ASSESSMENTS
Lesson Diagnostic Formative
Lesson 1 Respect Reflect: Students
will reflect on an index
card how it felt to share
their story with their
partners. This formative
assessment will be used to
keep track of how respect
is being shown in the
classroom. (4c, 6ab).
Recording: Students will
turn their recordings in
through Google
classrooms, and I will be
able to listen to their
ideas. I will offer feedback
in the form of my own
recording. (5ab, 8b)
Lesson 2 Anticipation Guide/ Annotations: Students
Discussion: Students will show what they
will show what they learned by turning in text
know by working on annotations. The
the anticipation annotations will
guide and discussing demonstrate what students
their ideas with their learned about the piece
neighbors. This that they read as well as
discussion will giving me information on
demonstrate their ability to use the
students initial strategy. (7ab, 8a)
understanding and Anticipation Guide:
thoughts about Students will show what
concepts as well as they learned on the return
demonstrate what to the anticipation guide.
students understand This return will
about respecting demonstrate how students
each other. (4ab, learned from their reading
5ab, 7ab, 8ab) about what respect means.
I will collect anticipation
guides and write
comments for feedback. I
will return the guides in
the next class. (7ab, 8a).
Summative
Respect Reflection: At
the last class, students
will submit a detailed
reflection on what respect
means and how students
learned respect
throughout the unit. (4c,
6ab)
Final Presentation:
Students will demonstrate
their ability to communicate
orally at the presentation on
the final day of the unit in
which they present their
personal piece. (3a, 8ab)
Reflection: At the end of the
unit, students will submit a
reflection on the respect that
was demonstrated in the
class throughout the unit. In
this reflection, students will
report on how they felt
respect was demonstrated
during discussions and peer
reviews. This assignment
will help me understand
student understanding of
respect via communication.
(4ab,5ab,8ab)
Lesson 3 Mentor Text Feature:
Students will submit an
index card with their idea
of how to incorporate
features of their mentor
text into their writing.
This index card will be
returned to the students
with comments in the next
class. I will write down
the feature in my notes for
the students project, and I
will look for evidence of
that technique in their
writing. (3e)
Peer Review: I will
observe and take notes on
students work during the
peer review workshop to
gauge how well students
understand the peer
review cycle. I will
provide feedback on what
I saw in a future class.
(2ab, 6ab)
Lesson 4 Exit ticket: Students will
provide an update on their
personal writing goal.
They will identify their
progress towards meeting
the goal and their next
steps for attaining their
goal. (1c).
Lesson 5 Student Drafts: Exit Ticket: Students will
Students will write complete an exit ticket
their drafts in a that asks them to reflect
google doc that they on themselves as writers.
share with me. I will Students will say what
look over these they learned about
google docs after the themselves as writers
previous class period through the drafting and
and take notes on revision process. (1c, 6b,
student progress. I 7c).
Respect Reflection:
At the end of the unit,
students will submit a
reflection on the respect that
was demonstrated in the
class throughout the unit. In
this reflection, students will
report on how they felt
respect was demonstrated
during discussions and peer
reviews. This assignment
will help me understand
student understanding of
respect via communication.
(2ab,4ab,5ab,8ab)
Final Personal Piece:
Students final writing piece
will be turned in at the end
of the unit. I will look for
evidence of the mentor text
in the students writing. (3e,
8a).
Final project: Personal
writing piece. The piece will
be expected to include
descriptive language, and
this practice in class will
hopefully be reflected in
their writing. Students will
also present their writing.
(3e, 5abc, 6b, 8ab).
Final personal piece: The
creation of and sharing of
this piece will help me see if
students understood how to
use a mentor text and how to
use adjectives and
descriptions in writing to
make it more interesting.
(3bde, 8a).
 will also check over Conferencing: As
revisions that the students work, I will
students made. I will conference with them. I
use this information will focus on the revision
to help me know process. I will probe
how much to focus students to tell me
on conferences with questions that they asked
which students. (1a, to help themselves revise
3bde, 5b, 6b, 7c, 8a) their work. I will also
probe to have students
explain their process, and
I will ask them to explain
how they improve their
work. I will offer
immediate feedback. (1ac,
5abc, 6b, 7c, 8ab).
Peer Review: I will
observe students peer
review process to
understand how students
understand the peer
review process and the
respect that students are
showing for their peers
work. (2a, 4c, 5abc, 8b).

Lesson 6 Exit Ticket: Students will Final Assessment: I will

submit a brief explanation write down the students
of their next steps for chosen area of improvement
revising/editing their from the exit ticket and look
papers. I will use this exit for signs of revision in that
ticket to see that students area on their final
found a place that they summative assessment. (1a,
could improve their 7c, 8a).
writing. (1bc).
Goal Update: Students
will submit a personal
writing goal update and
reflection. I will use this
update to help me
understand student
understanding of progress
monitoring and goal
setting. (1bc).

Lesson 7 Opening class Student Draft: Students Personal writing- At the

 discussion: look to will write a conversation end of the unit, students will
see if students can between two characters. submit their final writing
identify the Use the dialogue to help piece. (3cde, 8a).
importance of the reader understand who
quotation marks and the character is. At least
when to use them. one paragraph. (3ce, 8b)
(3C) Calendar conversation:
How have you seen
respect being
demonstrated in the
classroom? How can it
improve? (2a, 5abc, 8a)
Peer Review: I will
informally assess the peer
review process as students
work with each other.
(2ab, 4abc, 5abc, 8b)

Lesson 8 Debrief Discussion: Compliment Sheets: Respect Reflection:

After modeling, Students will create Students submit final
students debrief compliment sheets for personal reflection.This
what they noticed. In each other. I will also add reflection will demonstrate
this debrief, I will compliments and check student understanding of
know how much I over the sheet to make respect and how it can be
need to review sure other comments are used in the classroom. [1bc]
presentation respectful to the peers. Final Presentation:
necessities. [5abc, [2a, 5abc] Students present projects.
8b] Practice Presentation: Their final presentations will
Students practice demonstrate how they
presenting to a partner. I connected to the mentor text
will observe students to and their revision process.
see if they are [5abc, 8ab].
understanding the
presentation process and
to monitor questions that
arise. [5abc, 8b]
Personal Reflection:
Students work on their
personal reflections. I will
check in with students to
make sure that they are
understanding the process
and able to explain their
progress. [1bc].

Lesson 9 Practice Respect Reflection:

 Presentation: Students submit final
Students practice personal reflection.This
presenting to a reflection will demonstrate
partner. I will student understanding of
observe students to respect and how it can be
see if they are used in the classroom. [1bc]
understanding the Final Presentation:
presentation process Students present projects.
and to monitor Their final presentations will
questions that arise. demonstrate how they
[5abc, 8b] connected to the mentor text
and their revision process.
[5abc, 8ab].
[Rubric and final assessment
description below]
Summative Assessment:

On Respecting Myself
Assessment Task
Over the next three weeks, you will be learning a lot about how respect is shown in
literature, in writing, and in conversations with your peers. In order to demonstrate your
understanding of respect, what it is, and how you do it, you will be writing a personal piece that
identifies a time that you learned to respect yourself. Respecting yourself means realizing your
own self-worth and being proud of yourself. Think of a story about yourself that would
demonstrate to your reader that you learned to respect yourself.
You may write your personal story in the form of a narrative, a poem, a play, a song, or anything
that you think would best express the story. In other words, you may choose any genre.
You will clear the genre with Ms. Sheffield before beginning writing. As you write, you will
draft and revise often to try to create your best worksomething you can be proud of.
At the end of the unit, you will present your topic, description of your piece, and genre to the
class. Then you will read your piece to the class for about 1-3 minutes to give your classmates a
glimpse of your writing.
You will have class-time to work on your writing, but class-time will not be enough time
for you. You will want to work on your project at home for about 30-60 minutes a week at least.
Working on your writing includes drafting, revising, and editing your work. Try to write or revise
a little bit every day. You will need to prove that you revised your piece extensively, so be
prepared to have to share drafts along the way. During class time, you will often be sharing your
writing with a partner and you will be giving each other feedback. This means that you will need
to prepare drafts that you are willing to share and discuss with another person.
Steps
1. Choose topic (in class)-topic should be narrow and indicative of learning to respect
yourself
2. Record Story Orally (in class)-recording should be between 2 and 5 minutes. This is a
casual telling of the story that you will write about.
3. Choose genre (at home)-Choose narrative, poetry, or play. Other ideas? Talk to Ms.
Sheffield
 4. Begin Drafting (at home)-you can begin by freewriting your thoughts. Just remember that
you will have to revise often. Start by getting your thoughts down. Think about the
sequence of events, your characters, and any conflict there is.
5. Character Description (in class)-practice creating an interesting and exciting character
description that entices readers.
6. Revise (at home/in class)-you should be revising often. Your initial draft will look very
different from your final. To revise, read what you wrote the day after you wrote and
think what you might change or clarify. We will practice other types of revision as well.
Conversation between characters (in class/at home)-practice using quotation marks to
note when characters are speaking.
7. Revise (at home/ in class)
8. Present writing to classmates (in class)-prepare 1-2 min description of your title,
description of writing, and why you chose that event. Read aloud from your piece for 1-2
minutes.

Grades
Assignment Points

Story Recording 5

Character Description Draft 5

Conversation Draft 5

Peer-reviewing 25

Revision 50

Final piece 48

Final presentation 12
Total= 150 points
Final Piece Rubric
Task: You will write your personal piece using features from mentor texts and effective character
descriptions as well as dialogue between characters.
4 3 2

Journey to Piece clearly describes a
Self-Respect particular scene that
(x4) explicitly relates to the
discovery of self-respect.
Characters involved in the
piece take actions that
clearly affect their
understanding of respect.
Piece clearly describes a Piece tells the story of
particular scene that a scene. Piece does not
loosely connects to the directly connect how
discovery of self-respect. the story connects to
Characters involved in the discovery of self-
the piece take actions respect.
that loosely affect their Characters involved in
understanding of respect. the piece are not
connected to the

Descriptive Piece uses strong
Language descriptive language that
(x3) use varied adjectives to
create an emotion or effect
about a character, setting,
or mood.
Grammar/ Sentences are properly
Punctuation punctuated with end
(x1) punctuation. Compound
sentences use commas,
and complex sentences
use commas where
appropriate. Dialogue is
accurately marked. (0-2
grammar errors made)
Revisions Final draft of the piece
(x2) shows extensive revisions
in comparison to earlier
drafts of the piece. Final
piece demonstrates that
the specific goal from the
ratiocination activity has
been addressed.
Piece uses descriptive
language with strong and
weak adjectives. Few
adjectives are used to set
mood.
Sentences are mostly
properly punctuation
with end punctuation.
Commas are use
accurately in most
sentences. Dialogue is
marked with quotation
marks. (2-4 grammar
errors made)
Final draft of the piece
shows a great deal of
revision in comparison to
earlier drafts of the piece.
Final piece demonstrates
progress towards
addressing the goal from
the ratiocination activity.
understanding of
respect.
Piece uses descriptive
language that includes
mostly weak
adjectives. Only 1-2
adjectives are used and
repeated.
Sentences often lack
end punctuation.
Commas are rarely
used or are used
improperly.
Dialogue is not
consistently marked.
(4+grammar errors
made)
Final draft shows few,
minor revisions from
earlier drafts of the
piece. Final piece does
not demonstrate
progress towards
addressing the
ratiocination goal.
Personal Final draft shows that
Goal (x2) writer has exceeded
his/her personal goal since
earlier drafts of the piece.
Areas of growth discussed
in earlier goal updates are
reflected in the final draft.
Final Presentation Rubric
Task: You will present your piece to your peers as well as a short excerpt from your piece.
3 2
Topic Presentation includes a
Explanation comprehensive explanation
(x1) of title of piece, characters
in the piece, and a concise
overview of what happens
in the piece.
Excerpt from Selected excerpt from the
piece (x1) piece is a complete thought
or sentence. The excerpt
clearly points to how the
writer learned self-respect.
Presentation Presenter references notes
Skills occasionally or not at all
and mostly makes eye
contact with audience.
Presenter addresses
audience directly.
Final draft shows that Final draft shows that
writer has met his/her writer has not
personal goal since progressed
earlier drafts of the substantially towards
pieces. A few areas of meeting their final
growth discussed in goal.
earlier goal updates are
reflected in the final
draft.
1
Presentation Presentation lists title of
addresses the title of the piece and characters
the piece, the in the piece. The
characters in the overview does not fully
piece, and an address the main point
overview of what of the piece.
happens.
Selected excerpt from Selected excerpt is not a
the piece is a complete thought or
complete thoughts sentence from the piece.
and/or sentences. The The excerpt does not
excerpt loosely address how the writer
addressed the idea of discovered self-respect.
self-respect.
Presenter look at Presenter looks only at
notes often and notes and does not
occasionally makes make eye contact.
eye contact with Presenter does not
audience. Presenter address audience.
loosely addresses the
audience.
Respect As other students present,
towards other everyone who actively
presenters listens and claps for their
(x1) peers presentation without
commenting negatively on
the peers piece will receive
full-credit.
X Anyone who makes a
negative or
disrespectful comment
about a students piece
or presentation before,
during, or after the
presentation will get 0
points.