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    Assessment Plan 3

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    This assessment plan provides a conclusion to a previous activity assessing student understanding of Lord of the Flies. Students will revisit an anticipation guide completed prior to reading and discuss whether their views changed. They will then write a reflection analyzing how themes in the novel developed and how their own perspectives were impacted, citing evidence from the text. The plan is designed to evaluate student comprehension, ability to use evidence, and capacity to make connections between the text and their own views.

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    Assessment Plan 3

    Uploaded by

    api-309656697
    35 views4 pages
    This assessment plan provides a conclusion to a previous activity assessing student understanding of Lord of the Flies. Students will revisit an anticipation guide completed prior to reading and discuss whether their views changed. They will then write a reflection analyzing how themes in the novel developed and how their own perspectives were impacted, citing evidence from the text. The plan is designed to evaluate student comprehension, ability to use evidence, and capacity to make connections between the text and their own views.

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    This assessment plan provides a conclusion to a previous activity assessing student understanding of Lord of the Flies. Students will revisit an anticipation guide completed prior to reading and discuss whether their views changed. They will then write a reflection analyzing how themes in the novel developed and how their own perspectives were impacted, citing evidence from the text. The plan is designed to evaluate student comprehension, ability to use evidence, and capacity to make connections between the text and their own views.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    35 views4 pages

    Assessment Plan 3

    Uploaded by

    api-309656697
    This assessment plan provides a conclusion to a previous activity assessing student understanding of Lord of the Flies. Students will revisit an anticipation guide completed prior to reading and discuss whether their views changed. They will then write a reflection analyzing how themes in the novel developed and how their own perspectives were impacted, citing evidence from the text. The plan is designed to evaluate student comprehension, ability to use evidence, and capacity to make connections between the text and their own views.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Assessment Plan #3

    Lord of the Flies


    Post-Reading
    Standards:
    CCSS.ELA-Literacy.RL.9-10.1
    Cite strong and thorough textual evidence to support analysis of what the text says explicitly
    as well as inferences drawn from the text.
    CCSS.ELA-Literacy.RL.9-10.2
    Determine a theme or central idea of a text and analyze in detail its development over the
    course of the text, including how it emerges and is shaped and refined by specific details;
    provide an objective summary of the text.
    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.
    CCSS.ELA-Literacy.W.9-10.1
    Write arguments to support claims in an analysis of substantive topics or texts, using valid
    reasoning and relevant and sufficient evidence.
    Context:
    9th Grade English, Coronado High School, District 11
    *See context page for more information
    Reading Focus:
    This activity provides a conclusion to the activity presented in Assessment Strategy #1. With
    this activity I am hoping to assess and encourage deep thinking of the text through writing.
    Since the students have been aware of this assignment throughout reading, this will provide
    a way to follow students thinking and questioning as they read.
    Skills to be gained from this activity:
    1) Comprehension: Students can follow important themes throughout the development of
    the novel and understand how they evolve.
    2) Utilize Evidence: Students can back up their reasoning through the use of appropriate
    textual evidence.
    3) Making Connections: Students can draw upon the text in relation to their own thoughts
    and perspectives and understand how/why the text has altered or not altered their
    thinking.
    Instructional Strategies:

    Students will have completed all steps under Assessment Plan #1 prior to reading the text. This
    assessment plan will be carried out at the conclusion of reading the text.
    (5 minutes) At the start of the period, will be asked to retrieve their copy of the Anticipation
    Guide they received at the start of reading of the text.
    (7 minutes) The students will independently read statements and mark if they agree or disagree.
    Students will fill out the right column of the Anticipation Guide asking whether they agree or
    disagree with the statements after finishing the novel.
    (5 minutes) For each question, students will raise hands for questions based on whether they
    changed their answers or stayed the same.
    Each student will receive a rubric.
    (13 Minutes) The question which the most students changed will be discussed in an open
    discussion, students will be required to use only textual evidence to back up their arguments
    about whether they agree or disagree. They will be encouraged to utilize notes from their
    notebook taken throughout reading.
    (20 Minutes) After discussion, the students will be asked to independently write a reflection on
    how the themes of the text evolved in relation to the Anticipation Guide. They will be instructed
    to use the rubric as a guiding point for their reflection and will be allowed to use one or multiple
    statements from the Anticipation Guides. They will turn in their reflections as they leave class.
    Handout:
    Anticipation Guide
    After reading each statement, write in the blank space on the left if you agree or disagree.
    Keep this guide in your notes.
    Before Reading

    After Reading

    _________ 1. The individual should sacrifice for the well-being of the group. __________
    _________ 2. Actions taken by an individual to ensure survival are morally legitimized.
    __________
    _________ 3. Human nature is innately cruel.

    __________

    _________ 4. The individual is corrupted by the system of society.


    _________ 5. Society is corrupted because of the nature of the individual.

    __________
    __________

    Assessment Tool:
    Rubric for discussion/reflection:
    Unabl
    e

    Somewha
    t Able

    Able

    Exceptiona
    l

    Comprehension: Students can follow


    important themes throughout the
    development of the novel and understand
    how they evolve.
    Utilize Evidence: Students can back up
    their reasoning through the use of
    appropriate textual evidence.
    Making Connections: Students can draw
    upon the text in relation to their own
    thoughts and perspectives and understand
    how/why the text has altered or not
    altered their thinking.
    Exhibit Respect: Students participate in
    discussion in a respectful manner, which
    allows for the exploration of all
    perspectives and does not hinder the
    learning of any student in the classroom,
    including ones self.
    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.

    Dialogical Pedagogy in Teacher Education: Toward an Education for Democracy.


    Description:
    This article reflects the importance of discussion in a classroom environment for learning
    and also to create more active citizens. This article explains why I incorporate discussion and
    student perspective into the assessment plan.
    Citation:
    Marshal, James P., Fernandez-Balboa, Juan-Miguel. Dialogical Pedagogy in Teacher
    Education: Toward an Education for Democracy. Journal of Teacher Education 45:3 (1994):
    172-82. Web. 1 April 2015.
    When Kids Cant Read
    Description:
    Anticipation Guides: Used in order to help students connect with the subject matter and to
    use reasoning to formulate their own opinions.
    Citation:
    Beers, Kylene. Pre-Reading Strategies. When Kids Cant Read, What Teachers Can Do..
    Portsmouth: Heinemann, 2003.

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