These 4 point rubric exemplars were developed to provide a consistent and common resource that aligns with the Saskatchewan curriculum and provide opportunities for transfer of responsibility between educator and student. These rubrics are designed to be edited by educator and student.
Summary:
In our split grade of fours and fives, we completed a unit on communication where the
students learned about the different forms of communication: decoders and decoding, signs and symbols, non-verbal communication, First Nations’ oral communication, and the history and evolution of communication. Once we had covered these areas, the summative assignment asked the students to creatively make a new communication tool that may be found in the future.
21st Century Creativity:
This project explored creativity in many ways: to begin, the students created secret messages
for each other and for me; later, they created symbols and signs to indicate something such as a hazard or a danger. Finally, the communication tool project gave the students an opportunity to imagine something never before created that could be used to communicate or to take a tool used today and adjust it in a new way to improve communication.
This unit integrates ELA and Arts Ed Outcomes in the hopes of the students being able to show what they know through the use of the text, “If You’re Not From the Prairie”.
2. Opening activity: Give students the line “If You’re Not From the Prairie”…. In partners, have students generate a list of things that are unique to Saskatchewan. Encourage them to think of something the other groups will not have on their lists. Post these lists. After reading “If You’re Not From the Prairie”, compare the student-generated lists to the ideas mentioned in the poem. Check off how many student ideas were included in the poem. (Could make it a competition, depending on the class, and have a ‘Saskatchewan' for the pair of students with the most ideas included in the poem)
Students will explore the transmission of folktales over time and continent to evaluate their validity of a literary genre. By reading and analyzing a variety of folktales, students will realize the cultural implications of the genre. Students will create and perform their own original folktale in the form of a script that combines and modernizes the tales that they read. Learning will enhanced by technology infusion and the incorporation of 21 Century learning competencies.
Driving Question: How can folktales give us insight into other cultures? Why do we continue to tell and retell the same old stories?