Amanda Avina

Refined from Understanding by Design

Assessment Plan Blueprint

What understandings or goals will be assessed through this lesson?
CCSS.ELA-Literacy.RL 9-10.6 Acquire and use accurately general
academic and domain-specific words and phrases, sufficient for reading,
Students will be able to draw conclusions from
writing, speaking, and listening at the college and career readiness level; a text that contribute to characterization
demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression elements.
CCSS.ELA-Literacy.W.9-10.10. Write routinely over extended time
frames (time for research, reflection, and revision) and shorter time frames
(a single sitting or a day or two) for a range of tasks, purposes, and Students will be able to write an indirect
audiences.
CCSS.ELA-Literacy.SL.9-10.1. Initiate and participate effectively in a characterization analysis using the S.T.E.A.L.
range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9–10 topics, texts, and issues, building on graphic organizer.
others’ ideas and expressing their own clearly and persuasively.

What criteria are implied in the standards and understandings regardless of the task specifics?
What qualities must student work demonstrate to signify the standards were met?

Read a short story and detect characteristics/traits of a Develop a written, group character analysis answering
character that may be hidden (make inferences) or fully the S.T.E.A.L. categories (Speech, Thoughts, Effects on
displayed within the text. Think about how and why the Others, Actions, Looks) and providing evidence from
character harbors these characteristics/traits. the text in MLA format.

Through what authentic performance task will students demonstrate understanding?

Task Overview: After completing the guided notes where you practiced making inferences and detected
direct/indirect characterization elements in passages, we will now work in groups to develop a character analysis.
Using the Self-Questioning Visual Organizer displayed earlier in the lecture, conduct an indirect characterization
analysis of Louise Mallard from Kate Chopin’s “The Story of an Hour.” Each student per group will have a role:
reader, scribe, focus question master, annotator/messenger, and speech maker. For this task, you will read the
short story, annotate, and fill out the S.T.E.A.L. graphic organizer with your chosen quotes (cited in MLA) and
provide an in-depth analysis of the quote for each category (Speech, Thoughts, Effects on Others, Actions, Looks).
At the end of the activity, speech makers will share with the class their analysis of Louise Mallard. Remember, not
every group’s interpretation will be the same. Focus on your own inferences and extended thinking as a group.

What student products and performances will provide evidence of desired understandings?

Written responses in guided notes (collected to Written responses in S.T.E.A.L. graphic organizer.
be stamped for participation but also used to Oral responses from speech makers (sharing their findings,
assess for understanding of conceptual how their group collaborated, and their procedural process in
knowledge). how they approached analyzing a character).

By what criteria will student products and performances be evaluated?

In guided notes, students must have notes fully
filled out (fill in the blanks/focus questions
copied). For written responses, student must
demonstrate higher-order thinking and go
beyond summary of the text. They must make
connections to specific indirect characterization
elements in their responses.
In the graphic organizer, the chart must be fully filled
out. Chosen quotes must be cited in MLA format, and
the analysis must show connections to the learned
material per each category of indirect characterization.
Inferences are strong and clear. The story must show
annotations of student thinking.
Oral responses must showcase mastery of analytical
thinking and effective collaboration.