Unit Assessment Plan

Ms. Maas
March 5,2015

Subject
Area
Grade
Level
Topic
Length of
Unit (days)

Language Arts
6

Pink = connected
assignments

Newspaper writing
14 days

Stage 1 Desired Results

Established Goals:
General Outcome #2: Students will listen, speak, read, write, view and represent to
comprehend and respond personally and critically to oral, print and other media
texts.
General Outcome #3: Students will listen, speak, read, write, view and represent to
manage ideas and information.
General Outcome #4: Students will listen, speak, read, write, view and represent to
enhance the clarity and artistry of communication.
Understandings:
Students will understand that
1. News reporter use various elements and
techniques to guide the writing of their
articles.

Essential Questions:
1. How can I enhance the artistry of my
writing to engage the reader?
2. What elements do reporters use to
hook the reader?

2. The important information, the 5 Ws and

How are provided at the beginning of
3. What do I need to create a
the article.
compelling news article?
Students will know
2.3 Understand forms, elements and
techniques
2.3.2 Understand techniques and
elements
3.3 Organize, record and evaluate
3.3.2 Record information
Students will know and be able to

Students will be able to do

2.4 Create original text
2.4.3 Structure Texts
3.1 Plan and focus
3.1.1 Focus Attention
3.3 Organize, record and evaluate
3.3.1 Organize information

Unit Assessment Plan

Ms. Maas
March 5,2015

Subject
Area
Grade
Level
Topic
Length of
Unit (days)

3.2 Select and process:

3.2.2 Access information
3.3 Organize, record and evaluate
3.3.3 Evaluate information
3.4 Share and review:
3.4.1. Share ideas and information

Language Arts
6

Pink = connected
assignments

Newspaper writing
14 days

4.1 Enhance and improve:

4.1.1 Appraise own and others work
4.1.2 Revise and edit
4.1.4 Expand knowledge of language
4.1.5 Enhance artistry

Unit Assessment Plan

Ms. Maas
March 5,2015

Subject
Area
Grade
Level
Topic
Length of
Unit (days)

Language Arts
6
Newspaper writing
14 days

Assessments
Learning
Outcomes

Title
Type
(Formative/Sum
mative)

Weighting

2.3.2 Understand
Techniques & Elements

Newspap
er
Scaveng
er Hunt

Fact vs.
Opinion
Workshe
et

Formative

Formativ
e

Formativ
e

N/A

N/A

N/A

N/A

/10

N/A

N/A

3.2.2 Access
Information
3.3.1 Organize
Information
3.3.2 Record
Information
3.3.3 Evaluate
Information
3.4.1. Share Ideas &
Information
4.1.1 Appraise Own &
Others Work
4.1.2 Revise & Edit

Postassessm
ent

Formati
ve

Formativ
e

/10

N/A

N/A

X
X

X
X

Final
article
revised

Formative & Summative

Create
an
article draft

Exit
slips

2.4.3 Structure Texts

3.1.1 Focus Attention

Fairy tale
informati
on

Inverte
d
Pyrami
d

Self/pe
er
editing
checkli
st

Preassessme
nt

Unit Assessment Plan

Ms. Maas
March 5,2015

Subject
Area
Grade
Level
Topic
Length of
Unit (days)

Language Arts
6

Pink = connected
assignments

Newspaper writing
14 days

4.1.4 Expand
Knowledge Of Language

4.1.5 Enhance Artistry

Unit Assessment Plan

Ms. Maas
March 5,2015

Subject
Area
Grade
Level
Topic
Length of
Unit (days)

Language Arts
6

Pink = connected
assignments

Newspaper writing
14 days

Assessment Tool Overview

Assessment
Tool

Brief Description

The pre-assessment for this unit will

include a survey/ questionnaire and
KWL chart. The purpose of this preassessment is to gain information from
Pre-assessment
my students as to what they are
familiar with in their lives so I can
make the lessons more relevant for
them.
Students will be put into pairs and
they will have a newspaper where
they will need to locate the various
Newspaper
aspects/sections which will be
Scavenger
provided on a handout. They will circle
Hunt
or underline the aspect in the
newspaper, and then students will be
involved in a class discussion
regarding what they found.
After discussing facts and opinions, I
will read two stories from different
perspectives to illustrate that opinion
Fact vs. Opinion
can change the story completely. After
Worksheet
students will complete a worksheet
where they identify different
statements as either facts or opinions.
Students will be provided with a miniflip book. From the story the students
will need to identify the important
Fairy tale
information in the story and use a
Labeling
graphic organizer to lay their
information out chronologically
according to the fairy tale they are
using.
From the information they have
collected in the graphic organizer
Inverted
students will now need to complete an
Pyramid
inverted pyramid. Placing information
into the appropriate section of the
pyramid.

Assessme
nt FOR
Learning

Assessme
nt AS
Learning

Assessme
nt OF
Learning

Unit Assessment Plan

Ms. Maas
March 5,2015

Fairytale News
Article

Self/peer
editing

Exit Slip

Post
Assessment

Subject
Area
Grade
Level
Topic
Length of
Unit (days)

Language Arts
6

Pink = connected
assignments

Newspaper writing
14 days

Using the information in the inverted

pyramid students will begin to draft
their fairy tale news article. After a
self/peer editing is completed
students will then revise their work
and complete a final copy of their
Fairytale news article. Which will
include proper newspaper formatting.
Students will use a checklist guide to
complete the editing on their news
article. Students will also write down
two stars (things that they really
enjoyed from the news article) and
one wish (for changing or adding). The
writer of the article after reviewing all
of the editing information will then
write one to two goals to guide their
future writings.
I will ask a couple of questions after
each lesson based on previous content
in order to properly inform my future
lessons.
For the post assessment I will have
students complete the pre-assessment
survey again including the KWL chart. I
will also have the students complete a
letter to the Teacher, which includes
writing prompts. I will utilize the
information in order to guide my next
unit. Also on the letter to the teacher
is an area for the student to reflect on
their own learning, and state if
something could have made their
learning better, or a goal they have for
the next ELA unit.