Module 4 - Part 5: Differentiated Assessment

Grade 5 Lesson

History of Residential Schools

Background Information:

• This lesson fits into the overall unit of the history of First Nations peoples. Students will have the opportunity to learn about the history of Residential schools in Canada and the impact they have and had on Indigenous peoples.

Curriculum Expectations: Language - Reading

• OE 1: Read and demonstrate an understanding of a variety of literacy, graphic, and informational texts, using a range of strategies to construct meaning.
• SE 1. 9: Identify the point of view presented in texts, ask questions to identity missing or possible alternative points of view, and suggest some possible alternative perspectives

Curriculum Expectations: Language - Writing

• OE 1: generate, gather and organize ideas and information to write for an intended purpose and audience.
• SE 1.2 :generate ideas about potential topic and identify those most appropriate for the purpose.

Learning Goal: We are learning...

• About the history of Residential Schools in Canad
• To relate readings to other texts, our lives and the world around us

Success Criteria:

• I can discuss and understand the history of Residential schools in Canada
• I can relate the book "As Long as The River Flows" to other texts, our lives and the real world

Assessment Purpose: FOR learning

• Assessment Accommodations: Oral, visuals provided, alternative setting, assisted devices and clear, simple instruction.

Assessment Strategies:

• I can talk about Residential schools in Canada and the impact they have on Indegious peoples.
• I can discuss differences and similarities of the character's life to my own.
• I can write about what I have learned and connect it to texts and the real world
• I

Assessment Strategies Continued...

• I can draw about what I have learned and use graphic organizer to support my thinking

Environmental Accomodations

Instructional Accommodations

• Extra time
• All students are provided with visuals of the topic we are exploring
• Students will be provided with visuals of success criteria, learning goals and a model of the finished writing activity
• Graphic organizers to help express thoughts/ideas.
• Students will be provided with assistive technology for: research, brainstorming, translation, programs for writing
• If needed: Alternative lesson - Use a program to create what they have learned instead of write OR draw what they have learned
• Instruction is simple and clarified as it is also provided as a visual for the student(s).

Haiku Deck: Supports Differentiation

• Add pictures, creative outlines, audio
• Presentation can be shared
• Simplicity of Haiku supports all student(s)
• Students' work is documented
• Work is automatically save
• Guided to help support students pick which images they want to use: words are selected to describe image

Thank you!