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Unit Assessment Plan

Tim Hilliard
5/2/14
Unit Assessment Plan
Unit Title: Reading the Reflection

I. Philosophy of Assessment

Assessment tells a story. Above all, it is a form of communication. It either tells students, parents, and
teachers how the students are progressing with the learning objectives in place, or it indicates to all parties
involved that the teacher was nowhere near targeting clear learning objectives, let alone aiming his or her
students toward them. I will use assessment to determine what students know, not to affirm what I think I
have taught. Yet because there is not enough time in a day to only assess by sitting down and talking
with students about what they do or do not know, we have to replicate this dialogue in creative ways.

This means allowing for and assigning the use of different modes of assessment like digital writing,
public speaking, drawing, movie-making, and singing. To limit our students expression to handing in
essays and filling out multiple-choice tests is to limit their unique, creative impulses and to cheapen their
experience with the content. Additionally, performance-based assessments help students care more about
the formative, rehearsal process, because the final product what they are delivering to me and their
peers matters more to them. Suddenly then, the feedback they receive from these purposeful and
authentic assessments both at the formative and summative levels provides more value to them than
any grade or number of points ever could.

I cannot give feedback on every assessment, but students can still receive feedback on every assessment.
By partnering with a peer or by being asked to reflect on their learning, students can understand the
importance of self-knowledge even if I do not see their work. That is why I cannot afford to save
assessment for the end. It is a tool for learning, not simply for judgment, which justifies its place in the
formative stages as much as the summative one. This begins with diagnostic assessment. Crucial at the
beginning of a unit or before a new concept and without a grade or the pressure of failure, it encourages
students to demonstrate what they know about given ideas. Equally important, it provides me with crucial
information with which to steer and revise the unit or concept ahead.

Even though our culture associates assessment with stress and anxiety, my students will not have to.
Instead, assessment will be something they look forward to, because their eagerness to share what they
have learned will far outweigh the fear of being wrong. My assessments, and broader classroom culture,
will emphasize that students will learn more when they run the risk of making mistakes.

II. Units Critical Learning Objectives

COGNITIVE (to know and understand)
1. Students will know that literature both imitates and opposes reality.
a. Students will understand that they may learn from depictions of lives similar to
and different from their own. (L#7)
2. Students will understand how experiencing things at a distance through literature can help
them navigate their own conflicts and experiences in life.
a. Students will be able to observe the choices characters make and the outcomes
of those choices. (L#8)
b. Students will understand that everyone has a story behind who they are. (L#3,
L#12)
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Unit Assessment Plan
c. Students will be able to write through an experience of their past in order to
share its value with an audience. (L#6, L#11)

3. Students will understand a wider purpose for reading and education as a way to learn how
to live more fully and consciously.
a. Students will make text-to-world and text-to-self connections. (L#5, L#8, L#9)
b. Students will know that valuable texts include non-print products of popular
culture. (L#4, L#10)
c. Students will be able to read independently with individual goals such as
vocabulary learning and theme development. (L#3)

AFFECTIVE (to feel/value) & NON-COGNITIVE
4. Students will develop a more complete awareness of themselves, including their
strengths, weaknesses, tolerances, and prejudices.
a. Students will be able to evaluate their own views of their mentors. (L#5)
b. Students will be able to explain why they admire their mentors. (L#5)
c. Students will appreciate opportunities to process their own ideas and views
through reflective writing. (L#2)
d. Students will reflect in writing on memories and events from their past. (L#4)
e. Students will understand their current and developing knowledge of a topic by
filling out a KWL chart. (L#7)
5. Students will value the ways their peers contribute to a safe classroom space where they
feel supported in their growth and development as readers, writers, and thinkers.
a. Students will understand that they are each a crucial piece of the classroom
community. (L#1, L#9, L#10, L#12)
b. Students will know the classroom expectations and consequences for the entire
year. (L#1)
c. Students will feel that their peers offer trust and responsive support. (L#1, L#9,
L#11)
d. Students will value the input of others. (L#1, L#3, L#9, L#11)
e. Students will be able to develop a list of expectations and consequences for the
course. (L#1)
f. Students will be able to complete a Student Interest Survey. (L#1)
g. Students will be able to name their peers. (L#1, L#9)
h. Students will know that the structure of classroom routines supports class
organization and success. (L#2)
i. Students will engage in discussions with, and appreciate feedback from,
teachers to support their writing. (L#6, L#11)

6. Students will value the print and non-print texts they study as sources of life lessons
beyond the classroom.
a. Students will appreciate that literature and other texts often mirror their
everyday lives. (L#3)
b. Students will value language and syntax strategies to clarify their written
reflections of life lessons. (L#6)
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Unit Assessment Plan
c. Students will value products of popular culture as learning tools embedded in
the world around them. (L#3, L#4, L#10)

PERFORMATIVE (to do)
7. Students will respond to literature through reflective writing practices.
a. Students will appreciate opportunities to process their own ideas and views
through reflective writing. (L#2, L#4)
b. Students will be able to regularly engage with text-based ideas through their
own writing. (L#2, L#11)
c. Students will be able to apply knowledge of language and syntax to improve
the communication of their narratives and reflections. (L#6)
8. Students will respectfully use group discussion to support and challenge the way they
think about real-life issues and ideas.
a. Students will be able to use group discussion to expand and revise information
from their independent research. (L#7)
b. Students will be able to use a Socratic Seminar model to investigate universal
questions addressed in texts. (L#9)
c. Students will be able to collaborate in building word meanings with vocabulary
they can apply to their developing understandings of the texts and their world.
(L#9)
9. Students will be able to use creative means to illustrate their understanding of a text.
a. Students will be able to use narrative to demonstrate their growth or learning in
a context outside of school. (L#5)
b. Students will be able to use drama and other non-written modes to demonstrate
their engagement with a text and to support new understandings for their
audience. (L#8, L#9, L#10)
10. Students will be able to synthesize the ways their texts have caused them to reflect on
their own lives and how any perspectives have changed as a result. (L#8)
a. Students will be able to demonstrate cumulative understandings of the major
unit questions and texts through writing they post for a Gallery Walk. (L#12)
b. Students will be able to demonstrate cumulative understandings of the major
unit questions and texts through a non-print performance for the class. (L#12)


III. Overview of Assessment Methods

Formative

Classwork

1. Class Readiness (Unit 5; L#4, L#5, L#6, L#7, L#8, L#9, L#10, L#11, L#12)

After the Intro Week, the students are assessed each day with a Class Readiness and Behavior Grade on a
Rubric / Checklist. The four criteria within it, which give of a point for each one, cover coming to class
with the necessary materials, showing evidence of active listening, working well with peers, and
following through with daily activities and assignments. Regardless of other daily grades, this is always
given to the student.
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Unit Assessment Plan
Rubric A

2. Classwork Deliverables (L#3, L#6, L#7, L#8, L#10)

Includes formative and summative assessments that students work on in class and show or hand in to the
teacher. They are graded 5 times during the semester, each worth two points, and record whether the
students work does or does not demonstrate progress toward learning goals (0 or 1). Primarily used to
assess students work during the Reading Experience and other days in which they take notes or show
evidence of their work, Classwork deliverables are largely used as opportunities for teachers to give
feedback rather than assess the quality of the students work. KWL Charts, Notes, Worksheets, and Exit
Slips all fall under this section.

3. SSR Check (Unit 3; L#3, L#6, L#7, L#9, L#11)

Throughout the unit, there are more than five days in which students will have SSR time. Each student
will be checked for their SSR progress two times out of those five days, and because of the size of the
class some students will not be checked in with on the same days as others. Students will receive one
point for being ready for SSR without having to go to the library or their lockers, and they receive a
second point for making the appropriate progress in their books since the last reading checks. After this
unit, we will begin incorporating Reader Response Letters into our SSR.
Rubric B

4. Sentence Starter Check (Unit 4; L#2, L#3, L#4, L#6, L#7, L#9, L#10)

Similar to SSR, there are more than five days in which students will start class by responding to a
Sentence Starter prompt. Although there will be some form of teacher feedback for nearly all of their
Sentence Starter responses while they read during SSR, only three of the responses will be formally
graded. Students will receive 0-2 points based on the evidence of their engagement with the prompt and
the detail of their answer.
Rubric C

5. Discussions (Unit 8; L#3 and L#9)

On at least two occasions during the unit, the class will engage in large-group discussion. These grading
criteria are used to measure their achievement of class goals and are checked for completion for each
student Demonstrates active listening skills and body language; comments are grounded in the source
material or text; language build on the comments of peers; involvement moves the discussion to new
understandings. I will cold-call on students to ensure that everyone has an opportunity to participate.
Checklist D

6. Vocab Exercise Kick Me! (Unit 3, Unit 5; L#8)

This exercise involves another essentially completion grade. The Kick Me! activity involves moving
around the room with energy, so students are evaluated primarily based on their social behavior. They are
given full credit upon satisfying three criteria: positive peer interactions, active involvement individually
and without relying on other students, and full completion of the associated worksheet.
Checklist E

Writing

1. What My Childhood Tastes Like (Unit 4d; L#4, L#6, L#11)
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Unit Assessment Plan

This is a formative assessment, because the rubric is used as a tool to guide writing and as a method of
guiding a teacher-student conference during Lesson 6. The rubric is somewhat open-ended with the
intention that the teacher will give the student feedback both in writing and in person. Then, the grade at
the end of revisions is the official grade for the assignment.
Rubric F

2. RAFT Letter Who do I look up to? (Unit 4a, 4b; L#5, L#11)

This also a formative assessment, because the rubric is meant to support the development of the students
writing over the course of the unit as a process of continuous revision. In the RAFT vein, students will
write a letter to someone they have identified as a role model or a hero. However, they will write the letter
from the perspective of an inanimate object that has some relevance to the relationship between them and
the target audience. The goal is to think creatively while adopting a unique role and make it clear why this
individual is special.
Rubric G

Performance

1. Poetry Skits (L#10)

Students will work in teams with the people at their tables to do a 3-5 minute dramatic interpretation of a
poem. The rubric outlines how they will be assessed both individually and as members of the group.
Rubric H

Summative
Writing
1. Final Project Reflecting Pool Writing
Regardless of the performance method, students must create a product of written work that fits on their
page in the class Reflecting Pool. We will use short texts as models, and examples can include the poem
he performs or a page-long excerpt from the script of a film she creates.
Unit Objectives: 2, 6, 7, 9, 10
Related Lessons: L#4, L#5, L#6, L#11
Rubric I

Performance
1. Final Project Reflecting Pool Performance

Students will have the opportunity to choose between various methods drama, song, film, visual art - to
present the central message from their written page in the class Book of Wisdom. These will be shown or
delivered in class on the last day of the unit.
Unit Objectives: 3, 5, 6, 9, 10
Related Lessons: L#7, L#8, L#9, L#10
Rubric J


IV. Unit Grade Formula

75 Points Total
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Unit Assessment Plan

(35) Classwork (includes daily writing and participation)
(9) Class Readiness & Behavior record of each day after Intro Week
(5) Classwork deliverables: 1 point, counted 5 times
(4) 2 SSR Checks x 2 pts each (out of 6 total)
(6) 3 Sentence Starter Checks w/ Feedback x 2 pts each (out of 6 total)
(8) 2 Discussions x 4 points each
(3) Vocab Exercise Kick Me!

(25) Writing (includes the two projects and the Book of Wisdom writing)
(4) What does my childhood tastes like
(4) RAFT Letter Where do I want to go?
(12) Final Project Reflecting Pool Writing
(5) Final Project / Unit Reflection

(15) Performance
(5) Poem Skits
(10) Final Project Reflecting Pool - Performance



V. Appendix of Assessment Tools and Rubrics

Rubric A. Class Readiness and Behavior 1 point, assessed 9 times
Student comes to
class with
expected
materials.
Student shows
active listening
skills throughout
day.
Student works
well with table
group and other
peers.
Student follows
through with
class activities
and in
communication
with teacher.
Total: Out of 1
.25 .25 .25 .25




Rubric B. SSR Checked 2 / Unit
Criteria Description Points Allotted
Book Check Student comes to class ready to
read book without having to go
to library or locker.
0 or 1
Reading Progress Student reads approximately 20
pages each week, or if not, is still
spending SSR time focused on
reading.
If student has changed book, he
or she gives a reasonable
explanation of why.
0 or 1

SSR Progress Log-for Teachers Use
Date Students Name Book Title Page Number SSR Points Today
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Unit Assessment Plan
5/2/14 Johnny The Fault in Our
Stars
28 2


Rubric C. Sentence Starters Checked 3 / Unit
No Response to
Prompt
Adequate Response:
One word or short
answer
Great Response!
Student engages with
the question and
provides a detailed
answer.
Feedback from
Teacher
0 1 2 Listed Here or in
Students Journal

Checklist D Discussions
4 points Total - Planned for 2 times / Unit

__ / 1 Demonstrates active listening skills and body language

__ / 1 Comments are grounded in the source material or text

__ / 1 Language builds on the comments of peers and has positive peer interactions

__ / 1 Involvement moves the discussion toward new understandings

Checklist E Vocabulary, Kick Me!
3 Points Total

__ / 1 Positive Peer Interactions

__ / 1 Demonstrates active involvement in the activity on an individual level

__ / 1 Completeness of Worksheet

Rubric F. What My Childhood Tastes Like 4 points total; Revised grade is official grade
Criteria Points: , , , 1 Teacher Feedback
1. Grammar and mechanics
support reading



2. Story is uniquely about you


3. Detailed language transports
the reader



4. Demonstrates to the reader
something you value





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Unit Assessment Plan
Rubric G. RAFT Letter 4 points total; Revised grade is official grade
Criteria Points: , , , 1 Teacher Feedback
1. Grammar, mechanics, and
letter format support reading



2. Shows evidence of inquiry and
minor research.



3. Maintains adopted role of:

__________________________



4. Demonstrates to the reader
why the person is a role model to
you by describing specific
experiences and details




Rubric H. Poetry Skits 5 points total [Adapted from Readers Theatre Rubric on Collab]

Student Name: / Group:
1 .75 .50
Preparation (Group) You and your group
used class time
effectively in order to
prepare.
You and your group had
some lapses in
preparing during class
time.
You and your group did
not use your time to
prepare effectively and
were frequently off task.
Participation Your involvement aided
your group in
supporting the meaning
of the poem.
At times your
involvement aided your
group in supporting the
meaning of the poem,
but not consistently.
You were involved in
the presentation, but
your role did not help
make meaning for the
audience.
Tone You showed a lot of
expressiveness in your
performance that
brought your part to life.
You showed some
expressiveness and did
an adequate job
bringing your part to
life.
You did not show much
expressiveness, and
there was potential for
you to embody your
character more.
Information (Group) You and your group
showed engagement
with the poem and
helped clarify its
meaning for the
audience.
You and your group
showed some
engagement with the
poem and helped
explain most of its
meaning to the
audience.
You and your group did
not engage with the
poem deeply and very
little about the poem
was clearer after your
interpretation.
Respectful Audience You showed active
listening skills during
other groups
presentation and were
an attentive member of
the audience.
You showed some
active listening skills
during other groups
presentation but were
sometimes inattentive.
You did not conduct
yourself well as a
member of the audience,
nor did you give the
other groups the respect
they deserved.


Reflecting Pool Project Outline:
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Unit Assessment Plan

A reflecting pool is undisturbed for a reflective surface. In our final unit projects, we will create a space
for which we can pause and see how much you all have learned about yourselves and about our texts
during the first weeks of school.

Assignment: Two components, performance and written

Performance Options:
Reading (poetry, prose)
Skit / monologue
Visual art
Video
Song
*Other methods cleared by Mr. Hilliard

Written work:
Between a half and full page prose writing explaining the heart of your reflections clearly to the audience.

Criteria:

1. Focus on one of the questions from the unit:
Who am I?
Where do I come from?
Who do I look up to?
What do my friends say about me?
How do I make choices?
Where do I want to go?

2. Write about how this question relates to a lesson you have learned from your own life.
(Unit Objectives 2, 6, 10)

3. Point to one of the unit texts we have read together in class OR another you have read on your
own and explain how your new understandings relate to it.
(Unit Objective 9)
4. Incorporate at least 2 vocabulary words from the unit between your two elements.
5. Reflection on the reflection (separate page-length response):
What did you think of this assignment and the unit as a whole? What do you think now as
compared to the beginning of the unit about how you can look at English class differently?
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Unit Assessment Plan

Rubric I
Final
Writing /
Reflection
(12+5)
Does not
Attempt
(1)
Attempts
(2)
Meets
(3)
Rubric J
Final
Performance
(10)
Does not Attempt
(1 or 2)
Attempts
(2 or 3)
Meets
(3 or 4)
1. Focuses
deliberately
on question
from the
unit. (3)
No attempt at
addressing one
of the main
questions of the
unit.
Attempts but
does not
adequately
address one of
the main
questions.
Fully
addresses
one of the
main
question s
from the
unit.
1. Focuses
deliberately on
question from
the unit.(3)
No attempt at
addressing one of the
main questions of the
unit.
Attempts but does not
adequately address one
of the main questions.
Fully addresses one of the
main question s from the
unit.
2. Written
work
demonstrat
es how
class
content
relates to
lessons
learned in
real life.
(3)
No attempt at
making
connections
between unit
content and
broader life
lessons.
Attempts but
does not
adequately
address
connections
between unit
content and
broader life
lessons.
Fully
addresses
connections
between
unit content
and broader
life lessons,
which are
evident in
the writing.
2. Performance
demonstrates
how class
content relates
to lessons
learned in real
life. (4)
No attempt at making
connections between
unit content and broader
life lessons.
Attempts but does not
adequately address
connections between
unit content and broader
life lessons.
Fully addresses
connections between unit
content and broader life
lessons, which are evident
in the chosen mode of
performance.
3. Points to
a text from
the unit as
a touch
point. (3)
No allusions to
any of the texts
we have
examined
together.
Some allusions
to the texts we
have examined
together.
Skillful
allusions to
the texts we
have
examined
together.
3. Points to a
text from the
unit as a touch
point.(3)
No allusions to any of
the texts we have
examined together.
Some allusions to the
texts we have examined
together.
Skillful allusions to the
texts we have examined
together.
4.
I ncorporat
es at least
two vocab
words from
the unit.
(3)
No attempt to
incorporate
vocabulary
from unit.
Attempts to
incorporate
vocabulary but
not enough or
not correct.
Skillfully
incorporates
2+ vocab
from unit.
n/a n/a n/a n/a
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Unit Assessment Plan
Final
Reflection
(5)
Does Not
Attempt (1)
Attempt
(2 or 3)
Meets
(4 or 5)


No attempt to
look back at the
unit to draw
conclusion or
synthesize self-
knowledge.
Attempts to look
back at the unit
to draw
conclusions and
synthesize self-
knowledge with
some specific
examples.
Skillfully
looks back
at the unit to
draw
conclusions
and
synthesize
self-
knowledge
with the use
of specific
examples.