Assessment Plan

Formative Assessment Plan

Day One:
- Annotations on inspirational images
- The students will make annotations collectively on inspirational images. They will
write their initials after each annotations that they make. I will look at these
annotations to see if they are identifying the different elements of an inspirational
image. If a student is not making annotations than I will have a short conversation
with them the following day. If a student is not making high quality annotations we
might review the elements of inspirational images the following day. (1A, 1B, 2A)
- Exit Ticket
- At the end of the day the students will identify the elements of inspirational
images and identify the intended audience of an inspirational image on a post-it
note. I will sort these post its into two piles: gets it and doesnt get it. I will write an
affirmational note on those who did get it and have a short conversation or review
some material with those who did not, depending on the numbers of post its in
each pile. (1A, 1B, 3A)

Day Two:
- Draft of inspirational image
- The students will create their own inspirational image. My expectation is that it
uses the elements of inspirational images we discussed in the previous lesson
and that the students are considering their identified audience, whoever that may
be. This draft will eventually be a part of their portfolio. I will briefly check over
these to ensure that the students are meeting my expectations. If they are not
than I will write a short note to them or have a short conversation with them,
depending on what they need, and give them a chance to revise their image
before incorporating it into their final portfolio. (1A, 1B, 2A, 3A, 3B, 2A)
- Exit ticket
- At the end of the day the students will write who their intended audience is for
their inspirational image and how they used the elements of inspirational images
in their image on a post it note. I will sort these post its into two piles: gets it and
doesnt get it. I will write an affirmational note on those who did get it and have a
short conversation or review some material with those who did not, depending on
 the numbers of post its in each pile. These post-its will also inform whether or not
I suggest that a student revises their inspirational image. (1A, 1B, 3A)

Day Three:
- Illustrations
- The students will be creating illustrations of stanzas of Maya Angelous Still I
Rise in groups. My expectation is that the students will be able to create an
illustration that accurately reflects the content of Maya Angelous poem, while still
reflecting what they understand about inspiring images. (1C, 1D, 2A)
- Observation of presentation (Diagnostic)
- This is the big check in for the affective objectives. My expectation is that the
students have produced work (see Formative Assessment: Illustration) and are
bravely sharing it with the rest of their class, which means that they are willingly
talking to the class. I also expect that the students who are not presenting are
respectfully listening to their peers and treating them with kindness. If the
students need more scaffolding for these behaviors. I have left time during the
following class period for a classroom meeting. The students behavior will
determine the content of this meeting. (2A, 2B, 2C)
- Exit ticket
- The students will identify Maya Angelous audience on their post it note exit
ticket. I will sort these post its into two piles: gets it and doesnt get it. I will write
an affirmational note on those who did get it and have a short conversation or
review some material with those who did not, depending on the numbers of post
its in each pile. These post-its will also inform whether or not I suggest that a
student revises their inspirational image. (3A)

Day Four:
- Illustrations with explanation
- The students will choose a piece of text that they find inspiring and illustrate it in
the same way that they illustrated the stanza of Maya Angelous poem. This
illustration will be included in their final portfolio. They will also write a very short
explanation that tells me who their audience is and how their image represents
the energizing power of the passage that they choose.
- Capitalization Do Now (Diagnostic)
- This is a short do now meant to get the students thinking about capitalization. It
will also show me what the students do and do not know about capitalization.
Feedback will be given in class when I go through the do-now with them. This will
also act as a journal entry because the students will be answering the prompts.
Day Five:
- Annotations of poems
- The students will be making annotations on William Carlos Williams and Nora
Bradfords poems to help them comprehend the meaning of the text and who the
audience is. These annotations will show me that the students understand the
text. If most of the students understand it then I will move on with the material
and have a few short conferences with the students who do not understand the
material. If the students annotations do not show me that they understand the
text than I will do some review the following day. (1E, 2A)
- Exit Ticket
- The students will write an exit ticket identifying the audience of the poems that
they read. I will sort these post its into two piles: gets it and doesnt get it. I will
write an affirmational note on those who did get it and have a short conversation
or review some material with those who did not, depending on the numbers of
post its in each pile. These post-its will also inform whether or not I suggest that a
student revises their inspirational image. (3A)

Day Six:
- Illuminate Poem
- The students will be writing their own poem and this poem will be included in their
final portfolio. My expectation is that this poem is specific in the object or idea
that it describes and that the students are able to identify their audience. If I will
briefly check over these to ensure that the students are meeting my expectations.
If they are not than I will write a short note to them or have a short conversation
with them, depending on what they need, and give them a chance to revise their
image before incorporating it into their final portfolio. (1E, 2A, 3A, 3D)

Day Seven:
- Annotations of descriptive essay
- The students will be reading an example of a descriptive essay and annotating it.
These annotations will show me that the students understand the elements of a
descriptive essay: an introduction followed by specific details. If most of the
students understand it then I will move on with the material and have a few short
conferences with the students who do not understand the material. If the
students annotations do not show me that they understand the text than I will do
some review the following day. (1F, 1G)
 - Exit Ticket
- The students will identify the intended audience of the descriptive essay on a
sticky note exit ticket. I will sort these post its into two piles: gets it and doesnt
get it. I will write an affirmational note on those who did get it and have a short
conversation or review some material with those who did not, depending on the
numbers of post its in each pile. These post-its will also inform whether or not I
suggest that a student revises their inspirational image. (3A)

Day Eight:
- Descriptive Essay
- The students will write a draft of a descriptive essay. My expectations are that
they demonstrate that they understand the different elements of a descriptive
essay and can identify their audience. This draft will eventually be a part of their
portfolio. I will briefly check over these to ensure that the students are meeting
my expectations. If they are not than I will write a short note to them or have a
short conversation with them, depending on what they need, and give them a
chance to revise their image before incorporating it into their final portfolio. (1F,
1G, 2A, 3A, 3E)

Day Nine:
- Portfolio
- The students will submit a portfolio of the work that they have done in class thus
far: their inspirational image, their energizing illustration, their illuminating poem,
and their descriptive essay. See summative assessment plan for more details.
(1A, 1B, 1C, 1D, 1E, 1F, 3A, 3B, 3C, 3D, 3E)
- Observations
- During their presentations I will be observing the students to see if they are
bravely sharing their work, which means that they are willingly speaking in front
of their peers, and respectfully and kindly listening to their peers. (1H, 2A, 2B,
2C, 3F)
- Participation Self-Evaluation
- The students will write an exit ticket telling me about how they felt presenting
their material and how they feel about the unit as a whole. (1H, 2A, 2B, 2C, 3F)

Summative Assessment Plan

Student friendly document:
(Google Doc Link:
https://docs.google.com/document/d/1e6kcIPtoFv_QBJhcSjvQ3FvtG5YZG43huam9avPoMaM/e
dit?usp=sharing)

Ms. Hatchers Seventh Grade Class Presents

An Open Mic Night*

*Class Period

Tickets: 1 completed written piece to be read aloud in front of the class.

(see details below)
Donuts included in the price of admission!

Instead of taking a test, you will be compiling a final portfolio of all of the work you have
created thus far this school year. This portfolio should include
- Your inspirational image and explanation.
- Your energizing illustration and explanation.
- Your illuminating poem and explanation.
- Your descriptive essay and explanation.

This portfolio is meant to serve as a check-in just between me and you about how youre
doing in this class thus far and where we need to go from here to make you the best English
Language Arts students you can be.

I want to see your progress in understanding THE POWER OF WORDS to influence an

AUDIENCE.

To help you understand my expectations I have included the following rubric:

Complete (15) Partially Complete Incomplete (5)

(10)

Inspirational Image Image includes all of Image includes Image does not
the required some of the required include the required
elements. elements. elements.

Explanation Explanation Explanation does not

 identifies audience. identifies audience. identify audience.

Energizing Image includes all of Image includes Image does not

Illustration the required some of the required include the required
elements. elements. elements.

Explanation Explanation Explanation does not

identifies audience. identifies audience. identify audience.

Illuminating Poem Text includes all of Text includes some Text does not
the required of the required include the required
elements. elements. elements.

Explanation Explanation Explanation does not

identifies audience. identifies audience. identify audience.

Descriptive Essay Text includes all of Text includes some Text does not
the required of the required include the required
elements. elements. elements.

Explanation Explanation Explanation does not

identifies audience. identifies audience. identify audience.

Required Elements:

Inspirational Images:
- Colorful.
- Short, powerful text.
- Images of things your audience likes or of mountains and sky.

Energizing Illustration:
- Reflects an understanding of the piece of energizing text.
- Shows whats happening in the text.
- Lots of colors and pictures.

Illuminating Poem:
Example: Watermelons by Nora Bradford
- Describes and idea, object, or experience in a unique and powerful way.
- Uses descriptive imagery, such as color words or sensory words.
- Helps the audience to understand the idea, object, or experience.
 Descriptive Essay:
Example: Carnival Rides
- Introduces experiance, object, or idea to the audience.
- Uses at five sentences to describe the experience, object, or idea.
- Uses descriptive language, such as color words or sensory words.

Grading
In this unit I am using a total points system to grade all of the materials.
The final portfolio is worth 60 points.
The participation self-evaluation is worth 10 points.
Each exit ticket is worth 3 points.
Annotations are worth 5 points.
There will be an additional 3 bonus points for extra credit which every student automatically
receives.
The total amount of points possible is 100 points.

I will total each students points earned and divide them by the total. That will generate the
students percentage grade.