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ELA 10 RUBRICS

F.W. JOHNSON COLLEGIATE

Version 1

Prepared for Regina Board ofEducation


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Company Name Here

Project Organizers and Rubric Writers

Cory Antonini Instructional Consultant (team Reed)

Kelsey Panko Learning Leader and teacher: F.W. J ohnson Collegiate


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Guiding Principles

Writ ing Process .

Design Rationale ..

Sample use of Rubric ..

Implementation .

Rubrics

ELA 10 General Group Work .

ELA 10 General Presentation with media .

ELA 10 General Presentation without media ...

ELA 10 Inquiry writ ing, presenting and media ...

ELA 10 Inquiry writ ing

ELA 10 Media analysis ...

ELA 10 Textual analysis

ELA 10 Presentation with media (thematic)

ELA 10 Presentation without media (thematic)...

Backward Design Unit Plan

ELA 10 Public Service Announcements Unit .

Contents

F.W. Johnson Colleg

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Introduction

Guiding Principles

The rubrics in this document were written with the following in mind:

Adhere to backward design planning strategy.

Rubrics must promote both assessment as learning and of learning.

Rubricsmust be written in student, parent and teacher friendly language.

The rubrics will be designed around general types of learning tasks in EAL 10, andthey should therefore be easily editable templates.

Each rubric will include outcomes from all three ELA learning categoriesComprehend and Respond, Compose and Create, and Assess and Reflect.

While we recognize ELA 10A and 10B are separate courses, the rubrics here arewritten in a manner that will allow teachers to edit accordingly for both courses.

The rubrics in this document are not designed to be ready to print and use; they aretemplates that require teachers (individually or collaboratively) to edit and adapt tosuit the needs of their particular learning environments and situations.

Writing Process

The goal was to create a series of rubric templates that are both directly related tocurriculum outcomes and easily adaptable to activities currently taking place in ELA 10classrooms. Rather than specific content being the starting point (for example: novel study,essay writing, etc.), our starting point was modes of learning and demonstrating, such astext creations, projects, inquiries, etc. Once a mode or type of activity was identified, wemade a template using the following backward design process:

1. Identify a curriculum outcome connected to the activity.2. Rewrite the outcome that expresses the essential learning or enduring

understandingi in student friendly language.

3. Write an I can statement indicator(s) for the outcome, based on the indicatorssuggested in the ELA 10 curriculum document. Again, the indicator is in studentfriendly language.

4. Repeated steps 1 to 3, with each outcome and indicator pair comprising one bandof a rubric (see the next section on rubric layout and design rationale)

F.W. Johnson Collegiate


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Rubric Layout Rationale

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Sample use of rubric as formative and summative assessment

F.W. Johnson Colleg


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Implementation

The rubrics in this document are not designed to be ready to print and use; they aretemplates that require teachers (individually or collaboratively) to edit and adapt to suit theneeds of their particular learning environments and situations. The rubrics are available asMicrosoft Excel files, which are fully editable.

Next Steps:

To continue backward design planning, teachers could use the outcomes and indicators ofthese rubrics to plan the unit/activities, indicating instructional strategies, assessmentstrategies, resources and timelines. The final section, ELA 10 Public Service

Announcements Unit, is an example of backward design based on one of the rubrics. Atemplate for the unit plan is also available as an editable Excel file.


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ELA 10 Presentation with Media (thematic)


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ELA 10 Presentation with Media (thematic) cont.


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ELA 10 Public Service Announcement Unit Plan

Backward Unit Plan Rationale

The following unit plan is for a project based inquiry unit. It was developed bystarting with the outcomes and indicators of the Inquiry writing, presenting andmedia rubric.

Differentiation in the learning process

The teaching/learning activities are designed to differentiate the process, productand content of the unit. As well, the students interests, readiness and learningprofiles were considered when writing group, individual and teacher guided tasks. Inthe series of tasks, student prompts were designed with Blooms taxonomy in mind,providing additional supports for students at below grade level, while providing

challenges for those able to work with more autonomy.

Differentiation in ins truction and assessment

The instructional strategies and assessment strategies columns provide a quickvisual of the degree to which the delivery and assessment of learning will bedifferentiated throughout the unit.


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ELA 10 Public Service Announcement Unit Plan cont.


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