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Assessments

Lesson 1, Day 1
Exit Ticket Directions

Assessments
Lesson 1, Day 1
Exit Ticket Answer Key

Brainstorm/Prewrite
Draft
Peer Editing
Edit
Revise
Publish
One thing I learned today

Organize Ideas/What Do I Want to say


First written copy of essay
When a classmate checks my essay
Making corrections and modifying
Adding & Taking away from the essay
Finished copy
(Students choice)

Assessments
Lesson 2, Day 2
Lesson 3, Day 3
Post it Challenge

Assessments
Lesson 2, Day 2
Observation Check List

Observation Checklist
Group: __________________________________________
(Indicate which text is being discussed)
______Why We Should Not Have School Uniforms
______Why We Should Have School Uniforms
(Mark what you observe in each group)

o Uses accountable talk (SL.4.1B)


o On task conversation (SL.4.1C)
o Speaks in complete sentences (L.4.1)
o Uses 4 grade vocabulary (L.4.1)
o Uses reasons to justify his or her thoughts
o Builds on others ideas ( SL.4.1/4.1D)
o Expresses own opinion (SL.4.1)
o Uses schema to express views (SL.4.1A)
o Asks & Understands questions to help better understand
th

(SL.4.1C)

Comments:

Assessments
Lesson 2, Day 2
1st Draft/Published Class Essay

PROMPT: Which letter do you think is more likely to


change the minds of readers? Support your opinion with
evidence from the text.
1st Draft
We are against school uniforms. We feel that school uniforms do not
allow each of us as individuals to express ourselfves and we feel that we
are being bossed around by the school board.
The school teachers and administration are always encouraging us to
express ourselves. The best way we know how to express ourselves is
through our clothing. Keisha Hamilton makes a very good point in her
letter, Why We Should Not Have School Uniforms, by informing the
reader that our clothing is one way that we express ourselves.
We as individuals students do not wish to feel ordered around and told
what we have to wear. This is not a dictatorship. We want to have
freedom for our clothes. Keisha Hamilton makes a good point by
expressing that the only students that wear school uniforms them
because they are required to.
There are many students who are for wearing school uniforms that
make weak excuses. For example, Nathan Ford shares in his letter Why
We Should Have School Uniforms that He and his brother are in charge
of the laundry and complain that with no school uniforms there will be
more work. In our opinion, chores should not be a deciding factor in
making the decision to wear school uniforms.
In conclusion, we are all in agreement that we should not wear school
uniforms. We should have the right to express ourselves at a place
where we spend most of our time. We should not be ordered around
and be limited to express our best versions of ourself.

Assessments

Published Draft
If you are totally against school uniforms please do read this article.
Green, navy blue, white and black do not look fabulous on everyone. We
agree. We are against school uniforms. We feel that school uniforms do
not allow each of us as individuals to express ourselves, and we feel that
we are being bossed around by the school board.
First of all, the schoolteachers and administration are always
encouraging us to express ourselves. The best way we know how to
express ourselves is through our clothing. Keisha Hamilton makes a
very good point in her letter, Why We Should Not Have School
Uniforms, by informing the reader that our clothing is one way that we
express ourselves.
In addition, we as individual students do not wish to feel ordered
around and told what we have to wear. This is not a dictatorship. We
want to have freedom for our clothes. Keisha Hamilton makes a good
point by expressing that the only students that wear school uniforms
wear them because they are required.
Also, there are many students who are for wearing school uniforms that
make weak excuses. For example, Nathan Ford shares in his letter Why
We Should Have School Uniforms that he and his brother are in charge
of the laundry and complain that with no school uniforms there will be
more work. In our opinion, chores should not be a deciding factor in
making the decision to wear school uniforms.
In conclusion, we are all in agreement that we should not wear school
uniforms. We should have the right to express ourselves at a place
where we spend most of our time. We should not be ordered around
and be limited to express our best versions of ourselves.

Assessments

Lesson 3, Day 3
Observation Checklist

Observation Checklist
Group: __________________________________________
(Indicate which text is being discussed)
______Book Vs. Movie
______Book Vs. Movie Adaptations: The Never-Ending Debate
(Mark what you observe in each group)

o Uses accountable talk (SL.4.1B)


o On task conversation (SL.4.1C)
o Speaks in complete sentences (L.4.1)
o Uses 4 grade vocabulary (L.4.1)
o Uses reasons to justify his or her thoughts
o Builds on others ideas ( SL.4.1/4.1D)
o Expresses own opinion (SL.4.1)
o Uses schema to express views (SL.4.1A)
o Asks & Understands questions to help better understand
th

(SL.4.1C)

Comments:

Assessments
Lesson 3, Day 3
Synthesizing Chart

Assessments
Lesson 4, Day 4
Essay Prompt/Rubric
NAME:_________________

GRADE:_______

Essay Prompt:
Which do you believe to be true: Books are better than movies or movies are
better than books? Be sure to state your opinion and explain why you have this
viewpoint. Support your opinion with reasons and information from the text and
from your own personal experience.
RUBRIC
Main Idea/
Opinion
Support/Details

Links between
two texts

1 Point
Student fails
to clearly state
opinion
Students fails
to provide
reasons
supported by
facts and
details
Student fails
to make
connections to
informational
text.

Concluding
statement

Does not
provide a
concluding
statement
related to the
opinion

Use gradeappropriate
conventions and
grammar

Contains
many errors in
conventions
and grammar,
impeding the
ability to
understand
the written
work.

Comments:

2 Point
Student has
unrelated
opinion .
Student
provides one
reason
supported by
fact and
detail.
Student
makes
reference to
only one
informational
text.
Student
provides
concluding
statement to
unrelated
opinion.
Contai
ns several
errors in
gradeappropriate
conventions
and
grammar.

3 Point
Student has
vague opinion.
Student
provides two
reasons
supported by
facts and
details.
Student makes
vague link to
both
informational
texts.
Student
provides
concluding
statement
related to the
opinion
presented.
Contains few
errors in grade
appropriate
conventions
(capitalization
and punctuation)
and grammar
(complete
sentences with
varied sentence
structures.

4 Point
Student has
clearly stated
opinion.
Student provides
three or more
reasons
supported by
facts and details.
Student makes
clear links to
both
informational
texts.
Student provides
a strong
concluding
statement
related to the
opinion
presented.
Contains no
errors in gradeappropriate
conventions
(capitalization
and punctuation)
and grammar
(complete
sentences with
varied sentence
structures.

Assessments
Lesson 4, Day 4
Peer Review Checklist

Checklist
The writer
introduced the topic.
The writer stated a
strong opinion,
position, or point of
view.
The writer used well
organized reasons
from both passages
to support his or her
opinion
The writer used his
or her reasons with
facts and details.
The writer used
linking words and
phrases to connect
their opinion and
reasons, such as for
instance, in order to,
and in addition.
The writer ended
with a conclusion
that sums up and
supports their
opinion.
The writer started
all the sentences
with capital letters,
and capitalized I.
The writer used
correct punctuation
marks at the end and
middle of the
sentence.

Peer Review Checklist


Yes
No

Comments

Name:
Peer Reviewed by:
Date: