Written Reflection of Assignment 3 (Initial Unit Plan)

I have chosen the design of this unit plan to reflect outcomes W3 and W7. My unit plan

also reflects student interest and input. I have asked my students to give input as to which

physical active environments they would like to incorporate into the unit. This allows for the unit

to reflect the outcomes, as well as increase engagement of the students.

I plan lessons and assessment based on provincial curriculum. My plans effectively

integrate the outcomes and indicators of Wellness 10 (W3 and W7) with a variety of

instructional strategies and assessment, both formative and summative. My lessons are based in

alternative environments in the local community that reflect body management activities

incorporating health-related and skill-related components. The assessment includes student self-

assessing at the end of each lesson(s) following prompt questions that will reflect their

summative assessment (fitness plan). The teacher and other instructors will also give feedback

throughout the lesson.

I make student learning goals for each lesson/task. My unit plan is designed to meet its

goals through the instruction and planned activities. The unit plan also has flexibility in order for

the students to meet their own individual goals throughout the unit.

I know which instructional strategies to pick at given times. The instructional

strategies throughout the unit reflect the outcomes and indicators, but also meet the needs of the

learner. The instructional strategies allow for the student to understand the outcome and indicator

being achieved in their learner type.

I create formative assessments. My formative assessment of teacher feedback allows

me to make appropriate changes in order to fit the class. If I am repetitive in my feedback, this
tells me that multiple students are having troubles understanding a concept/task. This means my

instruction wasn’t clear for that group of students.

I create summative assessments. The fitness plan and unit test are designed to reflect

the content of the unit plan. The unit test questions reflect content learned through the lessons,

with specific answers, while the fitness plan allows the student to shape the assessment to make

it personal and individualized. The journal entries allow for me to view the students feelings and

thought processes towards the content of the unit.

I set and use goals for enhancing my professional development. My two goals I have

for this unit plan corresponds to TECH point 4.2 the ability to incorporate First Nations, Metis,

and Inuit knowledge, content and perspective into all teaching areas and 3.1 the ability to utilize

meaningful, equitable, and holistic approaches to assessment and evaluation. I was able to

incorporate First Nations content in the snowshoeing lesson, however, lacked to include FNIM

content and perspective into all teaching areas. My goal is to shape each lesson in order to

somehow incorporate FNIM content into each lesson of the unit. My assessment pieces I believe

are meaningful, equitable and holistic in the sense that the students are learning to create and

revise personal fitness plans in order to promote active lifestyles. However, my goal is to create

more formative approaches of assessment in order to keep track of the students’ progress

throughout the unit versus relying on teacher feedback and journals.

I understand how to plan for differentiation and adaptation. Each lesson has

modifications and adaptations in order to create success for all students with different needs.

Changes in the content, equipment, and environment can be made to customize the learner’s

needs in order for them to be successful. As well, changes in the way I direct my instruction and
how I direct my instruction can be made in simpler terms and a variety of literacies (visual,

verbal, etc.,).

I create engaging learning activities and tasks. The learning activities are created from

student input prior to the unit. The learning activities and tasks reflect the interest of the

student(s) and promote team work and interaction between the students. The learning activities

and tasks lead up to the individualized fitness plan which presents students ownership of

learning.

My planned activities would improve the discipline specific literacy skills of my

students. My students will be exposed to visual literacy, speaking and listening literacy, and

technology and digital literacy during the unit. Students will have a chance to improve these

literacy strategies during the unit through trial and error. They will also have the opportunity to

self-assess in their journal entries and their customized fitness plan.

I can create a unit that would achieve the outcomes and indicators. My unit includes

assessment, differentiation, modifications, instructional strategies, and other components work

together to create success for the student(s) to meet the outcome(s) of the unit. Each element in

the unit plan has a purpose and reflects the provincial curriculum.

The final task in my unit elicits evidence of application in a new situation. My final

assessment allows student ownership in the learning. The content prior to their final assessment

is relevant and can be utilized in the fitness plan. The fitness plan allows for students to show

their demonstration of knowledge throughout the unit, as well as shows themselves through the

activities, etc. chosen. This fitness plan also shows me they are capable of planning and engaging

in movement activity to create confidence, competence, and sustainability in alternative

environment activities that includes health-related and skill-related components.

 I can create a unit that would assess the outcomes and indicators. My unit and

assessment strategies encompasses the outcomes in the a diverse way. The content of my unit

hits most aspects of outcomes W3 and W7 that reflect the Saskatchewan curriculum.