Bailey 1

Assessment Plan
Part 1: My Philosophy of Assessment Assessment should be both achievable and measurable. First and foremost, if a student has completed all that is required of him, he should be able to do well on assessments. The teacher should provide support by modeling the correct techniques and providing plenty of guided and independent practice so that the student is well-prepared for assessments. The teacher should also provide plenty of formative assessments to give the teacher a better understanding of where she might need to make adjustments to her instruction. If students do well, formative assessments also provide the students with a better understanding of how far they are on the path to achieving master of a specific objectives. In addition, the teacher should provide an accurate schedule that delineates when assignments and tests will be throughout the year or semester. Students should always be informed ahead of time what is expected of them and when it is due. A teacher should not spring assignments on students out of the blue, nor should she expect that her students will keep track of when their assignments are due. Students are more likely to perform better on assignments if they know about them ahead of time and have ample time to complete them. Another way to make assessments achievable is by allowing students to demonstrate learning through multiple means of presentation. The teacher should give them opportunities to express learning through creative means such as creative writing, art, music, or technology. All students are different and express their learning best in different ways. Teachers should design assessments that allow students to show off their strengths and present what they have learned in a way that best makes sense to them. Secondly, the results from assessments should inform teachers, students, administrators, and parents about whether or not concepts were grasped. Assessments (with the exception of diagnostic assessments) should only test the concepts covered and practiced in class. Objective rubrics or grading systems should be established so that fair grades can be administered and the results can determine whether or not the students have understood the material. These rubrics and/or grading systems should be articulated in student-friendly terms so that students know exactly what is expected of them. Feedback on assessments should be given swiftly and clearly. Good communication with both parents and students is crucial for student achievement. The results of assessments should also be kept on record to show parents and administrators so that growth or decline over time can be measured. Students, parents, or administrators may have questions about how a certain grade was achieved, and a teacher must be ready to provide this documentation.

Part 2: Index of the Specific Learning Objectives for each Critical Objective Cognitive (to know and understand) 1. Students will know that understanding, tolerance, and respect of differences and individuality are crucial for community building. a. Students will know unique fun facts about their partners. (Lesson 1)

Bailey 2 b. Students will be able to name at least one thing that can help the formation of communities. (Lesson 1) c. Students will understand that interviewing one another will help build classroom community. (Lesson 2, 3) d. Students will understand that our differences are often a result of how we grew up or what raised us. (Lesson 4, 5) e. Students will understand that we all have felt the need to conform at some point in our lives. (Lesson 12) Students will know that memoirs relate authors personal experiences and their ability to change lives. a. Students will be able to pick out elements of a good memoir. (Lesson 9) b. Students will be able to use the Question Flood technique to pick out parts of the memoir that could tell more about their personal experience. (Lesson 10) c. Students will know that good action verbs can make our memoirs more interesting to read. (Lesson 11) d. Students will be able to convey how trying to conform has changed them in their memoirs. (Lesson 12) Students will know how to build a classroom community this semester/year. a. Students will construct classroom norms and consequences for violating those norms. (Lesson 1) Students will know what a so what? moment is and how to convey this in their writing. a. Students will know how to build a so what? moment in their I was raised by poems. (Lesson 4) b. Students will be able to identify the so what? moment in a text. (Lesson 9) c. Students will be able to identify the so what? moment in their own memoirs. (Lesson 10) Students will know the meaning of conformity. a. Students will be able to discuss how the scenarios reflect elements of conformity. (Lesson 6) b. Students will be able to express their views of conformity through mini-projects. (Lesson 7, 8) c. Students will feel a sense of loss associated with having to conform. (Lesson 9) d. Students will be able to express in their memoirs how they once conformed. (Lesson 10 12)

2.

3.

4.

5.

Affective (to feel/value) and Non-cognitive 6. Students will be able to value differences and individuality in society. a. Students will be able to discover unique facts about one another. (Lesson 1, 3) b. Students will be able to discover unique attributes about one another as they conduct interviews. (Lesson 2) c. Students will be able to imagine what life would be like without differences or individuality. (Lesson 5, 6, 7) d. Students will be able to value one anothers backgrounds. (Lesson 4)

Bailey 3 7. Students will be able to feel that we can only truly know a person if we take the time to listen. a. Students will understand that I, the teacher, want to take time to get to know them individually using the Student Inventories. (Lesson 1) b. Students will understand that they will only conduct a successful interview if they are willing to listen to their partners. (Lesson 2) c. Students will understand that the purpose of the interview activity is to get to know each of their classmates. (Lesson 3) Performative (to do) 8. Students will be able to participate effectively in class activities with one another. a. Students will be able to listen to one another as they reveal their fun facts. (Lesson 1) b. Students will be able to share facts. (Lesson 1) c. Students will be able to value others contributions to the class norms and consequences. (Lesson 1) d. Students will be able to listen actively during class activities. (Lesson 2, 3, 4, 5, 8, 12) e. Students will be able provide feedback after presentations. (Lesson 3, 4, 5, 8, 12) f. Students will be able to participate in class discussions. (Lesson 6, 7, 9. 12) g. Students will know what an active audience is and how to behave like one. (Lesson 5, Lesson 12) h. Students will be able to peer edit using a checklist. (Lesson 11) 9. Students will be able to investigate the unique attributes of others. a. Students will be able to ask one another about themselves. (Lesson 1) b. Students will be able to perform an interview. (Lesson 2) c. Students will understand how their interviews will be assessed. (Lesson 2) 10. Students will be able to express their own unique identities in writing and oral presentations. a. Students will be able to present their interviews to the class. (Lesson 3) b. Students will be able to write their reactions to their peers Dual Response Journals. (Lesson 7) c. Students will be able to present their mini-projects to the class. (Lesson 8) d. Students will be able to write an I was raised by poem. (Lesson 4) e. Students will be able to brainstorm ideas for their own memoirs. (Lesson 9) f. Students will know what is expected of their memoirs. (Lesson 9) g. Students will be able to revise their own and their peers memoirs using the Question Flood technique. (Lesson 10) h. Students will be able to revise their memoirs with Action Verb Brush Strokes. (Lesson 11) i. Students will be able to present their completed memoirs to the class. (Lesson 12)

Bailey 4 Part 3: Methods of Assessment INFORMAL ASSESSMENTS Classwork: Students will participate in classwork activities related to the introductory activities for the semester/year and the readings and writings throughout the unit. These activities will be graded for completion. Classwork includes the Student Inventory (Lesson 1; Obj. 4b), the Anticipation Guide (Lesson 6; Obj. 6c), the Brainstorming for the I was Raised by . . . Poems (Lesson 4; Obj 10d), the Focus Questions on Harrison Bergeron (Lesson 7; Obj. 6c), and the homework portion of the Double-Entry Journals (Lesson 7; Obj. 6c, 8f, 10b). See Rubric A. See Tools B, C, and D Discussion: Students will participate in discussions related to the introductory activities for the semester/year and the readings and writings throughout the unit. Students will be graded on participation. I will walk around during small group discussions and make sure each student is participating. I will keep a tally of how many time students talk during small and large group discussions. I will also take up any discussion notes that are taken in groups. Discussion Activities include the Fun Fact activity (Lesson 1; Obj. 1a, 3a, 4a, 5a, 6a), the Home Court Advantage group activity (Lesson 1; Obj. 2a, 5b), the Scenario Station activity (Lesson 6; Obj. 5a, 8e), and the discussion portion of the Double-Entry Journals (Lesson 7; Obj. 6c, 8f, 10b). See Rubric E See Tool F Exit Slips: Students will answer a short exit slip question at the conclusion of most of the lessons to check for understanding. Exit Slips will be given in Lesson 1 (Obj. 1b), Lesson 2 (Obj. 9c), Lesson 4 (Obj. 1d, 6d), Lesson 5 (Obj. 6d), and Lesson 7 (Obj. 5b). See Rubric G See Tool H FORMAL ASSESSMENTS Mini Inquiry Student Interviews (Obj. 1c, 7d, 10a): Students will divide into groups of 2 (or 3 if the numbers are off) and interview one another. They will practice finding a So What? moment, or what makes their partner truly unique from the rest of the class, by asking good follow up questions. They will write their questions and follow-up questions down for me to check off. They will present their findings through one of the following formats:

Short essay or narrative Poem Song or Rap Portrait PowerPoint Presentation Magazine cutout collage

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Your choice (must be approved by Ms. Bailey)

This assessment addresses the objectives set towards building class community. Students will start building a good classroom environment by getting to know one another through these interviews. This is assessing both their ability to conduct an interview and work in pairs. See Rubric I I was Raised by . . . Poems (Obj. 4a. 6d, 8d, 10d) We will read Raised by Women by Kelly Norman Ellis and use it as a mentor text. Students will brainstorm who or what they were raised by and create a poem like Ellis. They will read their poems to the class. This assessment addresses the objectives set towards building class community. The students will be assessed on their ability to convey information about themselves using a so what? moment through poetry. See Rubric J Harrison Bergeron Mini Projects (Obj. 5b, 10c) Students will respond to Kurt Vonnegut Jr.s Harrison Bergeron using one of the following formats: 1. Draw a visual representation of Harrison Bergeron before and after his handicaps have been removed OR a picture of Mr. and Mrs. Bergeron. 2. Write a letter to Mr. and Mrs. Bergeron as if you were Harrison Bergeron in jail. What would you tell them so that they could remember you? What could you tell them about your plans to break out of jail and go on TV? What do you think about U.S. society? 3. Write a short essay that explains some of the ways modern U.S. society might be turning into the Bergerons society. Write some solutions to these problems. 4. Write a short essay that points out some ways that your school, community, or country is conforming and write what some solutions might be. This assessment addresses the objectives set towards understanding the meaning and implications of conformity. This assesses students ability to define conformity and pinpoint moments of conformity in both Harrison Bergeron and in their own lives. See Rubric K Peer Feedback (Obj. 6a, 8d, 8g) Students will have three opportunities to offer their classmates positive feedback after presentations: once after the mini inquiry student interviews, once after the I was Raised by . . . poems, and once after the Harrison Bergeron Mini Projects. Students will be required to give at least two positive comments during the entire presentation process. I will be recording the number of times each student offers a positive comment. Students will be participating as an active audience by taking notes during the presentations so that they are accurate with their positive feedback. This assessment addresses the objectives set towards listening to peers and giving feedback. Students will be assessed on their abilities to work well in pairs or groups. I will be observing and recording their progress. See Checklist L Memoir (Obj. 2) Students will write a memoir that describes a time when they conformed or felt like they needed to conform to a particular group. They will evaluate whether or not it was a positive experience. Students will go through the entire writing process for this assignment (brainstorming/prewriting, rough draft,

Bailey 6 peer/teacher editing and conferences, and final draft). Each portion of the writing process will contribute to their final grade for this assignment. This assessment addresses the objective set towards learning the meaning of conformity and how it applies to students lives. Students will be assessed on their ability to create a so what? moment with their memoirs related to a time when they felt they had to conform. See Rubric M See Tool N

Part 4: Unit Grade Formula 30% Informal 5 pts. Classwork 5 pts. Discussion 5 pts. Exit Slips 70% Formal 20 pts. Mini Inquiry Student Interviews 20 pts. I was Raised by . . . Poem 20 pts. (Possible 23 pts. with Extra Credit) Harrison Bergeron Mini Project 10 pts. Peer Feedback 30 pts. Memoir

Bailey 7 Part 5: Appendix of Assessment Tools and Rubrics Rubric A Classwork Student Name: Complete (1 pt.) Student Inventories Anticipation Guide Brainstorming Focus Questions Double-Entry Journals (HW) Total Points:___/5 Tool B Incomplete (0 pt.)

Student Inventory
Name:______________________________________

1. What are you good at in Language Arts class?

2. What is difficult for you in Language Arts class?

3. What types of writing do you enjoy? (Check all that apply) ___ Poetry ___ Short Stories ___ Journaling ___Texting ___Blogging

___Facebook/Twitter Posting

___ Other: ______________________________

4. What types of reading do you enjoy? (Check all that apply) ___ Plays ___ Poetry ___ Science Fiction ___ Romance ___ Fantasy Fiction ___ Historical Fiction ___ Newspaper

___ Non-fiction

___ Magazines

___ Graphic Novels ___ Blogs __Other:______________________________ 5. What was the name of the last book that you really enjoyed reading?

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6. Likes: School Subject: TV Shows/ Movies:

Music:

Books:

6. On a scale of 1-5, how much do you enjoy reading? Circle below. (Not a fan!) 1 2 3 4 5 (Love it!)

7. How do you feel about group work? Write a number in the blanks. I dont work well 1 ___Working by yourself Doesnt matter 2 I work well 3 ___Working in groups

___Working with a partner

So 8. What are your pet peeves (things that really annoy you)?

9. If I were a fictional character (from a movie, a book, tv, etc.), I would be _______________________because______________________________________________ ____________________________________________________________________________ __________________________________________________________.

10. What do you like to do outside of school?

Bailey 9 Tool C Anticipation Guide 1 Strongly Disagree 2 3 4 5 6 7 8 9 10

Somewhat Disagree Somewhat Agree

Strongly Agree

Circle the number that indicates how you feel about each statement below: Before Reading 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 The world would be a better place if everyone were equal. Equality means that everyone is the same. I wish that everyone had the same intelligence. I think that the world tries to make everyone the same. Sometimes I wish people thought more like me. I feel I am treated unfairly because I am not as strong, smart, handsome/beautiful or tall as others. I believe people have a better chance of being successful if they are smart, strong, handsome/beautiful, or tall. After Reading 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

Bailey 10 Tool D Dual-Entry Journal

Quotes or passages that interest, disturb, or puzzle me

Why these quotes or passages interest, disturb, or puzzle me

Silent Discussion Notes

Bailey 11 Rubric E Discussions Student Name: 1 pt.: You participate more than once in discussion with comments or questions related to the discussion topic. Fun Fact Activity Home Court Advantage I was Raised by . . . Whole-Class Brainstorm Scenario Stations Double-Entry Journal Discussion Total Points: ____/5 Tool F Scenario Stations Scenario #1: Intelligence. The United States Government develops a new drug that would make everyone in America have the same average level of intelligence. This drug will eliminate the need for standardized testing like SOLs, ACTs, or SATs. There would be no more gifted and talented or Special Education. However, people of higher intelligencelike surgeons, rocket scientists, and composers would lose the ability to do their jobs due to a lowering of their intelligences. You as a voter get to decide whether or not everyone takes this drug. What will you decide? Explain your answer. Scenario #2: Beauty. Studies have shown that those who are not considered beautiful by societys standards suffer from depression and are more likely to commit suicide. It has also been shown that beautiful people have a better chance of scoring high-paying jobs, getting married, and being more successful overall. To provide everyone with happiness and with an equal opportunity to succeed, the U.S. government wants to pass a law that everyone must wear a mask so that physical beauty or ugliness cannot be revealed. As a voter, it is in your power to vote against this law. What will you decide? Explain your answer. Scenario #3: Wearing School Uniforms. The principal of your school has been noticing that the students are not following the dress code and has mandated that everyone wear the same school uniform. He believes that clothing is causing cliques to form and some students are being excluded and bullied. Anyone who wears anything other than the uniform gets suspended from school. Your best friend decides to fight this rule by wearing whatever she wants to school. She asks you to do it with her, but you do not want to get suspended. What will you do? Explain your answer. 0.5 pts.: You only participate once in discussion. 0 pts.: You never participate in discussion.

Bailey 12 Scenario #4: Mind-Control Powers. You have discovered that you have the power to control peoples thoughts. You can make them think, or not think, anything that you want them to. You could make everyone think that you are the most popular student at school. You could make your teachers think you got an A on every paper. You could make everyone think the same way you do. Would you use this power? What are some advantages and disadvantages to being able to control everyones mind? Rubric G Exit Slips Student Name: 1 pt.: You clearly and thoughtfully answer the question(s). 0.5 pts.: You make a good attempt to answer the question(s), but exit slip does not fully answer the question(s) 0 pts.: You do not answer the exit slip question (s).

Exit Slip 1 Exit Slip 2 Exit Slip 3 Exit Slip 4 Exit Slip 5 Total Points:____/5 Tool H Exit Slip Questions Exit Slip 1: Write down one thing that is necessary for the formation of a community. What does it take for a good community to form? Exit Slip 2: Write one sentence explaining how you plan to present your interview. Exit Slip 3: Why is what we were raised by so important? What is it about the people or things that raised us that are so valuable? Exit Slip 4: Reflect on the things you learned from each others poems. What kinds of things did you learn? Why do you think these things are important? How do they help us get to know one another? Did you enjoy this activity? Why or why not? Exit Slip 5: Write one thing you liked and one thing you disliked about these mini-projects. Its okay if you cant think of anything for either like or dislike.

Bailey 13 Rubric I Mini Inquiry Interview Project Student Name: 5 points Interviewer asks questions and gets information that expresses who their partner is. Information is unique. 3 Points Interviewer asks questions and gets information that tells a little about who their partner is. Information is general and not very unique. 1 point Interviewers questions do not get good information from the interviewee. The class doesnt really know who the interviewee is by the end of the presentation. Interviewer does not ask follow-up questions. Interviewer simply reads information to the class. There is no creativity.

Quality (how good)

Quantity (how much)

Creativity

Presentation

Interviewer asks at least 5 follow-up questions and writes thorough answers. Project includes one of the choices provided or one approved by Ms. Bailey, and graphic elements and pictures and/or clever writing style (word choice, sentence variety, etc.). Interviewer presents information for at least 3 minutes, presents only accurate information, speaks loudly and clearly, and doesnt fidget.

Interviewer asks up to 3 follow-up questions, but information is not thorough. Project does not use an approved presentation style, and there are minimal graphics and/or clever writing.

Interviewer presents for less than 3 minutes, presents some accurate information, could use some improvement with voice volume, and fidgets a little.

Interviewer presents for less than one minute, presents inaccurate information, speaks too quietly or mumbles, and fidgets the entire time.

Total Points: _____/20

Bailey 14 Rubric J I was Raised by . . . Poems Student Name: Yes (5 points) You have a So What? moment in your poem (the poem conveys something about who you are). Your poem shares something new about you and your background (something not included in your interview). Your poem uses Raised by Women as a mentor text (your poem is modeled after Ellis poem). You present your poem with a clear voice and without fidgeting or rushing. Total Points: ____/20 No (0 points)

Rubric K Harrison Bergeron Mini Projects Student Name: 5 points Project thoroughly addresses one of the listed prompts. Project is very accurate to the story Harrison Bergeron. Project includes graphic elements and pictures and/or clever writing style (word choice, sentence variety, etc.). Project is presented with a loud voice and without fidgeting. 3 points Project addresses one of the listed prompts. One or two parts of the project are inaccurate to the story Harrison Bergeron. There are minimal graphics and/or clever writing in this project. 1 point Project sort of or does not address one of the listed prompts. Three or more parts of the project are inaccurate to the story Harrison Bergeron. Project lacks creativity.

Follows Prompt

Accuracy

Creativity

Presentation

Project is presented with an acceptable voice and minimal fidgeting.

Project is presented with a soft voice and with much fidgeting.

Total Points: ___/20

Bailey 15 Checklist L (used for both the interview and poetry presentation feedback) Peer Feedback Checklist (10 Points) Student Name 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Tally of Feedback Offered (Minimum of 2)

Bailey 16 Rubric M Memoir Rubric Student Name: Yes (2 points) Brainstorming Rough Draft Peer Review Checklist Conference Final Draft Content 5 points You stayed true to the topic throughout the whole paper. Your paper contains all of the memoir criteria set in class. Your papers writing style uses a uses your own voice and flows well from paragraph to paragraph. Your paper contains at least 3 paragraphs. Your paper does not contain any punctuation, capital letters, grammar, or spelling errors. 3 points You veered from the topic somewhat in your paper. Your paper contains some of the memoir criteria set in class. Your papers writing style somewhat uses your own voice and flows at some parts. Your paper contains 2 paragraphs. Your paper contains 5 or fewer errors. 1 point You did not stay on topic in your paper. Your paper contains none of the memoir criteria set in class. Your paper does not use your own voice or flow at all. Your paper contains 1 paragraph. No (0 points)

Memoir Criteria

Style and Structure

Punctuation, Capital Letters, Grammar, Spelling

Your paper contains more than 5 errors.

Total Points: ___/30

Bailey 17 Tool N Peer Review Checklist Your Name: Authors Name: Yes 1. Punctuation I read the authors piece aloud to see where to stop or pause for periods, question marks, exclamation marks, and commas. Quotation marks are included where needed. I checked for capitals at the beginning of sentences. Proper nouns begin with capital letters. Sentences are complete thoughts and contain a noun and a verb. There are no run-on sentences. Everything is spelled correctly. The author follows the prompt and stays on topic throughout the whole paper. Author uses a clever writing style throughout his/her paper. It is fun to read. I have completed a Question Flood with the authors paper. Paper contains a so what? moment. No

2. 3.

Capital Letters Grammar

4. 5. 6. 7. 8. 9.

Spelling Content Style Question Flood So What? Moment Suggestions for your partner: