Shannon Steinert Alternative Assessment Enger March 27, 2014 This unit assessment is designed for the end

of a two week period in which my class will be reading The Hunger Games by Suzanna Collins. This assessment can be assigned to any English class 9th-12th grade while reading this novel. Students will create, design, and present a gift from a sponsor to be given to one of the characters in the novel that will help them survive. The gift will have to be original (not one already sent from the novel) and designed specifically for one character of their choosing. Students will then create this gift themselves that will be viewed as a prototype that they will present to the class. The prototype can be made from anything they choose in order to portray what they envision this gift looking like and its abilities. Students will then write a 1-2 page synopsis about how their gift works, its benefits, why a sponsor would send it to that specific character, how that gift would be used in the arena by the character, and why those chose to save that character with their gift. Students will be allowed to bring the prototype in to show and tell, or creating some type of commercial (either video or live) that shows how their gift will be used. This assessment will show the students understanding of the characters and what their needs are during the games. Students will show their understanding of the characters because they will have to understand their strengths and weaknesses while in the arena and thus

creating a gift to help them survive. They will also show who they relate to by who they choose to save and explaining why. Also, this assessment allows students to be original and use the talents they have to create something they find useful. Students will have a variety of options to either create a gift or promote it by videoing a commercial that shows how the gift will work and why. Overall, this assessment gives students a various amount of options and the opportunity to be original. It also shows a deep understanding of both the characters, as well as how the Hunger Games work as a whole. It will also allow them the chance to analyze their decisions and give insight into their perspective of how they view the characters. Standards: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. [SL.9-10.4] Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [SL.9-10.5] Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]

The Hunger Games Students will design, create, promote, and present a gift from a sponsor that will be sent to one of the tributes during the Hunger Games. This gift should be an original idea, and not one that is already seen in the novel. Students will be responsible for choosing a gift to create based on the tribute they decide. This means that the gift will represent that tribute and their strengths and/or weaknesses. Keep in mind that you are sending this gift to the tribute to help save them. Students will create a prototype of this gift to promote to the class. Another option is for the student to create a commercial of sort to present to the class that shows how the gift works, what it is used for, and how it will save that tribute. Students should be creative. The development of this project should demonstrate the students understanding of the character and their time spent in the arena during battle. Finally, students will write a 1-2 page explanation over how their gift works, its benefits, why a sponsor would send it to that specific character, how that gift would be used in the arena by the character, and why those chose to save that character with their gift. This assessment will be done at the end of the unit of The Hunger Games on April 3, 2014. This assessment will be completed at home, but feel free to ask me any questions over the two weeks period. A rubric will be given to help guide you through the assessment. Happy Hunger Games!

The Hunger Games Rubric 10-7

Student designed and created a gift to present to the class Student provided a 1-2 page explanation that answered all questions appropriately listed on handout sheet Student was creative and original Student showed deep understanding of the tribute they chose to analyze (including strengths and weaknesses) Student promoted gift in a interesting way that caught audience attention Student explained how the gift worked and how they created it in an understandable manner Student explained why the sponsor would send this particular gift to that tribute Student demonstrated how the tribute would use it in the arena to help them survive Student explained why they chose to save that particular tribute with their gift Student paid attention during other presentations and was not disruptive

6-4

3-1

/100

Questions: Students will be able to learn many things from this assessment. One thing in particular that they could learn from this assessment that they might not be able to learn from a traditional assessment would be how to analyze the tributes weaknesses in a way that will help them develop a way to fix those weaknesses. For example, in a traditional assessment a student might be able to recognize a weakness of the tribute, but in this assessment they are able to gather a deeper understanding of that weakness and a solution to help the tribute overcome it. Another thing students will learn from this assessment that they could not otherwise is the ability to promote their gift to their classmates, or audience. This will help them with an experience that allows them not only to create an original piece, but also demonstrate how it works, how it was created, and why it will help them survive. This process allows an in depth knowledge of the matter because they are creating it and explaining it to the class in order to promote their stance on the gift and how it will show its benefits. I think I will learn a lot about my students from this assessment because it will allow me insight to their talents as well as their point of view. I will see what tribute they chose to save, which will help me get a better understanding of which part of the novel they enjoyed the most. I will also be able to witness their problem-solution thought process based on how they decide to solve the tributes weakness in the arena. I will be able to see their talents with promotion techniques and how they choose to make their gift. Many of these qualities would not otherwise be known using a traditional assessment of a test because students would not be allowed the creative freedom to express these ideas. It will also help me gather a better

understanding of each students ability to present to the class, and how well they can verbally articulate their thought processes.