Akers-Pecht 1

Dottie Akers-Pecht
EDIS 5401
List of Unit Assessments
Pre-assessments
Lesson 1:
Students will reveal their prior knowledge about the concept of identity by:
o Completing a journal entry do now activity [3a]
Students will reveal their prior knowledge about sources of identity by:
o Participating in a discussion using my word web as a model to categorize identity
sources [3a, CCSS.ELA-Literacy.RL.8.1]
Lesson 2:
Students will exhibit their prior knowledge on identity crisis by completing:
o
A personal journal entry [objectives 5b, 7b]
o
An anticipation guide [objective 5b]
Students will exhibit their prior knowledge of story elements such as characters, conflicts,
settings, outcomes, and unknown words by completing:
o
A probable passage activity [objective 3b]
Lesson 3:
Students will reveal their prior knowledge about character development by:
o
Completing a journal entry on their familiarity with character development
[objective 2]
Lesson 4:
Students will reveal their prior knowledge about societys impact on identity by:
o
Completing a journal entry on how others influence their identities [7]
Lesson 5:
Students will reveal their prior knowledge about tone and sources of identity crisis by:
o
Individually annotating two songs, focusing in particular on the emotions felt
and tone used by speakers undergoing identity crises [3c, Reading 8.5c]
Lesson 6:
Students will exhibit their prior knowledge of the concept of reflective writing by
o
Completing a journal entry and discussing their responses [objective 3d]
Lesson 7:
Students will reveal their prior knowledge about using dialogue in writing by:
o Completing a journal entry about why dialogue is important and writing their own
example of dialogue using punctuation marks. [objectives 2c and 2d]
Lesson 8:

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Students will reveal their prior knowledge about character development, identity crisis,
and other unit concepts by:
o Completing a do now activity where they pose questions to peers about the
effectiveness of these concepts in their own writing, to be reviewed and answered
during writing workshop [2e]

Lesson 9:
Students will reveal their prior knowledge about the concept of identity crisis and their
reflections on class texts by:
o
Completing a do now journal entry on whether identity crisis has to result
in a change, using their knowledge from class texts and their own experiences
[1b]

Formative assessments
Lesson 1:
Students will exhibit their understanding of the concepts of identity crisis and internal
and external conflicts by:
o Participating in a think, pair, share discussion comparing and contrasting their
own past conflicts to those of a film character [4a, 5a, 7a, SOL 8.5c, CCSS.ELALiteracy.RL.8.1]
o Completing a closing journal entry/brainstorm on ideas for their own narratives
about identity crisis using types of conflict [3a, 7a]
Lesson 2:
Students will reveal their understanding of story elements, including main idea, by
completing:
o
A reflective group discussion of the probable passage activity [objectives 3b
and 7c, SOL Reading 8.5h, and CCSS.ELA-Literacy.RL.8.2]
Students will reveal their understanding of literary text by completing:
o
An exit slip returning to and reflecting on their anticipation guides [objective
5b and CCSS.ELA-Literacy.RL.8.2]
Lesson 3:
Students will exhibit their understanding of character development by:
o
Completing a character development graphic organizer independently
[objectives 2a and 7d, SOL 8.5c]
o
Participating in paired and whole class discussions on character
development
[objectives 2a, 6a, and 7d, Reading 8.5c, and CCSS.ELA- Literacy.SL.8.1]
Lesson 4:
Students will exhibit their understanding of sources of identity crisis by:

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Locating, analyzing, and discussing sources of identity crisis in poetry [1a, 6c,
7d, Reading 8.5c, CCSS.ELA-Literacy.RL.8.2]
Students will exhibit their understanding of annotation and character development by:
o
Annotating a poem by focusing on characterization [2b, Reading 8.5c,
CCSS.ELA-Literacy.RL.8.2
o

Lesson 5:
Students will exhibit their understanding of tone and characterization by:
o
Creating a found poem in the tone of their chosen song that depicts the
characters struggle with identity crisis [3c, 6c, 8a, SOL 8.5c, CCSS.ELALiteracy.RL.8.2]
Lesson 6:
Students will reveal their understanding of how authors use reflections to create meaning
in writing by
o
Participating in a reading activity where they locate examples of reflective
writing and analyze them with peers [objectives 3d, 6d, 8c, CCSS.ELALiteracy.SL.8.1]
o
Brainstorming how they can show their own voice through writing [objectives 3d
and 8b, SOL Writing 8.7c]
Lesson 7:
Students will exhibit their understanding of using dialogue in writing by:
o Locating dialogue within a mentor text and articulating its impact on the literary
text both in writing and in discussion settings. [objectives 2c, 8d, Reading 8.5c,
and CCSS.ELA-Literacy.SL.8.1]
o Providing constructive criticism and analyzing a peers personal narrative for
its use of dialogue. [objectives 6e, 8e, and CCSS.ELA-Literacy.SL.8.1]
Lesson 8:
Students will exhibit their understanding of unit concepts by:
o Giving constructive criticism on the effectiveness of character development
techniques and the portrayal of identity crisis in peers writing [2e, CCSS.ELALiteracy.SL.8.1]
o Using these character development techniques and portraying an incident of
identity crisis in their own writing [2e, 9a, SOL Writing 8.7]
Students will exhibit their understanding of class norms for discussion by:
o
Respectfully sharing constructive criticism with peers and reflecting on this
process via a rating rubric [4b, 5c, CCSS.ELA-Literacy.SL.8.1]
Lesson 9:
Students will exhibit their ability to adhere to class norms for discussion by:
o
Actively and respectfully listening to one anothers personal narratives [4c]
Students will exhibit their understanding of the concept of identity crisis and will reflect
upon their knowledge gained throughout the unit by:

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o

Participating in a line-up survey reflecting upon their opinions about identity

crisis and using knowledge from class texts and personal experiences to support
these opinions [4c, CCSS.ELA-Literacy.SL.8.1]

Summative assessments
Lesson 1:
In a future lesson, students will show their understanding of the concept of identity crisis
and how it relates to their lives by:
o Creating a personal narrative retelling an experience with identity crisis [3a, 7]
Lesson 2:
In a future lesson, students will show their understanding of the concept of identity crisis
by completing:
o
A personal narrative about their own experience with identity crisis
[objectives 5b and 7b]
Lesson 3:
In a future lesson, students will show their understanding of the concept of identity crisis
by completing:
o
A personal narrative about their own experience with identity crisis
[objective 2a]
Lesson 4:
In a future lesson, students will show their understanding of annotation by:
o
Workshopping and annotating one anothers drafts of personal narratives by
focusing on character development [2b]
In a future lesson, students will show their understanding of sources of identity crisis by:
o
Retelling their own experiences with this concept in a personal narrative [7]
Lesson 5:
In a future lesson, students will show their understanding of tone and characterization by:
o
Creating a personal narrative that develops themselves as a literary character and
presents an experience with identity crisis in a chosen tone [3c, 8, SOL 8.5c]
Lesson 6:
In a future lesson, students will show their understanding of reflection in writing by
o
Creating their own personal narratives where they reflect upon an experience
[objective 3d, SOL Writing 8.7]
Lesson 7:
In a future lesson, students will show their understanding of the use of dialogue in writing
by:

Akers-Pecht 5
o Creating a final draft of a personal narrative that uses dialogue to express
character development. [objectives 2c and 2d]
Lesson 8:
In a future lesson, students will show their understanding of unit concepts and their
ability to apply these concepts in writing by:
o
Finalizing and submitting their personal narratives using character development
to portray an instance of identity crisis [2e, SOL Writing 8.7]
Lesson 9:
In this lesson, students will show their understanding of identity crisis and their ability to
reflect upon this concept by:
o
Writing and sharing a final draft of their personal narratives detailing an
experience with identity crisis and reflecting upon how it changed them [1b,
4c, 9b, SOL Writing 8.7h]

Unit Grade Calculation

Homework = 15%
Completion of topics and drafts working toward final personal narrative
Short readings and accompanying assignments
Participation = 25%
Following class norms for discussion
Speaking and actively listening during group and whole class discussions - See Appendix
A
Participating in class activities
In-class activities = 30%
Group work
Completion of in-class handouts
Final Personal Narrative = 30%
See Appendix B

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Appendices
Appendix A
Group Discussion Rubric
Short Text Unit
Students will reflectively self-assess their participation in group discussions during writing
workshops. I will use these rubrics as formative assessments (alongside my own observations) to
determine what discussion skills students need more work in.
Beginning 1
I did not refer back to
our discussion norms
posted at the front of
the classroom. I
forgot to do a lot of
the things on our
class list.

Developing 2
I may have
referred back to
our discussion
norms once, but I
forgot to listen
closely, speak
respectfully, or
another one of
our rules.

Proficient 3
I referred back to
our discussion
norms more than
once and
remembered to
carry out most of
the class
expectations, but I
may have broken
some too.

Constructive I was not prepared

criticism
for writing workshop
today. I did not give
any constructive
criticism during the
discussion.

I was not fully

prepared for
writing workshop
or to discuss my
peers narratives.
I gave little
constructive
criticism.

I came prepared to
writing workshop
with ideas to help
improve my peers
writing. I gave
them constructive
criticism that was
mostly respectful
in tone.

Speaking

I contributed little
to discussion
today. My peers
did most of the
talking.

I contributed a
couple of
meaningful
comments that my
peers found helpful
for their writing
process. I may
have forgotten to
allow others a turn
to speak.

Discussion
norms

I did not speak during

discussion today. I
also forgot to listen to
my peers from time
to time.

Accomplished 4
I often referred
back to our
discussion norms
as my group was
talking. I
remembered to
follow many or
most of the
expectations I set
with my
classmates.
I came very
prepared to writing
workshop with
written notes and
ideas to help
improve my peers
writing. I gave
them constructive
criticism that was
concise and
respectful in tone.
I contributed
several meaningful
comments that my
peers found helpful
for their writing
process. I also
remembered to
allow others a turn
to speak.

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Appendix B
Personal Narrative Rubric
Beginning 1

Developing 2

Internal and
external
conflict

The student does

not include either
an internal or
external conflict
as the focus of
his/her narrative.

The student
includes an
internal or
external conflict,
but gives little
detail about this
event.

Character
development

The student does

not develop
himself/herself as
a changing
character within
the narrative. The
narrator is a flat
character and
does not change.

The student
includes
himself/herself as
a changing
character within
the narrative. The
student directly
tells the reader
that the narrator
has changed.

Proficient 3

Accomplished
4
The student
The student
provides inelaborates upon a
depth details of past internal or
an internal or
external conflict
external
in vivid detail.
conflict he/she
has
experienced.

The student
uses a majority
of the types of
indirect
evidence, such
as character
actions,
thoughts,
emotions, and
dialogue, to
show a change
in the narrator.

The student
incorporates a
majority of the
types of indirect
evidence,
including
character actions,
thoughts,
emotions, and
dialogue, in
order to vividly
show a major
change in the
narrator.

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Reflection

The student does

not conclude
his/her narrative
or reflect upon
how he/she has
changed
following a
personal
experience.

Total = ____________ out of 12

The student
concludes his/her
narrative but does
not reflect on
how he/she has
changed
following a
personal
experience.

The student
neatly
concludes
his/her
narrative by
reflecting on
his/her
personal
experience.
The connection
is supported by
examples of
how he/she has
changed.

The student
effectively and
clearly concludes
his/her narrative
by reflecting on
how the personal
experience
changed him/her.
The student uses
specific
descriptions and
examples of how
he/she has
changed and why
this experience
was meaningful.