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Students will complete a short-story trailer. Based on the criteria established in class, students will create a trailer for the short story of their choosing. Students can complete a story board, video, written description, live performance , etc. to demonstrate their mastery of the learning goals.

The options within the assignment meet Eden's needs by allowing him to use AT and to select the product format that works best/appeals more to him (as per his IEP - varied assessment products).  As Eden is able to select the short story, it can also be easily tailored to his interest, reading level and accessibility needs (i.e. using a short story he has the audio recording of).

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As the product for this unit is individually developed, students will complete individual conferences during the unit. Students will sign up for their conference date based on the completion plan they drafted (i.e. do you want an early check in to get you up and started, mid-way through check in, end to ensure you are wrapping up, etc.). Conferences are completed during class time  and are verbal with a takeaway geared towards the student.

For Eden, specifically, the takeaway could be an email with the summary of next steps, broken down so he can listen to them and focus on one step at a time. It could also involve additional supports as needed to aid him in reaching his completion goals.

Notes from the conference are used as formative feedback and also a knowledge/skills check to ensure the student understands the expectations.

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Observation is ongoing and used to provide formative feedback to students. An observation checklist is used during lessons to indicate that students have demonstrated understanding and skills as they pertain to the success criteria for the lesson.

For Eden, specifically, this checklist can be used to provide verbal and electronic written feedback to help guide his development. This takes into account his learning needs by providing verbal feedback and written feedback he can use text-to-voice software to access.

To ensure understanding, questions and prompts can be used to allow students to verbalize their thinking and understanding so their mastery and next steps are more clear to the teacher.

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The product for the novel study is an opinion essay. As an opinion essay is a requirement for the OSSLT, students need practice developing and refining their essay writing skills.

The opinion essay is quite easy to tailor to Eden's learning needs. As per his IEP, he can use AT to assist with the drafting and revising of the essay (it is opinion based so research is not required). Graphic organizers are made available in hardcopy and electronic formats to help with brainstorming, organizing thinking, developing paragraphs and putting the paragraphs into a logical, progressive order.

Flexible due dates will be used to support Eden and he may work in the Resource room for access to the quieter space and technology to meet his learning needs.

As the focus is quality over quantity, the assignment will also reflect the OSSLT requirements, and will not exceed them (i.e. a possible reduction in number of paragraphs Eden is required to write so that his focus is on the quality of writing rather than the volume of writing).

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Small group, focused conversations will be used for both assessment for and as learning. Students will be grouped strategically to discuss their ideas and progress on their essays (variable grouping so that students with lower essay writing skills are able to learn from peers with strong essay writing skills).

Students will be encouraged to reflect on their progress and ideas and to provide feedback to each other (suggestions for improvement, suggestions for remaining on target or getting up to target based on their presented completion plans, etc.).

This occurs early in the process and allows the teacher to determine if any students require additional support getting started or forming a reasonable completion plan. As it is completed in small groups (4 students) the teacher can assign students to work in those small groups periodically throughout the writing process to provide ongoing assessment as learning opportunities and peer support.

This strategy specially supports Eden's time management and organization skills (in his IEP as areas of need). As Eden also received  paired and small group peer support for reading comprehension activities, the format will be familiar and comfortable for him to work in.

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Questioning and listening will be used to elicit the level of understanding and progress the students are making on the assignment. Responses from students can easily be tracked as anecdotal notes, or using a simple success criteria checklist.

For Eden, this will allow him to verbalize his plans, actions taken and next steps, which is suited to his communication strengths. It is also a flexible strategy so the teacher can change or alter questions based on what is being seen, areas of concerns, or the specific student's needs.

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Students will complete a poetry portfolio showcasing selected works they wrote throughout the unit. Students are able to showcase their work in the format of their choice (online document, poster board, binder, live performance, recording, audio file, etc.).

This assignment aligns with Eden's needs as it can easily be completed with the use of AT (voice-to-text and typing to accommodate his expressive language needs), and can be completed in a format of his choosing to best suit his strengths.

As the emphasis is quality over quantity, the number of portfolio items and length of items can also be reduced, if needed, to accommodate extra time and maintain a focus on reaching the success criteria.

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In order to determine the growth progress taking place, and to encourage reflection, portfolio conferences will be used by the teacher. Individual conferences that are brief will be used to allow students the opportunity to make their thinking visible (i.e. explain why they have selected items, what their selection process is, how are they self-assessing their items, etc.).

This accommodates Eden's verbal strengths and will allow the teacher time to make adjustments to the product demands if needed (i.e. reducing items required, providing extra time, suggesting alternative format etc. to support student).

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Anecdotal observations will be completed using the success criteria as a guide to ensure focus remains on the criteria being evaluated. Observations can be tracked in an chart or google doc that is easy to jot notes into as the teacher circulates and sees progress being made throughout the period(s).

This type of observation allows for the teacher to easily be able to provide Eden with verbal and non-verbal prompts to remain on task and allows for timely intervention if he is straying from the expectations of the assignment. For example, if he is getting distracted or focusing to much on a single piece (hyperfocusing on a piece of interest) the teacher could strategically pair him for some time management support.

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The product for the media unit stems from a collaborative inquiry project where students will work in small groups (3-4) researching an area of interest in order to answer a question. Students will use different types of non-fiction information  sources and will collaborate with one another in order to co-construct knowledge and understanding.

The outcome of the collaborative inquiry will be presented to the class in a format of the group's choosing during a gallery walk. Students are able to make a video recording, posters, live presentation, etc. or a combination in order to reflect the strengths of the group members.

The collaborative inquiry meets Eden's needs by ensuring AT can be used (voice-to-text and text-to-voice). His group can decide who will be responsible for which research items (documentaries, journal articles, Tedtalks, etc.) so Eden can tailor his research to his strengths. Working with his team will also aid in his reading comprehension if any print text is being used by the group. Working in the group will also assist with his organization and time management skills.

Graphic organizers for research will be provided in hard copy and electronic versions (guide through citation process reflected in the research forms).

As the product and process are flexible and selected by the groups, it easily meets the accommodation needs in Eden's IEP.

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Each student will complete either a blog or journal (electronic or hard copy) documenting their progress and learning as the collaborative inquiry project unfolds. Students will provide the journals to the teacher at regular intervals.

The three key items being monitored by the teacher are the reflections, documentation of their activities and the progress they are making in their learning.  Students will receive formative feedback written in response to their blog/journal entries and verbal feedback if warranted. This covers both assessment as learning and assessment for learning.

Feedback and entries from Eden will accommodate his AT and can be provided as audio files or voice notes if preferred. The ongoing monitoring also provides ample opportunities to support Eden further with organisation and time management, if needed.

Additionally, groups will present their completed inquiries which provides ample opportunity for students to make their learning visible through questions, prompts and verbalizations of their understanding and learning process.

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While students are collaborating and working on their blog/journal entries, the teacher will circulate to ask questions and listen to students as they outline their processfolio verbally. The processfolio (which is also covered in the blog/journal entries) covers the process being used to complete the collaborative inquiry project.

The questions allow students to make their learning visible to the teacher and can be tracked by the teacher through notes focused on the process and the success criteria.

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For the drama unit, students will complete a compare and contrast creative project. Students will compare and contrast the play to another work (movie, novel, tv show episode or series, song, etc.). Students will then present what they have learned in a manner of their choosing (class presentation, slides, visual representation, combination etc.).

This product allows for Eden to tailor his expression of learning to his needs (use of AT and flexible format and process to reflect his strengths). Supports can also be provided to assist Eden with organization, time management and staying on task through electronic or hard copy items. Directions can be given in written form that is suitable to text-to-voice or supplemented with audio recording.

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Using a moderated online forum (D2L discussion board or google class question board) students will share their learning progress, ideas, plans etc. The teacher will review the forum and follow up with students who need additional support.

One aspect of the discussion board will be responses that offer support, suggestions and ideas to peers. Using success criteria, students can provide formative feedback to their peers and post their own learning reflections (how they incorporate the feedback, for example).

Google class can easily accommodate Read & Write so that Eden can access the content. Eden can also use voice-to-text to alleviate the writing demands associated with the posts.

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Questioning and listening to complete anecdotal notes centered on the success criteria will again be used. This will ensure students are working towards demonstrating mastery of the success criteria and are not getting distracted by the creative aspects of the project.

This allows Eden to express his learning verbally, receive verbal and non-verbal prompts to remain on task, and receive in the moment formative feedback.