using their lab books, students also learn which questions to ask themselves in order to understand why they are experiencing certain feelings, and they practice understanding the emotions of others by asking questions about narrative characters. (Achieved in SET and 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.
Understanding the two fundamental dimensions of emotions - pleasantness and energy - helps students feel more capable of practicing self-awareness and breaks down a complex, abstract concept into simple, tangible steps that are easy to follow. By recognizing and understanding their emotions, students begin to appreciate the purpose of their emotions, which contributes to a sense of agency, clarity, and identity. (Achieved in SET and GO activity)
Health and Physical Education
D1.5. Healthy Living: 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.
By checking in with themselves daily, students explore how their feelings influence their thoughts and actions. Over the course of the week, students are then able to identify patterns or themes and connect the dots between certain thoughts, feelings and actions. Developing this awareness helps students think more critically about their experiences and how they might be able to modify thoughts, actions, or feelings, to promote their mental health and wellbeing. (Achieved in GO activity)
Health and Physical Education
A1.6. Social-Emotional Learning Skills, Critical and Creative Thinking: Apply skills that help them think critically and creatively as they participate in learning experiences in health and physical education, in order to support making connections, analysing, evaluating, problem solving, and decision making.
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
1.5. Reading for Meaning, Making Inferences/Interpreting Texts: Develop interpretations about texts using stated and implied ideas to support their interpretations.
This lesson asks students to interpret the emotions and feelings of the protagonist of a short story of their choice. Students are encouraged to ask critical questions and use information threaded through the narrative to support their interpretations and communicate their understanding of emotions. (Achieved in GO activity)
Social Studies
A2.5. Heritage and Identity: Communities in Canada, Past and Present, Inquiry: The Perspectives of Diverse Communities: Evaluate evidence and draw conclusions about perspectives on the historical and/or contemporary experience of two or more distinct communities in Canada.
Depending on the selected story, students have the opportunity to understand how different experiences and factors contribute to different emotions for different people. For these stories, students will be challenged to consider the impact of race, culture, social and economic status, physical and mental ability, and the character’s history, on their emotional experiences. Not only this, but students can compare the fictional (and potentially historic) experiences of the character to contemporary experiences that they may have been personally affected by, or which they have observed. (Achieved in GO activity)
Assessment of Health and Physical Education Learning Outcomes, Grade 6 (Mood Meter Daily Check-In)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Communication
[A1.5, A1.1, D1.5]
Expresses and organizes ideas in their journal with limited depth and introspection.
Expresses and organizes ideas in their journal with evidence of some depth and introspection.

E.g. Answers their journal prompts in less than 2-3 sentences or in vague, unclear point form
Expresses and organizes ideas in their journal with evidence of considerable depth and introspection.

E.g. Answers their journal prompts in 2-3 sentences or in detailed, clear point form
Expresses and organizes ideas in their journal with evidence of thorough depth and introspection.

E.g. Answers their journal prompts with more than 2-3 sentences or in very detailed point form
Assessment of Language Learning Outcomes, Grade 6 (Story Worksheet)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Thinking
[1.5]
Does not use stated and implied ideas to support their interpretation of the protagonist’s emotional experiences.
Uses a limited amount of stated and implied ideas to support their interpretation of the protagonist’s emotional experiences.

E.g. Identifies a vague narrative event to support their interpretations for at least two worksheet questions.
Uses a sufficient amount of stated and implied ideas to support their interpretation of the protagonist’s emotional experiences.

E.g. Identifies a clear narrative event to support their interpretations for each worksheet question.
Uses a considerable amount of stated and implied ideas to support their interpretation of the protagonist’s emotional experiences.

E.g. Identifies clear and accurate narrative events to support their interpretations for each worksheet question.
OPTIONAL: Assessment of Social Studies Learning Outcome for students who choose a book about another culture or the teacher has a list of applicable books with multicultural books.
Assessment of Social Studies Learning Outcomes, Grade 6 (Story Worksheet) OPTIONAL
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Understanding
[A2.5]
Demonstrates limited understanding of how culture influences the experience/interpretation of emotions by reflecting on the emotional experiences of the protagonist
Demonstrates some understanding of how culture influences the experience/interpretation of emotions by reflecting on the emotional experiences of the protagonist

E.g. Understands the story read, but recognizes only some of the protagonist’s emotions and has trouble understanding cultural influences.
Demonstrates considerable understanding of how culture influences the experience/interpretation of emotions by reflecting on the emotional experiences of the protagonist

E.g. Most of their answers demonstrate a general understanding and some critical thought about how culture influences the protagonist’s emotions.
Demonstrates thorough understanding of how culture influences the experience/interpretation of emotions by reflecting on the emotional experiences of the protagonist

E.g. Shows a thorough, in-depth analysis and understanding of the cultural influences on the protagonist’s emotions through detailed answers.
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