Katherine Freeman

The Assessment Plan

Part 1: Philosophy of Assessment The purpose of assessment is for students to demonstrate their mastery of learning objectives. There are three types of assessment that should occur during instruction: diagnostic, formative, and summative. Diagnostic assessment should communicate to the teacher how much the students already know about the objectives so they can adjust their instruction appropriately. Formative assessment is perhaps the most important form of assessment because it checks the students progress during the learning process. This allows the teacher to provide the student with feedback to help them in their learning, and it also lets the teacher know which areas the student may need more support in. Formative assessment should happen very frequently, as regular feedback is perhaps the most important tool for student learning. Summative assessment is the students final opportunity to demonstrate their mastery of objectives. It should occur at the end of a unit of study, after students have had several opportunities to receive feedback. Summative assessment should be authentic, meaning it should allow students to demonstrate their understanding in a way that is realistic to its application in the real world. Authentic assessments are often performance assessments, which means that they allow students to actively apply the skills they have learned. The application of knowledge shows a deeper level of understanding than mere regurgitation of facts, which often occurs on traditional tests. These tests may have to serve a role in the classroom; students must be prepared to take the standardized tests necessary for graduation, so practice on tests like this is important. However, tests should not be the sole form of summative assessment used. Authentic assessments that require students to apply their knowledge can be accompanied with tests. It is these assessments that allow students to truly demonstrate their ability and understanding. I believe that summative assessments should be both creative and accurate measures of assessment. Interesting, creative assignments can motivate students to work hard on them. I hope my students will be excited about their assessments and feel a sense of ownership over them. I want them to feel proud of the work they create, so it is important that they care about what they are doing. While creative summative assessments have many affordances, its important to ensure that the assessment is measuring what it is supposed to measure. There should not be factors aside from learning objectives, such as artistic ability, that affect how well students perform on assessments. Therefore, it is necessary to be very clear about how an assessment will be evaluated. I think teachers must clearly communicate to students what the expectations are. Rubrics should be provided in advance so that students know exactly what they need to do to be successful on the assessment. Every student should understand how to succeed, and they should have the opportunity to do so.

Part 2: Index of the Unit Objectives & the Corresponding Specific Learning Objectives Cognitive: 1. Students will understand that identity can be formed and discovered through reflection. a. Students will collaborate to create a working definition of identity. (3) b. Students will learn about themselves by reflecting on their interactions. (6) The Unit Plan Project Part 2: The Concept Unit

Katherine Freeman c. Students will reflect on how writing has helped them discover themselves. (11) 2. Students will know that a community is a network of trusting, caring individuals. a. Students will share their ideas about the values of a strong community. (3) b. Students will collaborate to create a working definition of community. (3) c. Students will discuss how individuals from different cultures share a sense of community in a text. (6) 3. Students will understand that individuals can shape the identity of a community, and a community can shape the identity of an individual. a. Students will write to explore how the place they are from and cultural community contributes to their identity. (2) b. Students will discuss the ways in which a characters identity is shaped by his or her community. (5) c. Students will know that a community can influence the way we see our own identity. (9) Affective: 4. Students will be able to feel pride in their sense of identity. a. Students will share their personal writing with their classmates and teachers. (12) b. Students will reflect on the process of exploring their identity. (12)

5. Students will be able to develop a class community in which they feel safe and respected. a. Students will act respectfully towards their peers during sharing activities and group work. (2, 6) b. Students will develop class norms to honor during discussions. (3, 12) c. Students will reflect on their experiences working in groups to revise class norms. (6, 12) d. Students will know their personal dispositions about working in a group. (6) 6. Students will be able to recognize and value differences in the class community. a. Students will learn about their peers by reading and engaging in inquiry. (2) b. Students will develop a class social map to illustrate connections within the class community. (6) c. Students will examine the personal writing of their classmates and provide meaningful feedback. (12) Performative: 7. Students will be able to write to explore and reflect on their personal identities and the factors that shape them. a. Students will brainstorm topics of interest for their writing. (3) b. Students will use description and sensory details to enhance their writing. (2, 5, 7) c. Students will use several collaborative and independent methods of revision. (2, 7, 10, 11) d. Students will reflect on how revision has improved their writing. (7, 10, 11) The Unit Plan Project Part 2: The Concept Unit

Katherine Freeman e. Students will use several texts as models for writing. (8, 9) 8. Students will be able to engage in conversations to build their class community. a. Students will actively listening by taking notes and asking questions. (2) b. Students will share about themselves to find connections with classmates. (6) 9. Students will be able to discuss and analyze a variety of texts related to the themes of identity and community. a. Students will reflect on and build up their background knowledge in preparation for reading. (4) b. Students will develop definitions for new vocabulary encountered in a text. (4, 8) c. Students will discuss and reflect on texts to improve their comprehension. (4, 9) d. Students will analyze how a characters cultural community affects their identity and actions. (5) e. Students will compare characters from two texts, focusing on how they construct their identity. (8)

Part 3: Methods of Assessment Formative: o Journals: Students will be asked to write in their journal for lessons 1-9. (The last three days of the unit will be focused on revision, conferences, and presentations.) This will be used as both a diagnostic and formative assessment, as it will help determine where they are at in writing and where they need support. In some cases, I will provide written feedback in their journals along with further questions for them to respond to (as in journal entry #2, for example). Some of the journal entries will be helpful for the students in completely other activities. For example, journal entry #7 (about revision) will help the students with the reflection paper they will write at the end of the unit, and journal entry #9 (mask and mirror lists) will help the students write their reverse poems. A list of journal prompts can be found in Appendix I, along with the specific coordinating objectives. (Objectives 1, 6, 7, 8, 9) o Partner Grids: Students will use partner grids during discussion during lessons 2 and 3. The purpose of these partner grids is to make students think about the processes of active listening and engaging in inquiry. Recording their questions and responses on paper enhances the metacognitive aspect of the activity as serves as a method for me to assess the quality and extent of their partner conversations. (Objectives 5, 6, 8) o Conferences: I will hold a brief conference with each student during lesson 7 to guide them in the revision of their writing and preparation of their final project. Students will be asked to come prepared with a completed conference preparation sheet (see appendix). I will begin the conference by looking over their prep sheet, asking them to elaborate, providing suggestions, and asking them questions about their own writing. This will allow me to monitor individual student progress and provided specific, focused feedback as well. I plan on holding conferences like this throughout the year, so this will also be good practice with this. (Objectives 4, 7, 8)

The Unit Plan Project Part 2: The Concept Unit

Katherine Freeman

Summative: Multi-genre research project (Objectives 1-9) The focus of this unit is to use personal writing to explore identity and community, and this culminates in the multi-genre research project, which includes several parts: o Writing pieces: The students will write these individual pieces throughout the unit and then revise them in guided activities throughout the lesson, and also during the penultimate two lessons. The students will have to pick four of the pieces they write to fully revise and include in their final presentation. 1. Where Im From poem (Lesson 2) 2. Sacred object description (Lesson 5) 3. Six room poem (Lesson 7) 4. Vignettes (Lesson 8) 5. Reverse poem (Lesson 9) o Revision forms: During the revision process, students will be asked to fill out a revision piece for each of the writing pieces they choose to include in their final presentation. The purpose of these forms is to help them think about the importance of revision and the process they use for different pieces. Writing it down enhances this metacognitive function, and it will also help me monitor the progress they made during revision. A copy is included in Appendix III. o Final presentations: The students will choose a creative way to present their writing pieces in our gallery. During our gallery and celebration, students will display their projects for their classmates and other teachers to explore. Students will provide feedback to their classmates using a post-it method. These presentations will allow students to share and celebrate their identity, and it will also help everyone learn more about one another in order to build a stronger class community. o Reflection paper: Students will be asked to write a brief paper reflecting on their experience with the project. In this paper, they must explain the process they used to write and revise their work, what they learned about the importance of revision, two things they learned about themselves as writers, and two things they learned about themselves as individuals. After the students receive feedback on their projects during the gallery walk, they will be asked to incorporate some of these ideas and their reactions into the paper. This reflection paper is designed to give the students a metacognitive perspective on the role writing can play in helping them discover their identity. It is also intended to help them think about what they learned from the experience and how they can work to improve their writing throughout the school year. The assignment sheet with accompanying checklist is included in the appendix. Part 4: Unit Grade Formula o Journal entries 10% o Participation 10% o Multi-genre research project 80% The majority of the grade is based on the multi-genre research project. I believe that the summative assessment should be the bulk of the grade, because this is where students really demonstrate their mastery of the learning objectives. The grade they receive for the project will be broken down into several components, including:

The Unit Plan Project Part 2: The Concept Unit

Katherine Freeman Writing pieces (4) 40 points Revision reflections (4) 10 points Final presentation 10 points Reflection paper 20 points

The students will also receive a small portion of their grade based on their journal entries, which are an important part of the unit, occurring everyday. The participation grade will be based on students partner grids, graphic organizers, and feedback during the gallery walk. A further explanation for the calculation of the project grade is included in the rubric in Appendix III.

Part 6: Appendix of Assessment Tools and Rubrics I. Journal Entries II. Participation: A. Partner Grid: Where Im From B. Graphic Organizer: What You Pawn I Will Redeem C. Partner Grid: Community Map D. Graphic Organizer: The House on Mango Street E. Conference Preparation Sheet F. Participation Rubric III. Multi-Genre Research Project

The Unit Plan Project Part 2: The Concept Unit

Katherine Freeman Appendix I: Journal Entries Prompts:

1. Write me a letter introducing yourself. Tell me about your interests and hobbies, your background and family, and anything else you want me to know. (1, 7) 2. After reading your last journal entry, I wrote you a note back with several questions. Please respond to the questions and add anything else you would like me to know. (1, 7) 3. Writing territories activity (7) 4. a. What does it mean to be homeless? What are the challenges? b. Describe the image on the board using as much vivid description and sensory detail as possible. Who do you think this belongs to? Why do you think they are wearing it? (9) 5. What is your initial reaction to the end of What You Pawn I Will Redeem? Did Jackson succeed in his quest? Did he deserve to get the regalia back? (9) 6. a. How can individuals from different cultures connect? b. What did you learn about yourself and your classmates by doing the social mapping? (6, 8) 7. How did the question flood change your perspective on your descriptive writing? What changes did you make? Why is revision important? (7) 8. Mask and mirror lists (7)

Journal Entry 1 Journal Entry 2 Journal Entry 3 Journal Entry 4 Journal Entry 5 Journal Entry 6 Journal Entry 7 Journal Entry 8

(4 points) Completed (2 points) Completed (2 points) Completed (2 points) Completed (2 points) Completed (4 points) Completed (2 points) Completed (2 points) Completed

The Unit Plan Project Part 2: The Concept Unit

Katherine Freeman Appendix II A: Partner Grid: Where Im From Name: ________________________________ Date: ________________

Partner Grid: Where Im From Poem

Partner

Question

Response

Follow-Up

1.

2.

3.

Revision Suggestions: 1.

2.

3.

The Unit Plan Project Part 2: The Concept Unit

Katherine Freeman Appendix II B: Graphic Organizer: What You Pawn I Will Redeem

Name: __________________________________ What You Pawn I Will Redeem by Sherman Alexie Pawn: (v) to exchange an object for money with a pawnbroker Redeem: (v) to gain possession of something, or to compensate for its bad aspects Noon How much money does he have going into the pawnshop? $ _______ How much money does Jackson have when he leaves the pawn shop? $ _______ Prediction: What will happen? Will Jackson get enough money? Will he get the regalia back? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 1:00pm How much money does he have at the end of this section? $ _______ What did he gain? _________________________________

The Unit Plan Project Part 2: The Concept Unit

Katherine Freeman

2:00pm Who left? ___________________ Where did they go? __________ _________________________________ Who did Jackson meet? _________________________________

3:00pm How did his grandmother die? __________________________ What might have caused it? 1. _____________________________ 2. _____________________________ 4:00pm What did Jackson gain in this section? _________________________________ Describe Jacksons relationship with Big Boss: _________________________________ _________________________________ Reflection: How is Jackson doing so far? ____________________________________ ___________________________________________________________________________________
The Unit Plan Project Part 2: The Concept Unit

Katherine Freeman

10

5:00pm What did Jackson lose? _________________________________ _________________________________ What did he gain? _________________________________ _________________________________ 6:00pm How much money does he have at the end of this section? $ _______ Is it right that he took Juniors money? _____________ Why? __________________________ 7:00pm How much money does he have at the end of this section? $ _______ Describe Jacksons relationship with Kay: ________________________________ ________________________________

The Unit Plan Project Part 2: The Concept Unit

Katherine Freeman

11

8:00pm Who left? _____________________ What happened to him? _________________________________ How do you think Jackson feels about it? ________________ _________________________________ Prediction: Take a look at the first prediction you made. Do you still believe that? Why or why not? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 10:00pm-4:00am Summarize what happened in less than 10 words: _________________________________ _________________________________ _________________________________ _________________________________ Why does Jackson relate the plastic tarp to a faithful lover? _____________ ___________________________________________________________________________________

The Unit Plan Project Part 2: The Concept Unit

Katherine Freeman

12

6:00am How much money does he have at the end of this section? $ _______ Describe Jacksons relationship with Officer Williams: _________________________________ _________________________________ 8:00am-10:00am Jackson says, We Indians have to keep our secrets. When else have we seen this idea? _________________________________ _________________________________ _________________________________ 11:00am How much money does he have at the end of this section? $ _______ What did he gain? ________________________________ Prediction: How do you think the story will end? ___________________________________________________________________________________ ______________________________________________________________________________
The Unit Plan Project Part 2: The Concept Unit

Katherine Freeman

13

Appendix II C: Partner Grid: Community Map Name: ___________________________________ Date: ____________________

Partner Grid: Community Map

Partner

Something in Common

Question

Response

1.

2.

3.

4.

The Unit Plan Project Part 2: The Concept Unit

Katherine Freeman Appendix II D: Graphic Organizer: The House on Mango Street Name: ___________________________________ The House on Mango Street Station 1: Hair 1. What does hair remind you of?

14

2. Why might Esperanza use a simile about how her mothers hair smells like bread?

Obey:

Other words:

Station 2: My Name 1. How does Esperanza describe her name in the second to last paragraph?

2. Write a description of the sound of your name:

Inherit:

Other words:

The Unit Plan Project Part 2: The Concept Unit

Katherine Freeman

15

Station 3: Four Skinny Trees 1. Draw a picture of the four trees based on the description in the text. 2. What could the trees represent?

Ferocious:

Other words:

Station 4: Rafaela Who Drinks Coconut and Papaya Juice on Tuesdays 1. Why do you think Rafaela likes to drink the coconut and papaya juice? What does this say about how she views her life and her identity?

2. How does bitter relate to the juice?

Other words:

The Unit Plan Project Part 2: The Concept Unit

Katherine Freeman Appendix II E: Conference Preparation Sheet Name: ___________________________________ Date: ____________________

16

Conference Preparation Sheet

1. Which piece of writing do you think is your strongest? Why?

2. Which piece of writing do you think could use the most improvement?

3. What is one way you could strengthen this piece during revision?

4. What is one question you have for me about your writing?

The Unit Plan Project Part 2: The Concept Unit

Katherine Freeman Appendix II F: Participation Rubric Partner Grid: Where Im From Graphic Organizer: What You Pawn I Will Redeem Partner Grid: Community Map Graphic Organizer: The House on Mango Street Conference Preparation Sheet

17

(2 points) Completed (8 points) Sketches completed and questions answered for each section (2 points) Completed (4 points) Completed (4 points) Completed

The Unit Plan Project Part 2: The Concept Unit

Katherine Freeman

18

Appendix III: Multi-Genre Research Project Assignment Who Am I? Who Are We? Identity & Community Multi-Genre Research Project During this unit of study, you will use personal writing as a tool to examine your identity. You will do this by creating, revising, and presenting at least four short pieces of writing in different formats, including: o o o o o Where Im From Poem Sacred object description Six room poem Vignettes Reverse poem

We will create this pieces during various lessons in the unit, and then you will revise each piece to strengthen it. You will do this using several methods we will learn in class, as well as feedback received during a conference with me. You will be asked to fill out a revision form for each piece you choose to revise (at least four). You will also write a reflection paper in which you will discuss your process for the project and what you learned about yourself as a writer and an individual. The final day of our unit will be a gallery of presentations and potluck celebration. You will choose a creative way to display your work for the class. During the gallery, you and your classmates will walk around, observe other students work, and provide feedback. We will then have a potluck celebration and discussion about our class community. The multi-genre research project will include the following: Writing pieces: _____ At least four writing pieces _____ First and final drafts _____ Demonstrates thorough, thoughtful revision _____ Shows attention to description and sensory details Revision forms: _____ One form for each writing piece _____ Both before and after revision sections completed Final presentation: _____ Project Presentation for gallery walk Reflection paper: _____ Explains process of writing and revision The Unit Plan Project Part 2: The Concept Unit

Katherine Freeman _____ Includes self-assessment of work on project _____ Explains rationale for presentation choice _____ Lists two things learned about yourself as a writer _____ Lists two things learned about yourself as an individual

19

Your grade for the project will be determined by the following rubric: Points Writing Pieces (4) 40 points total, 10 points each Revision Reflections (4) 10 points total, 2.5 points each Final Presentation 10 points Reflection Paper 20 points Criteria Four pieces are included that follow guidelines of assignment. Revision is evident between drafts. Writing addresses themes of identity and community. Reflection forms are completed entirely. Goals are set and their completion is assessed. Writing pieces are presented neatly and creatively. The student can explain the thought process behind their decision. Addresses the following: writing and revision process, self-assessment of work on project, rationale for presentation choice, two things learned about self as a writer, two things learned about self as individual

The Unit Plan Project Part 2: The Concept Unit

Katherine Freeman Name: ___________________________________ Date: ____________________

20

Revision Form Genre: _____________________________________________________________ Title: _______________________________________________________________

Before Revision: 1. What are the strengths of this piece of writing?

2. How would you like to improve this piece? What steps can you take to do this?

After Revision: 1. Summarize the changes you made to this piece. What steps did you take?

2. How have these changes strengthened your writing?

3. If you wanted to revise this piece even more, what could you do?

The Unit Plan Project Part 2: The Concept Unit