BRITISH LITERATURE

(SECONDARY)

SELECTIVE UNIT 7 (S07)

(Portfolio/Project)
(July 2020)

Unit Statement: In this unit, students will take time to review learning for the entire school
year in this course. Students will collect assignments either physically, digitally, or mentally
from the year that represent their personal learning. Students will make reflections in order to
make connections to other subjects while also finding themes and patterns. As with much of
learning, the thinking process is more important than the result. Students being able to
explain their ideas about the connections, themes, and patterns are more important than the
connections, themes, and patterns themselves. The TSWs below refer to “Personal
Learning.” In this case, we should be focused on the deeper skills and understandings
students have gained over the course of the year, rather than objective concrete knowledge.
Teachers and students have the choice of creating a Portfolio or a new learning Project. The
first 5 TSWs are the same for each choice. TSWs 6 and 7 are where they differ.
This unit is to be supported and guided by teachers not to be given to students to do
independently. Additionally, this unit is intended to be engaged in some or all of the
student’s courses, for the student to produce one project for the year, rather than one
project for each course. Each teacher for each subject can grade this single project based
on how it reflects the learning in that course. This unit could be used to prepare for
Student Led Conferences.
Essential Outcomes: (assessed for mastery)
1. The Student Will collaboratively review a timeline of topics for this course from the
year to remind them of what was learned.
2. TSW identify evidence of personal learning in the course for the portfolio/project, a
minimum of 5 examples.
3. TSW examine and reflect on personal learning in this course while identifying
specific quotes and ideas found in the evidence.
4. TSW think critically to identify themes or patterns that have developed through the
learning for the year.
5. TSW analyze evidence of personal learning to make connections to other subjects.

TSW 6 and 7 Choice 1: Portfolio

6. TSW arrange the evidence and reflections in a portfolio of student or teacher choice.
7. TSW communicate to others about their portfolio of their personal learning.
OR (not both choices)
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QSI BRITISH LITERATURE SEC S07
Copyright © 1988-2020
 TSW 6 and 7 Choice 2: Project Students choosing choice 2 should take their learning
they reflected on during the year and move in a new direction to create a new project
rather than a rehash of the portfolio.
6. TSW create a multi-disciplinary project that expresses a new idea that developed
through the analysis of their learning for the year.
7. TSW communicate to others about their project that was a result of their personal
learning.
Practiced/Ongoing Outcomes: (ongoing development, but not assessed)
1. TSW engage in collaborative conversations with teacher and/or peers about their
personal learning.
2. TSW demonstrate creativity while compiling evidence and reflections for their
portfolio/project.

Additional Resources: (may not be provided by school)

 An article about essentials of excellent e-portfolios:
https://www.edutopia.org/blog/11-essentials-for-excellent-eportfolios-vicki-davis
 An article about The Art of Reflection: https://www.edutopia.org/blog/digital-
portfolios-art-of-reflection-beth-holland
 An article about Using E-Portfolios in the Classroom:
https://www.edutopia.org/blog/e-portfolios-in-the-classroom-mary-beth-hertz
 Tips and Examples of Digital Portfolios: https://blog.flipsnack.com/digital-portfolio-
students/

Cross-Curricular Suggestions:
 Reflections should try to connect across different courses and types of learning
through the year.

Technology Links:
 Destiny Discover (see Librarian) Use this search engine to find age-appropriate
websites that align with your unit.
 Here are links to list of some online portfolio tools for students:
o https://www.commonsense.org/education/top-picks/student-portfolio-apps-
and-websites
o https://www.flipsnack.com/digital-portfolio

Suggested Assessment Tools and Strategies:

Students will demonstrate mastery during in class activities, formative assessments, and/or
summative assessments. An effective rubric is presented and discussed with the student at
the beginning of the unit and used throughout the unit to document mastery.
 Attached rubric or teacher-generated rubric that assesses ALL essential outcomes
(TSWs).
RUBRIC FOUND ON THE FOLLOWING PAGE…
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QSI BRITISH LITERATURE SEC S07
Copyright © 1988-2020
 BRITISH LITERATURE – S07
Suggested Rubric: S07 Portfolio/Project
Name______________________________ Class _____________Date______________________
Students will demonstrate mastery during in class activities, formative assessments, and/or summative
assessments.
 All B levels must be mastered for a ‘B’.
 3 of 5 ‘A’ level TSWs should be met to receive an ‘A’.
Project Descriptor B level
Collaboration I can engage with the teacher
and use feedback to make
decisions about what to include
in the portfolio or project.
Examination My portfolio/project
demonstrates that I am making
critical, evaluative decisions
about my work and have made
improvements in my work due
to these decisions.
Reflection In my reflection, I...
 Discuss all elements of
the portfolio/project
 Explain the thinking
process in making
decisions on this
project
 Explain the thematic
connection between the
different parts
 Use specific evidence
from the project to
support these
connections
Critical I make connections between the
Thinking and different parts of my
portfolio/project and these
Analysis connections are clearly stated
and show a depth of
understanding. The central
themes of the project are stated
directly as are the connections to
this theme
Creativity and I found ways to combine the
Communication portfolio/project into a single
piece. When I share my
portfolio/project, it is clear what
I have learned.
Conventions I have proofread the piece, and
mistakes in conventions are
infrequent and do not interfere
with the reader’s understanding.
QSI BRITISH LITERATURE SEC S07
Copyright © 1988-2020
A level
I can also reflect on how these
discussions with teachers and
peers guided my decisions.
I can show an independence
of thought.
In my reflection, I...
 Explain growth/
improvement over
time that is reflected
in this project
 Show critical and
independent thinking
in making
connections between
the different parts
My connections also
demonstrate unusual and
independent thinking. When I
share the central themes, they
show my reflective
independent thinking.
I used creative/unusual/
innovative ways to
communicate about my
portfolio/project and the final
product is greater than the
sum of its parts.
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P - Not Yet
I did not seek or engage in any
feedback in making decisions
about what to include in the
portfolio or project.
My works reflected in the
portfolio/project are effectively
unchanged or unexamined
from their original form.
My reflection is missing
portions from “B” reflection or
reflection is a surface analysis
with little or no depth.
My portfolio/project is
unoriginal and shows little or
no depth of understanding. I
make few, if any connections
between the different parts of
the portfolio/project and/or my
connections aren’t clearly
explained.
The parts of my project are
disconnected, with little
apparent attempt to connect. I
have difficulty communicating
about my learning.
My mistakes in convention are
frequent and careless and/or
interfere with the reader’s
understanding.