Yesenia Perez – High School (9-12) ESOL/ELA Teacher

Target-Method-Match + Written response Blueprint

Unit Outcome # High Achievement Unit Outcome

Students create and defend a claim and counter claim based on their opinion and support that claim with
Engl 9.4 valid evidence in written form.

Learning Targets Target Type Summative Selected Response Assessment

Assessment Methods
(Include ALL Learning Targets for this unit) K = Knowledge, R = Reasoning,
S = Skill, P = Product
Blueprint

Sample
Test Sizes
SR WR PA PC Question
Target # Learning Targets K R S P Selected Written
Performance,
Product,
Personal Numbers Number Number of
Response Response Comm.
Project
of test Points
Items

Engl 9.4.1 Students identify and analyze the main ideas

and themes of The Tragedy of Romeo & X X SR WR 1, 7 2 6
Juliet.

Engl 9.4.2 Students interpret how the author nuances a

X X SR PC
claim of a text.

Students evaluate the relevance, accuracy, and

logic of the events in a text and identify X X SR WR 3, 4, 6 3 9
Engl 9.4.3 evidence that supports it.

Engl 9.4.4 Students elaborate a contrasting claim and X X WR 8 1 6

counter claim.

Engl 9.4.5 Students support their claim and counter claim X X X WR PC 2, 5 2 6

with relevant evidence from the text.
 Engl 9.4.6 Students prove a claim and counter claim with
X X PA
valid reasoning.

Total Points for Written Response Assessment 27

Teachers who utilize standards-based grading should display the unit’s total points just as if they were not using the standards-based grading
system. Then in a separate chart below, indicate the number of points that correspond to each mastery level.
Name____________________________________ _______ /27 Points

Unit 4 Assessment
Unit Outcome
Engl 9.4 Students create and defend a claim and counter claim based on their opinion and support that claim with valid
evidence in written form.
Learning Targets
Engl 9.4.1 Students identify and analyze the main ideas and themes of The Tragedy of Romeo & Juliet. (Questions:1,7)
Engl 9.4.3 Students evaluate the relevance, accuracy, and logic of the events in a text and identify evidence that supports it.
(Questions: 3,4,6)
Engl 9.4.4 Students elaborate a contrasting claim and counter claim. (Question: 8)
Engl 9.4.5 Students support their claim and counter claim with relevant evidence from the text. (Questions:2,5)

Short Answer
Directions: Read each question carefully. Answer the question with the correct information. (3 pts. each)
1. What are the three main ideas concepts in The Tragedy of Romeo and Juliet? (Engl 9.4.1)
____________________________________________________________________________________________________
2. What are three text examples that support the main ideas of The Tragedy of Romeo and Juliet? Use evidence from the
text, include the specific act, scene, and lines. (Engl 9.4.5)
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
3. What three events lead Juliet to her death? (Engl 9.4.3)
____________________________________________________________________________________________________
____________________________________________________________________________________________________

4. What three events lead Romeo to his death? (Engl 9.4.3)

____________________________________________________________________________________________________
____________________________________________________________________________________________________

Extended Response
Directions: Read each question carefully. Answer using complete sentences, make sure to check your spelling,
punctuation, and grammar. (3 pts. each)
5. Based on your knowledge of fate, destiny, and free will, answer: Do we determine our own destiny? Explain. Use two
pieces of evidence from the text of Romeo and Juliet to support your claim. (Engl 9.4.5)
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
6. Describe Romeo and Juliet’s belief about fate and destiny in a sentence. Support your answer with two pieces of
evidence from the text, use a line Romeo said and a Line Juliet said. (Engl 9.4.3)
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
7. Romeo and Juliet are referred to as "star-crossed lovers". Discuss how the concept of predetermined destiny relates to
the play. Use two pieces of text evidence to support your answer. Include the specific act, scene, and lines. (Engl 9.4.1)
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________

Interpretative Items
Directions: Read the question carefully. Answer the prompt in complete sentences. Check your spelling, punctuation, and
grammar. (6 pts.)
8. After learning and analyzing how rules sustain or corrupt a society and groups within like a family, What is one rule or
procedure that should be different in the school or district? Answer Writing a claim and an opposing counter claim
Remember: Claims are stated as facts and not opinions. Because claims are arguable, it needs a contrasting counter claim.
(Engl 9.4.4)
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
 Scoring Rubrics:
Short Answer Items 3 pts. 2 pts. 1 pt. 0 pts.
Answer has all three Answer is missing one Answer is missing two No answer was
correct items item, or one item is items, or two items are written, or all items are
included. incorrect. Two correct incorrect. Only one incorrect.
items were provided. correct item was
provided.

Extended Answer Items 3 pts. 2 pts. 1 pt. 0 pts.

Answer includes a Answer includes a Answer includes a No answer was written.
complete sentence complete sentence using complete sentence using
using correct grammar. correct grammar. correct grammar.
Two pieces of evidence only one piece of No evidence was
were included, support evidence was included or included.
the answer, and show only one supports the
reasoning. answer and show
reasoning.

Interpretative Items 3 pts. 2-1 pts. 0 pts.

Claim Claim is clear, Claim is not clear or No claim was written.
complete, organized incomplete. Claim is
and stated as a fact stated as an opinion
and not an as opinion and not as a fact.
Counter Claim Counter claim is clear Counter claim is not No counter claim was
and opposes the clear or does not written.
claim. oppose the claim
Counter claim is Counter claim is stated
stated as a fact and as an opinion and not
not as an opinion. as a fact.
 Validity Checklist
_____ Assessment Construction: Did you follow the specific guidelines for creating questions for each assessment type, such as selected
response, written response, performance, or personal communication?

_____ Coverage and Alignment: Did you compare—question by question—the test items to the outcome and components? You should be
able to show precisely where each question matches an outcome or component/learning target. Likewise, there should be no
components/learning targets untested.

_____ Variety and Bias: Examine the assessment items, as a whole, to ensure they support a variety of learning styles or multiple intelligences.
Did you avoid using language that might be offensive to students based on their gender, ethnicity, socioeconomic status, religion, or
other group-defining characteristics? Also, did you avoid using a context that might be unfamiliar to some of the students being
assessed?

_____ Vocabulary: Check your vocabulary and grammar. For example, a third grade test should not have any words above a third grade
reading level unless they are specialized words in the content of the outcome, such as photosynthesis in a science outcome. Likewise, at
all levels, keep grammar as simple as possible. Unless you are testing grammar or higher-level reading comprehension, don’t use
complex, compound sentences, or items set off in parentheses. To do so is to cause a reading comprehension issue. Students may know
the subject content very well, but they get bogged down in the way the questions or instructions are worded.

_____ Format: Be sure to consider the format of your assessment. Font size should be age-appropriate. Any graphics should be clear enough
and large enough for good viewing, and easily located from the related test questions. Be sure to leave ample space for students to
write answers if it is a paper test.

_____ Scoring and Criteria: Be sure each item can be scored reliably and efficiently using criteria and a key by a variety of testers. Did you
attach the key and/or rubric? Have levels of performance been established? A description should exist of what student performance
looks like at each level, including establishing rubrics or cut scores that differentiate among the levels (Beginning, Progressing, Proficient,
Advanced, for example).

You do not have to do “Administrative Guidelines” for this assignment, but should address this for tests that involves other teachers
administering the same assessment.

_____ Administrative Guidelines: Is there a standard set of directions for all teachers administering the assessment? Does it include
information such as how long the assessment should take, in what time frame it should be administered, what directions the teacher
should give, and how much and what kinds of assistance the teacher should offer students who struggle or ask questions?