Assessment Plan #2

During Reading Lord of the Flies

Standard:
CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the
theme.
Context:
9th Grade English, Coronado High School, District 11
*See context page for more information
Reading Focus:
With this during reading strategy I can accomplish several things. First, this strategy is one way
that I can monitor student reading progress. The bookmark provides incentive to the student and
holds them accountable for understanding character development. In addition, it help students
with making inferences regarding descriptions and implications of character and allows them to
follow and connect with the character throughout the course of the novel.
Skills:
1. Making Inferences: Students can connect implicit and explicit character description
2. Comprehension: Students can copy down character evidence but also understand the
implications of this evidence
3. Making Connections: Students can compare and contrast character development as the
novel progresses and can also compare characters to other characters
Instructional Strategies:
(5 Minutes) Students will number off and be divided into three groups. Each group will be
assigned a major character to focus on (Ralph, Piggy or Jack).
(7 Minutes) Students will be provided with a template of a Character Development Bookmark.
Students will be given instructions on how to fill out bookmark.
a. Students must be informed they can choose any passage as long as they could
explain why that passage says something about their assigned character
b. I will model a sample passage for the students.
(25 Minutes) Students will be asked to fill out a bookmark for the first two chapters in class, they
will be asked to work independently for the first ten minutes, and then will be allowed to work in
partners for the second fifteen minutes. The students will have already read these chapters.
(10 Minutes) Pairs of students will group up with two other pairs of students which each are
assigned a different character. Students will discuss first impressions of their assigned character
based upon the textual evidence they found.
(6 Minutes) Students will be given an additional character bookmark to use as they read the next
assigned chapters individually. Students will be asked to individually write a brief reflection on
the understanding they gained on their assigned character based on the close reading they

completed. This written reflection, as well as the bookmark they filled out in class, will be their
pass out of the door.
Template:
Character Development Bookmark
Character and Page Span:
Student name:___________
Title of Novel:___________
Pg. #: _____
Character Evidence:
Pg. #:____
Character Evidence:

Pg. #:____
Character Evidence:

Pg. #:___
Character Evidence:

Pg. #:___
Character Evidence:

Assessment Tools:
This instructional strategy will be graded in two main ways. First, the students will turn in the
bookmark they completed in the classroom and will later turn in the bookmark they did as they
continued to read. These will show the students ability to identify character evidence and to find
appropriate close reading selections. The written reflection done at the conclusion of the activity
will assess the inferences and connections that the students can make about characters using
textual evidence.
I will judge whether students have met the goals by evaluating if the student has or has not
exhibited the skills outlined in the reading focus: making inferences, comprehension and making
connections.
Research Base:
Common Core:
Description:
The Common Core is a set of high-quality academic standards in mathematics and English
language arts/literacy (ELA). These learning goals outline what a student should know and be

able to do at the end of each grade. The standards were created to ensure that all students
graduate from high school with the skills and knowledge necessary to succeed in college, career,
and life, regardless of where they live.
The Common Core Standards have been adopted in Colorado and therefore are an integral part
of the education at Coronado High School.
Citation:
Common Core State Standards Initiative. Common Core State Standards Initiative, 2015. Web. 1
April 2015.
When Kids Cant Read
Description:
Bookmarks are introduced in this text, and can be used to help students follow several major
points throughout a text such as plot, theme, setting and character development. This also
provides a good basis for having evidence to use in discussions or papers.
Citation:
Beers, Kylene. During Reading Strategies. When Kids Cant Read, What Teachers Can Do..
Portsmouth: Heinemann, 2003.