Subject Area English Language Arts

ED 3604 – Evaluation of Student Learning Grade Level 10-1

Unit Assessment Plan Topic What is magic in literature?
Length of Unit (days) 25 (5 weeks)

Stage 1: Desired Results

General Outcomes (in full):
 GLO 1 “Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and
experiences.”
 GLO 2 “Students will listen, speak, read, write, view and represent to comprehend literature and other texts in
oral, print, visual and multimedia forms, and respond personally, critically and creatively.”
 GLO 3 “Students will listen, speak, read, write, view and represent to manage ideas and information.”
Understandings: Essential Questions:
Big picture/ideas after you have unpacked the These address more specifically how you will achieve the
outcomes big picture/ideas
 Symbolism and how real life elements are  What is magic?
represented in literature through things like  How is “magic” represented in literature?
“magic.”  Why is magic a popular devise in text and other
 Genre media forms?
 How is “magic” seen in real life?
What is “magic” in its relationship to consumerism
and advertisements?

Specific Outcomes (in full): Prior understandings…

Students will be able to…  Symbolism
1.2.1 Consider new perspectives 
  Metaphor
2.1.2 Understand and interpret content  Simile
2.3.2-c “describe settings and plots in terms of  Basic poetry forms
reality and plausibility, as appropriate.”
2.3.3-b “Describe the effectiveness of various
texts, including media texts, for presenting
feelings, ideas and information, and for evoking
response.” Where does this lead? (Future outcomes in the same
3.2.3 “Form generalizations and conclusions” course, following grade-level classes, etc.)

Closer reading of poetry and the ability to analyze

different forms of media in every day life.

The outcomes selected are at the 10-1 level, and they

naturally will build into 20-1, and 20-2 outcomes with
the same focus.

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 Subject Area English Language Arts
ED 3604 – Evaluation of Student Learning Grade Level 10-1
Unit Assessment Plan Topic What is magic in literature?
Length of Unit (days) 25 (5 weeks)

Stage 2: Assessments
Personal
Personal Reading an Personal
Character Response Shakespeare
Title Exit Slips Journal Response Advertisement Response
Learning Map #2/ Four Quiz
#1 Worksheet #3
Outcomes Point Chart
Type Formative Formative Formative Formative Summative Formative Summative Summative
(Formative/Summative)
20%
Weighting 30% 50%

1.2.1 Consider new perspectives X X X X X

2.1.2 Understand and interpret

content X X X X X X X
X

2.3.2-c “describe settings and

X
plots in terms of reality and X X X X X X
plausibility, as appropriate.”
2.3.3-b “Describe the
effectiveness of various texts,
including media texts, for
presenting feelings, ideas and X X X X X X
information, and for evoking
response.”

3.2.3-a “Form generalizations by

integrating new information with
X X X X X X
prior knowledge.”
 Subject Area English Language Arts
ED 3604 – Evaluation of Student Learning Grade Level 10-1
Unit Assessment Plan Topic What is magic in literature?
Length of Unit (days) 25 (5 weeks)
 Subject Area English Language Arts
ED 3604 – Evaluation of Student Learning Grade Level 10-1
Unit Assessment Plan Topic What is magic in literature?
Length of Unit (days) 25 (5 weeks)

Assessment FOR Assessment OF

Assessment Tool Brief Description Learning Learning
Exit slips will be used throughout the unit to check
student understanding and to gauge what sorts of
things they have been interested in during the unit
Exit Slips to that point. These will be awesome for directly X
asking the students the essential question that is
being focused on that class and checking their
understanding.
The journal will be used almost like an extended
exit slip for the students and will track their
thoughts on magic from the beginning of the unit
to the end. These will be collected and reviewed
Journal X
by the teacher at the end of each week to briefly
browse to ensure that students are on the right
track with their understanding, and to guide
instruction if there seem to be gaps.
This personal response follows a brief look at
poetry and fairytales that contain magic. The
prompt will be “how can_____ be magic?” and
the students will be given a small selection of
nouns that they can choose to fill the sentence
Personal with and write on. The teacher will collect these
X
Response #1 short papers and the students will receive some
qualitative feedback that will help them improve
their writing for the next personal responses. This
will help the students be better prepared for the
summative personal responses that will come later
in the unit.
Students will draw a character map which will
show how the different characters from
Shakespeare’s “A Midsummer Night’s Dream” so
that they are better equipped to understand what is
Character Map X
going on in the play. These will be marked as
completed or not, but the assignment is truly
meant to be “for learning” so that the students are
well equipped for working through the play.
After learning about different genres that
frequently contain magic the students will choose
four of those genres and explore how their life
Personal could be depicted in that genre form. They will
Response #2/ then choose one of the genres that they have brain X
Four Point Chart stormed about and extend it out into a full
personal response paper. This is a summative
assignment that ties together many of the themes
of the unit thus far and students will be able to
 Subject Area English Language Arts
ED 3604 – Evaluation of Student Learning Grade Level 10-1
Unit Assessment Plan Topic What is magic in literature?
Length of Unit (days) 25 (5 weeks)

demonstrate their learning in a creative way.

Through this assignment the teacher will be able
to tell if the students understand how and why
magic is used as a literary device, as well as the
different genres that frequently utilize this device.
This quiz will check for student understanding of
the Shakespeare play that was studied as a class in
A Mid Summer this unit. Furthermore, it ties together some
Night’s Dream themes that have been studied in this unit up until X
Quiz this point and will therefore check for student
understanding in things beyond simply the play
studied.
Students will be looking at “magical” elements in
advertising and analyze how they add to the
effectiveness of the advertisement. This
assessment will inform the teacher whether or not
Reading an
the students understand the content that has been
Advertisement X
taught. The worksheet will be taken in to check
worksheet
for completion and student understanding. It will
further guide the lessons in this unit if students
appear to be lacking understanding in one or more
area.
This personal response will circle back to the
essential question of “what is magic?” Students
will complete a personal response exploring how
they have seen, felt, experienced, or lived
something “magic” in their own lives and how
Personal real life can also be pretty surreal. This is a perfect
X
Response #3 summative task for this unit as all of the things
studied up until this point in the unit will inform
the students response, but it is also a very simple
final task that brings the unit back to its roots and
doesn’t over complicate the idea of “magic” in
various texts.