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o Show-and-Tell - During the introductory week, students
brought in an item from home to introduce who they are to
the class. This assessment helped me gauge students
comfort levels with presenting, sharing information about
themselves, and the kind of vocabulary they currently
possess for talking about this kind of topic. (CCS 7.1)
o Quick-writes Many lessons begin with a short writing
prompt that students answer in their writing journals. This
assessment is a tool for me to engage students
background information and to evaluate their readiness
level for the topic. (9, CCS 7.10)
o Video Viewing Guide This guide from Lesson 3 will help
me see how much students already know about
interviewing skills and active listening by what they notice
in the conversation on the video. (CCS 7.1)
o Double Entry Journals students always start the day reading silently for
15 minutes and then completing a double entry journal for 5 minutes.
These double entry journals ensure that students are mentally engaging
with the books they are reading, and they will be collected periodically
throughout the quarter. I will give written feedback to them, and use it to
inform my instruction for reading comprehension. (CCS 7.10
o Our Traditions Brainstorming Activity - Students will brainstorm
the different kinds of traditions they have with their base
groups. This will allow me to check to see if theyre making
the connection between the reading and the unit concepts.
(3a, 6a, 7, SOL 7.1, CCS 7.1)
o Reflective Writing Prompts & Exit Tickets Students will
take time to use writing as a reflective tool throughout the
lessons. As they write, I can quickly see if students are
grasping the concepts and where they may still need help.
I can also look at their journals after class to see what
misconceptions they have or what concepts I need to
revisit. (3a, 9, SOL 7.5, CCS 7.10)
o WeThinkstatementThisispartoftheTeaPartyactivityinLesson2.
o NowCommentReadingGuideStudentswillcompleteareadingguideby
Paired Interviews - Students will interview each other in
pairs in Lesson 3. This assessment is a tool that I can use
to see student readiness levels for interviewing one
another (which theyll need to do for the summative
assessment), and what interviewing skills they still need to
work on. (3a, 5a, 8a, 9a, SOL 7.1, CCS 7.1, CCS 7.10)
Comic Strip Story Activity - Students will create a story
from a comic strip for Lesson 4. In this story, they will take
what the characters say in the speech bubbles and use
quotes instead. This will serve as a diagnostic for Lesson 5,
which will be on quotation marks - I will look at this
assessment to see what instruction I need to focus on for
the grammar lesson. (SOL 7.5, SOL 7.7, SOL 7.8.g, CCS
My Mini Memoir - Students will write their own short
memoirs about a formative experience in their lives in
Lesson 4. This will be a tool for them to practice writing in
this format, and I can also use it to inform my instruction
for the writing workshops that we will engage in when
working on the summative assessment (2, 3, 6, 7, SOL 7.7,
CCS 7.2, CCS 7.10)

o Walk a Mile Project Students role-play that they are ghostwriters for a
fellow classmates memoir. They will write and present these memoirs to
one another on the last day of the unit. (1-10, SOL 7.1, SOL 7.7, SOL 7.8,
CCS 7.1, CCS 7.2, CCS 7.2.B, CCS 7.10)


Writing Journals (graded twice each quarter, randomly selected

entries) 50 points per submission
o 25 points Double entry journals
o 25 points quick writes/exit slips/reflective writing
Participation varies by unit
o Classwork (formative assessments completion grade) 5-
10 points
Walk a Mile Project 100 points