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Lesson 1 Assessments:

Informal Assessment:
Students will be assessed in various ways informally in order for me to know where the
students are in comprehension without them having to worry about their grade being
affected depending on their responses. Almost everyday of reading the text, I will assess
their ability to annotate the text while they read. I will also be forming guiding questions
during discussions that will also allow me to gain a better understanding of student
comprehension. Students will complete a Do Now that wont be graded, but will be
checked for understanding and completeness.
Formal Assessment:
Students will be assessed formally not as often as an informal assessment, but will still
be extremely important to track for comprehension. The homework assignment on
academic vocabulary will be graded for completion and accuracy the following day.
Everyday students are required to take notes in their character and reading logs if
important details arise. This will be checked at the end of each act for completeness and
accuracy as well.
Method of Assessment:
Homework assignments, some exit slips, and logs are graded on a check plus, check,
check minus, and zero scale. There is no real letter grade presented, but the table below
showcases how it would be broken down in a grade book.

A/A100-90

B/B- C/C,
D/D-

F/F-

89-80

79-60

60 &
below/
incomplete

Differentiation:
Class discussions allow students to collaborate with each other on common ideas or
argue combative ideas as a whole. This helps students develop a common idea of the
text and gives them the incentive to participate. Using me as the facilitator helps guide
the students towards a productive learning environment and one that will better their
understanding of the central themes and overall premise of the text they are tackling.

Lesson 2 Assessments:
Informal Assessment:
Prior to the learning sequence presented, I introduced the play, A Raisin in the Sun, to
the students in a creative way in hopes to intrigue and engage them. Before the reading
of the play, we discussed the setting, brief plot structure, and possible themes that could
arise throughout. On the first day I had students walk in to the sounds of some great
1950s hits. The first Do Now was to write about how this made them feel and if they
would enjoy living in a time period where this type of music was on the radio. Then, I
asked the class to time travel with me back into the time of A Raisin in the Sun; some
declined the offer and rather preferred Drake or Kanye West, but all were intrigued to
see what would happen next. Students who volunteered as the readers enjoyed getting
up and reading the role as the rest of the class acted as the audience. Both parties were
eager to continue reading as each day passed on. We continued to have classroom
discussions, as students would come up with their own guiding questions in the group
work presented for this lesson.
Formal Assessment:
Students were assessed on how well they could work with their peers, ask guiding and
text-specific questions to further dissect the play, and gain a better understanding of how
to communicate and collaborate with their group members to complete an assignment.
Students were also marked on how focused they remained on task and completed their
activity. Students continued their work with their character and reading logs to pull out
key details of the text.
Method of Assessment:
The worksheet students had to complete during their group work was graded as a
homework grade because what wasnt completed during class with their groups was
turned into homework and we would discuss it the following day. All homework is graded
on the same scale as stated above under lesson 1. For the group evaluation, students
were assessed using a rubric I designed to easily assess their participation and work
ethic.

Group Work Rubric:

Focus

Participation
/
Communicati
on with
Group
Members

Respect

10 points
Student was on
task all period
and completed
assignment.

5 points
Student was on
task for part of
the period and
assignment
turned into
homework.

Student
participated with
group members
and
communicated
successfully and
diligently

Student had
trouble
participating
and
communicating
with group
members,
leaving the
group off
balance.

Student was
respectful of
group members
as they spoke
and gave input.
Student also
showed respect
for the teacher
as instruction
and help was
given.

Student was
semi-respectful
of group
members.
Student tended
to speak over
other members
and not
collaborate as
well. Student
remained
chatty while
instruction was
given.

1 point
Student was
unfocused,
strayed off
task for the
entire period
and didnt
complete the
assignment.
Student was
distant and
quiet with
group
members and
did not assist
in completing
their task.

Student was
disrespectful to
group
members and
did not allow
for any
collaboration.
Student
showed
disrespect to
the teacher as
instruction and
aid was given,
often not
listening to the
assignment.

Comments

Differentiation:
Group work allows students to have differentiated instruction and please various student
learners. Group work permits kinesthetic learners to have a more hands-on experience
and creates a productive learning environment by having students construct meaning of
the text alongside their peers.

Lesson 3 Assessments:
Informal Assessment:
Students will continue to be informally assessed on their Do Now activities at the start of
class. Do Now activities act as a great lesson starter and give the students an
opportunity to be introduced to what lay ahead for the day. Students will continue to have
discussions and participate in think, pair, share activities that allow the students to
learn and communicate with each other. This also works as an extension to their group
work on a smaller scale.
Formal Assessment:
Students will continue to fill in their reading and character logs, which is especially
important for this lesson because it is graded at the end of each Act in the play. Students
will also be assessed on their ability to complete the t-chart for homework, which asks
the students to practice their researching skills.
Method of Assessment:
Students will be assessed for the homework on the same scale as illustrated above in
lesson 1. Grades are based on a 0-100 scale and are given in number form. Students
can know their letter grade by using the parent portal login online given to each student
on their first day.

A (-)
90-100
95-90: A-

B (-)
89-80
85-80: B-

C (-)
79-70
75-70: C-

D (-)
69-60
65-60: D-

F
59 & below
Failing

Differentiation:
Students who are visual learners will excel during this activity because it will allow each
student to research answers and observe their peers during the reading.

Pre-Assessment Rubric:
Category

Criteria for
introductions

Thesis statement

Topic sentences

Criteria for body


paragraphs

Excellent
Your hook is
captivating and
pushes readers on.
Audience is known
and your
sentences flow
nicely together to
make a coherent
paragraph.
Thesis is clear.
Bumper sticker of
what your topic is
focused on and
how you will
advance.

Good
Hook still needs
work to grab an
audience. Audience
target still needs
work for essay to
make an
impression.

Average
Lacking a direct
hook for readers.
There is no
targeted
audience. No
clear sentence
flow.

Poor
No hook for readers
to grab onto.
Targeted audience
is missing from text
completely.
Sentences do not
flow into the next.

Thesis needs work


for reader to know
purpose.
Foggy on the focus
of the essay.

Thesis isnt clear


to the reader and
needs work to
gain focus.

There is no thesis
that can be
determined. Focus
is unclear and there
is no direction for
the essay.

Clearly introduces
main idea of
paragraph.
Sentence is the
main focus of
where the
paragraph is
going.
Gives supporting
evidence and all
relates to each
other in one
coherent
paragraph that is
reflecting the topic
sentence.

Somewhat
introduces the main
idea of the
paragraph, but still
needs work on the
focus to set the
tone.

Lacks clear focus


for the main idea
of the paragraph.
The support and
evidence are not
evident.

There is no topic
sentence and the
main idea is
nowhere to be seen
and gives no
direction

Most of the
elements from the
excellent category
are present, but
there might not be
enough explanation
or clear transitions
that flow from one
sentence to the
other.

Body paragraphs
are missing even
more from the
excellent and
good category.
Evidence isnt
supported fully
and the topic
sentence is
lacking focus.

The evidence is
either not
mentioned or is not
being supported by
any examples. The
sentences do not
transition well and
there is no
structure to the
piece.

Criteria for
Conclusions

Criteria for
sentence
structure

Conclusion pulls all


main arguments
together in one
paragraph.
Questions are
raised for the
reader to think
about after the
essay is finished.

Pulls most of the


main arguments
into one paragraph
but may leave bits
and pieces out.
There is a lacking of
final questions for
the reader to
ponder.

Only a few main


arguments are
pulled together
leaving the focus
of the essay out.
Gives little to no
mention of what
the essay was
about or why it
was important.

There is no
summarization of
the piece so the
focus of the essay
is gone. Main idea
is not present,
lacking the
credibility of the
piece entirely.

Correct use of a
group of words
that express a
complete thought.
There are no
fragments The
subject(s) and
verb(s) agree with
each other in each
sentence and have
a coherent flow.
There is proper
punctuation.

Uses correct forms


of sentences to
express a complete
thought, but is
lacking in some
subject-verb
agreement. There
are a couple runons or fragmented
sentences that
could use work.

Most sentences
are correct, but
majority of
paragraph is still
lacking complete
thought.

There is no correct
usage of complete
sentences.
Sentences are
fragmented or tend
to run-on with no
subject-verb
agreement to be
coherent.

Criteria for
introductio
ns

Criteria for
body
paragraph
sConnection
to the text
and
themes

Excellent
Your hook is
captivating
and pushes
readers on.
Audience is
known and
your
sentences flow
nicely together
to make a
coherent
paragraph.
Your body
paragraphs
greatly
support your
introductory
paragraph and
are able to
make
connections to
the text as
well as themes
presented in
the play very
well.

Good
Hook still needs
work to grab an
audience.
Audience target
still needs work
for essay to
make an
impression.
Needs work on
sentence
structure to have
more flow and
coherency.
Most of the
elements from
the excellent
category are,
excluding one or
two important
factors. There
might not be
enough
explanation or
connection to
either the text or
themes.

Average
Lacking a
direct hook for
readers. There
is no targeted
audience. No
clear sentence
flow.

Poor
No hook for
readers to
grab onto.
Targeted
audience is
missing from
text
completely.
Sentences do
not flow into
the next.

Body
paragraphs
are missing
even more
from the
excellent and
good category.
There is little
to no
connection to
themes or the
text itself.

The
connection to
text and/or
themes is
either not
mentioned or
is not being
supported by
any examples.

Criteria for
Conclusion
s

Criteria for
sentence
structure

Conclusion
pulls all main
arguments
together in
one
paragraph.
The main idea,
examples, and
connections
are restated.
Questions are
raised for the
reader to think
about after the
essay is
finished.
There are no
fragments The
subject(s) and
verb(s) agree
with each
other in each
sentence and
have a
coherent flow.
There is proper
punctuation.

Pulls most of the


main arguments
into one
paragraph but
may leave bits
and pieces out.
There is a lacking
of final questions
for the reader to
ponder and does
not bring
everything fully
together.

There is
confusion on
where the
essay wanted
to end up and
gives little to
no mention of
what the essay
was about or
why it was
important.

There is no
summarization
of the piece so
the focus of
the essay is
gone. Main
idea is not
present,
lacking the
credibility of
the piece
entirely.

Uses correct
forms of
sentences to
express a
complete
thought, but is
lacking in some
subject-verb
agreement.
There are a
couple run-ons or
fragmented
sentences that
could use work.

Most
sentences are
correct, but
majority of
paragraph is
still lacking
complete
thought.

There is no
correct usage
of complete
sentences.
Sentences are
fragmented or
tend to run-on
with no
subject-verb
agreement to
be coherent.

Post Assessment Rubric: