Subject Area English Language Arts

ED 3604 – Evaluation of Student Learning Grade Level 8

Unit Assessment Plan Topic 5-Paragraph Essay
Length of Unit (days) 14 Classes

Stage 1 – Desired Results

Established Goals – GLO(s):

GLO 1 – Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings
and experiences.
GLO 2 – Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
GLO 3 – Students will listen, speak, read, write, view and represent to manage ideas and information.
Understandings: Essential Questions:
Students will understand that…

 There is a format to follow when  How can you respond adequately to a

writing an essay. question, topic or essay prompt?
 The different components of a 5-  To what extent can you defend your
paragraph essay. argument?
 Argumentative essay writing is a good
way to deliver information and
arguments to readers.
 Editing is an important part of essay
writing.
Students will know… Students will be able to…

 The format of a 5-paragraph essay.
 The different components of a 5-
paragraph essay.
 How to write a proper thesis statement
 How to write a proper essay with all
components.
 How to form an argument based off a
topic/question posed.
 How to research to defend their
argument.
 How to edit their own and others
writing.
 How to use an editing guide/checklist
to edit their own or others work.
 SLO 1.1 – Discover and Explore. Express ideas
and develop understanding.
 SLO 1.2 – Clarify and Extend. Combine Ideas.
 SLO 2.1 – Use strategies and cues. Use prior
knowledge.
 SLO 2.2 – Respond to texts.
 SLO 2.3 – Understand forms, elements and
techniques. Understand techniques and
elements. Experiment and language.
 SLO 2.4 – Create original text. Generate ideas.
Structure texts.
 SLO 3.1 – Plan and focus. Focus attention.
Determine information needs. Plan to gather
information.
 SLO 3.3 – Organize, record and evaluate.
Organize information.
 SLO 3.4 – Share ideas and information

EDUC 3604 – Unit Assessment Plan Template

 Subject Area English Language Arts
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic 5-Paragraph Essay
Length of Unit (days) 14 Classes

Stage 2 – Assessment Evidence

Quizzes, Tests, Assignments Performance Tasks, Projects

Individual Thesis Statement Writing
(homework) – Class 4.5 (extra thesis
statement class) Formative
How-To Write a 5-Paragraph Essay Guide
– Class 10 & 11 (HW) Summative
Final 5-Paragraph Essay – Class 14 (HW)
Summative
Goldilocks and the Three Bears Transitions
Workbook – Class 1 Formative
Group Thesis Statement Writing – Class 2
Formative
Editing Introductory Paragraphs – Class 4
Formative
Individual Thesis Statement Writing (in-class) –
Class 4 Formative
Group Body Paragraphs – Class 5 Formative
Individual Body Paragraphs – Class 6 Formative
Peer-Editing Body Paragraphs –Class 6 Formative

Other Evidence (observations, work samples, Student self-assessment

dialogues)

Editing Final 5-Paragraph Essay – Class 14 (HW)

Essay Planning Guide – Class 14 (HW) Summative
Summative
TEDtalk Viewing Sheet (5) – Class 3, 8 & 14
Formative
Daily Observations – All Classes Formative
Daily Conversations – All Classes Formative

EDUC 3604 – Unit Assessment Plan Template

 Subject Area English Language Arts
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic 5-Paragraph Essay
Length of Unit (days) 14 Classes

Formative Assessments
Learning Goldilocks Group Individual Peer Individual TEDtalk
Editing Group Body Observation
Title Transitions Thesis Body Editing Thesis Viewing
Outcome Booklet Writing
Paragraph Paragraph
Paragraph Paragraph Writing Sheets
& Discussion
s Type Formative
(Formative/Summative Formative Formative Formative Formative Formative Formative Formative Formative
)

SLO 1.1 – Discover and

Class 3
Explore. Express ideas
Class 1 Class 2 Class 5 Class 8 Class 1-14
and develop Class 14
understanding.
Class 3
SLO 1.2 – Clarify and
Class 1 Class 2 Class 5 Class 8 Class 1-14
Extend. Combine Ideas. Class 14
SLO 2.1 – Use strategies Class 3
Class 4
and cues. Use prior Class 1 Class 2 Class 4 Class 5 Class 6 Class 6 Class 8 Class 1-14
knowledge. Class 14
SLO 2.3 – Understand Class 4
forms, elements and
Class 3
techniques. Understand
Class 4 Class 6 Class 6 Class 8 Class 1-14
techniques and elements. Class 14
Experiment and
language.
SLO 2.4 – Create original Class 4
Class 3
text. Generate ideas. Class 4 Class 6 Class 6 Class 8 Class 1-14
Structure texts. Class 14
SLO 3.1 – Plan and focus.
Focus attention. Class 3
Determine information Class 1 Class 2 Class 5 Class 8 Class 1-14
needs. Plan to gather Class 14
information.
 Subject Area English Language Arts
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic 5-Paragraph Essay
Length of Unit (days) 14 Classes

SLO 3.3 – Organize, Class 4

Class 3
record and evaluate. Class 1 Class 2 Class 4 Class 5 Class 6 Class 6 Class 8 Class 1-14
Organize information. Class 14
Class 4
Class 3
SLO 3.4 – Share ideas
Class 4 Class 6 Class 6 Class 8 Class 1-14
and information Class 14
 Subject Area English Language Arts
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic 5-Paragraph Essay
Length of Unit (days) 14 Classes

Summative Assessments
5-Paragraph Essay Planning Editing Final
Title How-To Guide
Learning Essay Guide Essay
Outcomes Type
(Formative/Summative)
Summative Summative Summative Summative

Weighting 25 40 20 15

SLO 1.1 – Discover and

Class 10
Explore. Express ideas and Class 11
develop understanding.

SLO 1.2 – Clarify and Class 10

Extend. Combine Ideas. Class 11

Class 12 Class 12 Class 12

SLO 2.1 – Use strategies and Class 10
(Class 13) (Class 13) (Class 13)
cues. Use prior knowledge. Class 11
Class 14 Class 14 Class 14
SLO 2.3 – Understand
forms, elements and Class 12 Class 12 Class 12
techniques. Understand (Class 13) (Class 13) (Class 13)
techniques and elements. Class 14 Class 14 Class 14
Experiment and language.
SLO 2.4 – Create original Class 12 Class 12 Class 12
text. Generate ideas. (Class 13) (Class 13) (Class 13)
Structure texts. Class 14 Class 14 Class 14
SLO 3.1 – Plan and focus.
Class 12 Class 12 Class 12
Focus attention. Determine Class 10
(Class 13) (Class 13) (Class 13)
information needs. Plan to Class 11
Class 14 Class 14 Class 14
gather information.
 Subject Area English Language Arts
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic 5-Paragraph Essay
Length of Unit (days) 14 Classes

SLO 3.3 – Organize, record Class 12 Class 12 Class 12

Class 10
and evaluate. Organize Class 11
(Class 13) (Class 13) (Class 13)
information. Class 14 Class 14 Class 14

Class 12 Class 12 Class 12

SLO 3.4 – Share ideas and
(Class 13) (Class 13) (Class 13)
information Class 14 Class 14 Class 14
 Subject Area English Language Arts
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic 5-Paragraph Essay
Length of Unit (days) 14 Classes

Assessment Tool Overview

Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
Students will work in pairs to fill in the blanks
Goldilocks and in the story with transition words given. This
the Three Bears will teach students what transition words are
X
Transitions and when/where to use them. We will
Workbook review the story and words chosen as a class
afterwards.
In their rows students will decide on a topic,
a position on said topic, three points to
Group Thesis
defend their position and a thesis statement.
Statement X X
This will be reviewed by the teacher for
Writing
formative assessment of their thesis
statement understanding levels.
Students will individually edit/mark up an
introductory paragraph. They can use an
Editing editing guide to help them through this
Introductory process. Students must locate the thesis X
Paragraphs statement in this paragraph. We will discuss
this as a class afterwards, focusing on what
they found to be the thesis and why.
Students will have 10 minutes to decide on a
Individual Thesis
topic, their position on said topic, three
Statement X X
points to defend their position and a thesis
Writing (in-class)
statement.

Students will work in their rows as a group to

Group Body
come up with a body paragraph. They will X X
Paragraphs
each write a sentence

Students will write a body paragraph in class

Individual Body on a given topic. They will also have to list
X
Paragraphs out the other two points they would use if
they were to write this whole essay.
After students write their body paragraphs
they will switch with a partner and peer-
Peer-Editing
review each other’s paragraphs. Students X X
Body Paragraphs
will use an editing guide to edit/mark up
eachothers paragraphs.
 Subject Area English Language Arts
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic 5-Paragraph Essay
Length of Unit (days) 14 Classes

Students will can use a given topic or come

Individual Thesis
up with one themselves. They need to decide
Statement
on their position of this topic, three points on X
Writing
the topic and a thesis statement. They need
(homework)
to have this done for the next class.
Students will need to write a how to guide on
writing a 5-paragraph essay explaining it as if
their reader knows nothing about it. They
How-To Write a
must write a minimum of four paragraphs,
5-Paragraph X
one for each section of the 5-paragraph
Essay Guide
essay and one describing what a 5-paragraph
essay is. This will be taken in for summative
marking based off a rubric.
Students will have to write a 5-paragraph
essay at the end of this unit. It needs to
follow the given checklist and proper format
we have learnt. Students get to choose their
Final 5- own topic for this essay, but it must be
X
Paragraph Essay approved before they begin. It can be typed,
or hand written. Due the first day back from
Easter break. This will be taken in for
summative marking based off
checklist/rubric.
Before beginning their final essay, students
need to plan what they are going to write
about using a planning template. This will be
started in class time and possibly finished
Essay Planning
during class, needs to be done before writing X
Guide
their essay. They need to hand in their
planning template with their essay. It will be
taken in for summative marking based off a
checklist.
Students will watch a TEDtalk video chosen
by the teacher. They are asked to fill out a
viewing sheet during/after they watch the
TEDtalk Viewing video to ensure they are paying attention
X
Sheet (2) and getting the ideas out of it that the
teacher desired. These will be taken in for
formative review to ensure students are
paying attention to the video.
 Subject Area English Language Arts
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic 5-Paragraph Essay
Length of Unit (days) 14 Classes

For students’ final essay they need to have a

draft copy, editing/marking up and a final
copy completed. All must be handed in on
Editing Final 5- the due date. Students should use the editing
X
Paragraph Essay guide provided by the teacher to edit their
essay. Edited copy and editing guide will be
taken in for summative marking based off
the editing checklist and changes made.
 Subject Area English Language Arts
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic 5-Paragraph Essay
Length of Unit (days) 14 Classes

Class 1 - March 14, 2018

5-Paragraph Essay
& Transitions SLOs: 1.1, 1.2, 2.1, 3.1 & 3.3
Lesson: We will introduce the unit and the different concepts of a 5-paragraph essay. Review of
paragraph formatting will also happen at the beginning of class. Then we will switch our focus to
transitions. We will cover transitions and then move into the transitions activity.
Resources: Introduction to 5-Paragraph Essays & Transitions Slide show. Goldilocks and the Three Bears
Transition Booklet.
Activity: Goldilocks and the Three Bears Transition activity. Students will fill in blanks in the story with
different difficulty of transition words. We will then share as a class.
Assessment: Formative: Observation of and discussion with students during class time. Class discussion
about transition words.

Class 2 - March 15, 2018 AM

Introductory
Paragraph SLOs: 1.1, 1.2, 2.1, 3.1 & 3.3
Lesson: We will focus on introductory paragraphs in depth during this class. There will be a strong focus
on thesis statements during this class. Students will then have time to learn from one another about
introductory paragraphs/thesis statements while they work together
Resources: Introductory Paragraph Slideshow
Activity: Group Thesis Statement Writing. Students will work together in their rows to come up with
three points and a thesis statement on one of the topics given.
Assessment: Formative: Observation of and discussion with students during class time. Review of group
thesis statements.

Class 3 - March 15, 2018 PM

TEDtalk
SLOs: 1.1, 1.2, 2.2 & 3.3
Lesson: Put on TEDtalk for students. Afterwards hold a discussion about the video and how it can affect
their real lives
Resources: Teach Every Child About Food – Jamie Oliver. TEDtalk Viewing Sheet.
Activity: Students will watch a TEDtalk, fill out a viewing worksheet and participate in a discussion after
the video.
Assessment: Formative: Observation of students during class time. Discussion with students about the
TEDtalk. Review of students viewing worksheet.

Class 4 - March 19, 2018 AM

Introductory
Paragraph Activity SLOs: 2.1, 2.3, 2.4, 3.3 & 3.4
 Subject Area English Language Arts
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic 5-Paragraph Essay
Length of Unit (days) 14 Classes

Lesson: We will begin with a review of what we have already learnt. Then we will move into activities
on introductory paragraphs and thesis statements again. If students need more thesis help we will go
over that in detail again. Discuss the editing process of the sample paragraphs as a class.
Resources: Introductory Paragraph Slideshow. Sample Introductory Paragraph. Introductory Paragraph
Editing Guide.
Activity: Students will individually edit the sample introductory paragraph, using the editing guide if
needed. Students will then write a thesis statement off a topic given.
Assessment: Formative: Observation of and discussion with class. Review thesis statements written to
see if we need to focus on it more or if they have a good understanding.

Class 5 - March 19, 2018 PM

Body Paragraph
SLOs: 1.1, 1.2, 2.1, 3.1 & 3.3
Lesson: In this class we will focus on the body paragraphs of a 5-paragraph essay. There will be a
paragraph review
Resources: Guidelines for Writing Body Paragraphs Handout. Body Paragraphs Slideshow. Sample Body
Paragraphs.
Activity: Students will work in their rows to create a body paragraph, writing one sentence per person
and passing it backwards.
Assessment: Formative: Take in Thesis Statement written for homework. Review of group body
paragraphs.

Class 6 - March 21, 2018

Body Paragraph
Activity SLOs: 2.1, 2.3, 2.4, 3.3 & 3.4
Lesson: First thing this class I am going to hand back everything that I have from the students and
collect what they still need to give me. If students have a star on their work they need to come and talk
to me about it. Then we will start with a review in this class of body paragraphs that we did last class.
Then we will move right into the activity, so students can get more practice time.
Resources: Body Paragraph Slideshow. Body Paragraph Editing Guide.
Activity: students will individually write a body paragraph agreeing or disagreeing with the topic given
to them. Then they will swap with a friend and edit/mark up their friends’ paragraph for them using the
editing guide.
Assessment: Formative: Observation of and discussion with students during class time. Review of
students’ body paragraph.

Class 7 - March 22, 2018 AM

Conclusion
Paragraph SLOs: 1.1, 1.2, 2.1, 3.1 & 3.3
 Subject Area English Language Arts
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic 5-Paragraph Essay
Length of Unit (days) 14 Classes

Lesson: We will focus on covering conclusion paragraphs during this class. Go through the slideshow
explaining the conclusion paragraph and its importance.
Activity: Students will write a concluding sentence on a given topic as if they had written an entire essay
on said topic. Sentence needs to be a strong finish to the ‘essay.’ If students are done early they can
start working on the ‘How-To Guide’
Resources: Conclusion Paragraph Slideshow. How-To Guide Handout
Assessment: Formative: observation of and discussion with students during class time. Review of
students concluding sentence.
Summative: How-To guide will be taken in for summative marking based off a rubric.

Class 8 - March 22, 2018 PM

TEDtalk
SLOs: 1.1, 1.2, 2.2 & 3.3
Lesson: Put on TEDtalk for students. Afterwards hold a discussion about the video and how it can affect
their real lives
Resources: TEDtalk Viewing Sheet.
Activity: Students will watch a TEDtalk, fill out a viewing worksheet and participate in a discussion after
the video.
Assessment: Formative: Observation of students during class time. Discussion with students about the
TEDtalk. Review of students viewing worksheet.

Class 9 - March 23, 2018

Genius Hour
SLOs:
Lesson: There is no teaching time during this period. It is a student work period. Teacher just to
facilitate, observe and assist as needed.
Resources: Computer Lab.
Activity: Students are to work on their genius hour project. Exit Slip may be required.
Assessment: Formative: Observation of and discussion with students during class time.
Summative: Ms. David may take this in as summative assessment, full year project.

Class 10 - March 26, 2018 AM

Conclusion
Paragraph/How To SLOs: 1.1, 1.2, 2.1, 3.1 & 3.3
Guide Activities
Lesson: We will begin by reviewing the entire process of building a 5-paragraph essay and all the
different concepts required. Then we will review the how-to-guide project that students will be
required to complete by March 28th.
Resources: How-to-Guide Handout.
Activity: Students will complete a How-to Guide on writing a 5-paragaph essay, for the teacher as if I did
not know anything about it. It needs to be a minimum of four paragraphs (one for each part of a 5-
paragraph essay and one describing what it is and why it is useful.) There is another assignment,
 Subject Area English Language Arts
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic 5-Paragraph Essay
Length of Unit (days) 14 Classes

writing a full conclusion paragraph, but due to time this may not happen. Students will have to write a
full conclusion paragraph, a thesis statement and the three points they would make in this essay.
Assessment: Formative: observation of and discussion with students during class time. Conclusion
paragraph writing will be reviewed if it gets done.
Summative: How-To guides will be taken in for summative marks. Based off a rubric.

Class 11 - March 26, 2018 PM

How to Edit/Plan
An Essay SLOs:
Lesson: During this class we will cover how to use an editing guide/checklist properly and how to edit an
essay to get the best writing out of it. we will then edit a sample essay to find the errors and practice
editing before they edit their final essay.
Resources: Editing Guides. Sample Essays
Activity: Students will take a sample essay and edit it. they will use an editing checklist to guide the
editing process. We will discuss what they found while editing if there is time.
Assessment: Formative: observation of and discussion with students during class time. Review of
editing process will show how well they edited.
Summative: Students will be required to edit their final essay, show the editing process and mark ups
and follow an editing guide/checklist.

Class 12 - March 28, 2018

Plan/Write an Essay
SLOs: 2.1, 2.3, 2.4, 3.1, 3.3 & 3.4
Lesson: during this class we will be introducing the final project, writing a 5-paragraph essay. We will
cover how to plan out an essay and how to use different planning templates. Students will then get to
start thinking about their final essay topic and start planning it. Ideally, they finish their planning during
this period as I would like to approve the planning template. Students need to get their topic approved
by the teacher before starting to plan and write.
Resources: Essay Planning Templates. Final Essay Assignment Handout.
Activity: Students will begin planning their essay (after getting their topic approved) and possibly start
writing during this class time.
Assessment: Formative: observation of and discussion with students during class time.
Summative: Review of students planning sheet and final essay.

Class 13 - March 29, 2018 AM

Flex Period
SLOs:
Lesson: This is for if we need to focus on a certain topic and need to use an extra class that is not
accounted for.
Resources:
Activity:
Assessment:
 Subject Area English Language Arts
ED 3604 – Evaluation of Student Learning Grade Level 8
Unit Assessment Plan Topic 5-Paragraph Essay
Length of Unit (days) 14 Classes

Class 14 - March 29, 2018 PM

TEDtalk
SLOs: 1.1, 1.2, 2.2 & 3.3
Lesson: Put on TEDtalk for students. Afterwards hold a discussion about the video and how it can affect
their real lives
Resources: TEDtalk Viewing Sheet.
Activity: Students will watch a TEDtalk, fill out a viewing worksheet and participate in a discussion after
the video.
Assessment: Formative: Observation of students during class time. Discussion with students about the
TEDtalk. Review of students viewing worksheet.