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Assessment Plan
Part 1: Your Philosophy of Assessment I see assessment as a measure of growth, not as a measure of intelligence. Because of this I feel it is necessary to perform regular assessments of informal and formal types to keep track of the students growth and make any amendments necessary to keep it up. I believe that there is no end cap to be place on learning so why should assessment look at it that way? Assessment should follow growth for the benefit of the students as well as the teacher. If the stress is on improvement rather than the grade, it gives a focus for the student they can watch progress. The assessments I will use will range from reflections to see where the students are at to the final products they will be producing. Feedback will come immediately from me and peers and regularly. Part 2: The Units Critical Learning Objectives to be Assessed COGNITIVE (to know and understand) 1. _ Know the steps in the writing process 2. _ Know how language can be chosen with purpose 3. _ Understand that word choice affects interpretation of a work 4. _ Know how to actively engage with the text through reading strategies 5. _Know how to present information to an audience 16. _Know how to participate in a small group setting AFFECTIVE (to feel/value) 6. _ Value peer input 7. _ Feel safe within the classroom 8. _ Feel confident presenting to the class 9. _ Value the effect of working towards a goal PERFORMATIVE (to do) 10. _ Fulfill roles in group work setting 11. _ Create a written product about their metamorphosis The Unit Plan Project Part 2: The Concept Unit

2 12. _ Comprehend and analyze a nonfiction piece and a poem 13. _ Understand and use vocab words 14. _ Use reading strategies to monitor comprehension 15. _ Present a finished work to the class

Learning Objectives for each Critical Objective Cognitive (know/understand): 1. Know the steps in the writing process a. Students will know that the first step of the writing process is to brainstorm b. Students will know that editing is repairing the surface errors in a paper c. Students will know that first drafts are not perfect drafts d. Students will know how to free write 2._ Know how language can be chosen with purpose a. Students will know how to influence meaning through word choice. 3._ Understand that word choice affects interpretation of a work a. Students will understand that word choice is deliberate 4. Know how to actively engage with the text through reading strategies a. Know how to use context clues to define words within a work b. Know what the benefits of annotating a reading are c. Know how to annotate text using the guidelines: Ask Questions, Record reactions, Make Connections, Give an Opinion, and say how I would Relate if I were in the situation. 5. Know how to present information to an audience a. Students will know the proper tips to follow when presenting to the class: Proper posture, Make eye contact, To address the audience, Speak clearly, The Unit Plan Project Part 2: The Concept Unit

3 Speak from your diaphragm, and be prepared. 16. Know how to participate in a small group setting a. Students will know how to equally contribute work in group b. Student will come to group prepared c. Students will know how to provide constructive feedback d. Students will know how to self-monitor behavior in a group setting Affective (feel/value): 6. Value peer input a. Students will value the different perspectives to problems their peers contribute 8. Feel confident presenting to the class a. Students will feel they have the tools to present confidently to the class. 9. Value the effects of working towards a goal a. Students will value the effort they put into their writing b. Value a true story of succeeding at working hard from such an influential man. From history. Performance (do): 10. Fulfill roles in group work setting a. Students will be able to contribute to the group discussion b. Students will participate equally c. Students will participate respectfully within the groups 11. Create a written product about their metamorphosis a. Students will begin drafting an essay on their metamorphosis. b. Students will draft a product that is edited and error free c. Students will rewrite their first draft including peer revisions d. Students will begin brainstorming a topic for their product e. Students will be able to create a poem or essay that describes how they over came a difficult time in their lives. 12. Comprehend and analyze a nonfiction piece and a poem a. Comprehend the text of Malcolm Xs essay Learning to Read b. Write reflectively about the reading c. SWBAT analyze the text through discussion d. Comprehend the poem The Month of June: 13 by Sharon Olds e. Analyze the poem taking into consideration the words the author chose. 13. Understand and use vocabulary words a. Apply knowledge of vocabulary words from the text 1. Emulate 2. Feigned 3. Abolitionist 4. Eloquent 5. Atrocities The Unit Plan Project Part 2: The Concept Unit

4 14. Use reading strategies to monitor comprehension a. Complete the reading guide b. Use annotations to talk with the text. 15. Present a finished work to the class a. Students will be able to present their final draft of the unit project which will either be a narrative essay reading or a poetry slam. b. Students will be able to provide constructive feedback to peers

Part 4: Methods of Assessment Informal - The observation of students working in class group discussion (10.a.b.16.a.b.) - Annotated Poem (3.a.2.a12.a.b.c) -Discussion of the meaning of the poem and song (12.c.e) - Exit Slips Vocab group work and mini-sharing o This will assess progress students are making towards obj: 16a, 10.a.b. and 13a. - Draft (1.c.9.a.11) Small group toastmasters activity w/ peer feedback using the rubric for the speech o This will asses students progress with regards to presenting to the class. It will assess obj: 15.a.b.,8.a, and 5.a. Completion of the reading guide (RE appendix) will demonstrate the students understand how to use reading strategies to help comprehend the text. It proves that they have read the reading and have thought about it. It assesses obj: 4.c 12.a.b.c. Group discussion log of annotations (RE pt 2 appendix) This will serve as an artifact of what the students discuss within their small groups. They will come in to class with two questions/connections they have gathered from the text and in small

Formal

The Unit Plan Project Part 2: The Concept Unit

5 groups will work through them using the group discussion matrix. The will assess objectives: 10.a.b.16.a.b.6.a Essay/poem product with tracking and comments from peers. Presentation of final product using the presentation rubric. This will demonstrate that they understand how to present to the group and will assess obj.: 5.a,15,a 15.b The reflection assignment will assess how they feel they did in completing the assignment. It will assess obj: 9.a. Vocab Quiz(13.a)

Part 5: Unit Grade Formula 16% of the grade will be made up of homework completion and participation. Each assignment will account for one point of the total. 30% of the grade will be in Reading. This grade will include the vocabulary assignments along with the group discussion log and the 30% Writing. This Grade will be made up of the final product and the edits that they make to their papers. They must have addressed all errors that conform to the rubric or they are docked 15% 24% Presentation. This grade is based on the rubric and how they perform to what the rubric specifies. Part 6: Appendix of Assessment Tools and Rubrics Small group discussion of reading GRADING: 9-10 (a), 7-8 (b), 5-6(c), 3-4 (d), 0-2 (f) o 3 post-its/annotations per person (3pts) o 2 points for participating in discussion o 2 points for having the notes written down by scribe o 2 comments recorded for each person (3pts)

The Unit Plan Project Part 2: The Concept Unit

Paper/poem (created with students so this is a target idea) 30 points.

Rubric Made Using: RubiStar ( http://rubistar.4teachers.org )

RubiStar

North Carolina Writing Rubric for Content and Conventions : FInal project
Teacher Name: Ms. Negron

Student Name:

________________________________________

CATEGORY Metamorphosis

315 Exemplary 4 Satisfactory 2 Almost there 0 Unsatisfactory

Maintains focus on topic/subject throughout response. Topic demonstrates concept Exhibits skillful use of vocabulary that is precise and purposeful. May exhibit minor lapses in focus on topic/subject. Topic demonstrates concept Exhibits reasonable use of vocabulary that is precise and purposeful. May lose or may exhibit major lapses in focus on topic/subject. Topic somewhat demonstrates concept Exhibits minimal use of vocabulary that is precise and purposeful. May fail to establish focus on topic/subject. topic may not demonstrate concept

Word Choice

Lacks use of vocabulary that is precise and purposeful.

Student Specified Item

Student Specified item

Supporting materials present

all materials present

missing one of: problem brainstorm, question flood, draft with teacher\'s comments, and two workshop representations

missing two

missing 3 or more

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Explanation of edits

Explains explicitly how, and what changes were made to conform to student items rubric

Explanation is Corrections are clear but without described without elaboration of how any explanation changes were made

Explanation is vague or not present

The Unit Plan Project Part 2: The Concept Unit

7 Presentation Exemplary (4) Posture and Eye Stands up contact straight, looks relaxed (stands still, hands out of pockets) and confident. Establishes eye contact with everyone in the room during the presentation. Preparedness Student is completely prepared (has sent in a slide of their work, piece is finished, etc) and has obviously rehearsed Volume Volume is loud enough to be heard by all audience members throughout the presentation Speaks Clearly Speaks clearly and distinctly all of the time, towards the audience. Addresses to the audience Addresses the audience with a greeting and an introduction that states the presenters name, the title of their work, and what made them write

Satisfactory (3) Stands up straight and establishes eye contact with everyone in the room during the presentation.

Developing (2) Sometimes stands up straight and establishes eye contact. Sometimes fidgets or sways.

Unsatisfactory 1 Slouches and/or does not look at people during the presentation.

Student seems pretty prepared (has materials) but might have needed a couple more rehearsals. Volume is loud enough to be heard by all audience members at least 90% of the time. Speaks clearly and distinctly all the time, but directs some words to the floor or paper Addresses the audience but does not include all of the information. Misses one

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present. Example of work not provided. Volume often too soft to be heard by all audience members. Often mumbles or can not be understood

Volume is loud enough to be heard by all audience members at least 80% of the time. Speaks clearly and distinctly most ( 94-85%) of the time. Address the audience but only mentions one or two of the introduction pieces

Does not address the audience.

The Unit Plan Project Part 2: The Concept Unit

8 about this.

The Unit Plan Project Part 2: The Concept Unit