1. Assessment Photo Album
Beverly Colvin
Language Arts
7th Grade

2. Overview of Unit
This unit is about character and point of view. We never take the time to look at a person’s character and how it affects his/her actions or even our own. Stories can be told from many points of view, but the point of view allows us to see different things within the story and its characters.
Students will understand
Stories can be told from any point of view.
Character traits help develop characters and drive the story
The order in which events happen is sequential order
Students will be able to
Apply the writing process and draft and revise a narrative from a different perspective.
Apply different reading strategies to identify plot and character.
Develop a timeline for events in the story

3. State and National Standards
English
USA- Nat. Council of Teachers of English: Standards for the English Language Arts    Standard 1.: Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.  Standard 7.: Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.  Standard 12.: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). AL- Alabama Course of Study Standards   Subject : English Language Arts   Grade : Grade(s): 7   Standard : 2.) Relate literary elements and devices to each other, including main idea and supporting details, climax, point of view, and imagery.    Detail : • Determining mood Standard : 6.) Analyze nonfiction, science fiction, mystery or suspense, fantasy, and adventure for distinguishing characteristics.    Detail : • Classifying plot elements as exposition or hook, conflict, rising action, climax, falling action, or resolution Standard : 9.) Compose in descriptive, narrative, expository, and persuasive modes with a thesis sentence and introductory, supporting, and concluding paragraphs when appropriate.    Detail : • Using transitional words and phrases for coherence
Social Studies
USA-National Council Standards for Social Studies: Expectations of Excellence: Curriculum Standards for Social Studies
Standard I: Culture – Social studies includes experiences that provide for the study of culture and cultural differences.
Standard III: People, Places, and Environments – Include experiences that provide for the study of people, places and environments.
AL – Alabama Course of Study Standards. Subject: Social Studies (Civics) Grade 7
Standard 9 – Identify individual and civic responsibilities of citizens of the United States.
Standard 11 – Describe examples of conflict, cooperation, and interdependence of groups, societies, and nations using past and current events.

4. Essential Questions
There are questions that are basic in this unit and some that really require deep thought. These are some of the questions you should think about while reading and add others that you come up with on your own. What point of view is the story told from? Why is it important for the main character to get the scholarship? What are the problems the main character and her family encounter? What character traits do the main character and her family exhibit? Why does the main character hear the conversation about the scholarship jacket? What is the main thing that was said about the scholarship jacket? What is the difference between the main character culture and your culture? What right does the main character almost lose because of her nationality? Who is on her side?

5. Purpose and Expectations of Unit
Dear Students, In this unit, we will take a look at and evaluate character, point of view, and culture. You will use this photo assessment to guide you as we study this unit. This photo album will let you know of the assessments and what to expect on the assessments. You may ask questions throughout the unit, and I will be sure to answer questions you have with a prompt response. I am very much looking forward to this unit and the learning we are doing. Ms. B. Colvin

6. Assessments #1 Diagnostic Assessment
#2 Pre-Assessment - Formative Assessment
#3 Exit Slips - Formative Assessment
#4 Quiz – Formative Assessment with Stated Propositions
#5 Speech Writing and Delivering –Performance Assessment

7. #1 Diagnostic Assessment
Family Survey
What impact will academics have on your child’s life?
Do you value education in your home?
What traditions in your family are special and you practice?
What do you want different for your child than you had growing up?

8. #2 Pre-Assessment Pre-Assessment What is character?
How does character affect a person?
What things affect the plot of a story?
How many points of view can a story be told from?
What is sequential order?
What does eavesdrop and agile mean?

9. #3 Exit Slips
The exit slips are for students to turn in at the end of class that will state any of the following:
what they do not understand from class
questions they would like to have answers to
comments they would like to have shared with the class

10. Formative Assessment with Proposition Question
When authors write they have the advantage of writing from any point of view s/he chooses. The narrator in the story chooses the first person point of view. The narrator desires to have a scholarship jacket in the story and has many reasons for this desire.
True True/False
False True/False
Short Answer or Fill-in-the-Blank
Multiple-Choice Item
Essay

11. #5 Speech Writing – Performance Assessment
When the story is complete, students will be required to write an acceptance speech on behalf of the main character. The speech will be to accept the scholarship jacket. You will have certain requirements to fulfill in the writing of the speech. Use the rubric to ensure all requirements are fulfilled.

12. Rubric for Speech Exceeds Expectations (3 points)
Meets Expectations (2 points)
Needs More Time (1 point)
Organization
Speech written from Martha’s point of view only; ideas are clearly organized, supported, and purpose for speech are clear. Introduction gets the attention of the audience; main points are identified and clear; conclusion ties back to the introduction
Speech written from Martha’s point of view with little or no other point of view presented; purpose for giving speech clear, but ideas in speech not well developed and/or lack supporting details; transitions are awkward; conclusion need more development
Speech not written from Martha’s point of view; purpose for giving the speech is not clear; difficult to identify main points; needs transitions; lack a conclusion or do not know when it has ended and does not tie back to introduction.

13. Rubric for Speech (con’t)
Exceeds Expectations (3 points)
Meets Expectations (2 points)
Needs More Time (1 point)
Audience
Effectively keeps the attention of the audience; adjusts speech based on audience feedback (verbal and nonverbal), and provides examples to keep audience interested.
Effectively keeps the attention of the audience most of the time; occasionally may adjust speech based on audience feedback (verbal and nonverbal), and provides an example or two to keep audience interested.
Does not effectively keep the attention of the audience; does not adjust speech based on audience feedback (verbal and nonverbal), and does not provide any examples to keep the interest of the audience.
Content Knowledge
Student has background information about the narrator, addresses why the scholarship jacket is important to the narrator, addresses the struggles of the narrator to receive the jacket, how she maintained her character through it all, gives three or more supporting details for each main idea, and uses note cards for reference only.
Student has partial background information about the narrator, gives an excuse about why the scholarship jacket is important to the narrator, limited discussion of the struggles of the narrator to receive the jacket, does not discuss how she maintained her character despite her obstacles, gives one or two supporting details for main idea, overdependence on note cards observed.
Student has no background information about the narrator, no understanding about why the scholarship jacket was important to the narrator, sketchy discussion of the struggles of the narrator to receive the jacket, does not address how she maintained her character despite the obstacles, and has no supporting details for the main ideas given and is totally dependent on note cards.

14. Rubric for Speech (con’t)
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Need More Time
(1 point)
Language Used
Language is familiar and audience can identify with it; no slang or clichés used.
Language is slightly familiar to audience; limited slang or clichés are used.
Language is unfamiliar to audience; slang and/or clichés used frequently.
Delivery
Speaker has a strong voice, speaks clearly, no slouching, maintains eye contact with the audience, does not rush through speech and has confidence in speaking ability.
Speaker has an uneven voice, does not speak clearly on consistent basis, slouches occasionally, inconsistent eye contact with the audience, rushes through some parts of the speech, unsure sometimes in speaking ability.
Speaker has a weak voice, audience unable to hear and/or understand speaker, no eye contact, looks at the floor, rushes through entire speech, and no confidence in speaking ability.

15. Student’s Grade Sheet Total Possible Total Earned Pre-Assessment N/A
Exit Slips 10
Speech Writing 40
Paper-and-Pencil 50
Total Points
100

16. Assessment Photo Album (Group Project)
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Needs More Time
(1 point)
Learning goals matched to assessment methods
Incorporates 21st century skills of thinking critically and creatively while obtaining information/evidence of student learning.
Multiple assessments (pictures) that vary in type to make inferences from evidence.
Authentic opportunities of real-life application of knowledge and skills that gives students the opportunity to work in their own learning preferences.
Various methods and approaches for obtaining information/evidence of student learning.
Includes a variety of assessments to make inferences from evidence; a photo album, not a single picture.
Provide opportunities for authentic application of knowledge and skills.
One method or approach of obtaining information/evidence of student learning.
A single picture.
Non-authentic opportunities for application of knowledge and skills.

17. Assessment Photo Album (Group Project) Con’t.
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Needs More Time
(1 point)
Diagnostic assessments (pre-assessments)
Multiple pre-assessments that involve a student’s family or community.
Multiple opportunities of reflection.
Used in multiple forms more than at the beginning of a unit.
At least one that provides information about a student’s family or community.
Enables reflection on the student’s part.
Ungraded.
Given at the beginning of the unit, identify misconceptions, skill levels, interests, reveals learning preferences.
Purposeful with a clearly focused identified target.
May include: pre-tests, skill checks, concept maps, drawings, KWL charts
Does not include information about the student’s family.
Does not provide reflection for the students.
Graded.
Does not identify misconceptions or skills levels, interests, or learning preferences.
Not focused on an identified target.

18. Assessment Photo Album (Group Project) con’t
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Needs More Time
(1 point)
Descriptions of formative assessments
Multiple assessments in multiple forms to reach the multiple learning preferences of the students.
Involve the students in the formation of the assessment mechanism by suggestions or the test, performance assessments, co-constructing rubrics, and record keeping.
Descriptive feedback related to the criteria is given.
Followed up with high-quality corrective instruction to help students remedy whatever learning errors are identified
Ongoing assessments that are used to constantly monitor the progress of the students and to inform the instruction of the teacher.
Involve the students in the formation of the assessment mechanism in at least one way so that students know their learning goals.
Students self-assess their own performance.
Feedback related to the criteria is given.
Followed up with corrective instruction.
Are not ongoing assessments.
Does not involve students in the formation of the assessment mechanism. Students do not have clear learning goals.
Students are not given an opportunity to self-assess their own performance.
Non-specific feedback (A, 82%, etc.).
Not followed up with corrective instruction.

19. Assessment Photo Album (Group Project) con’t
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Needs More Time
(1 point)
Outline of performance assessment (summative assessment)
Build upon the knowledge students already have in order for transfer to take place.
Includes backward mapping.
Students are involved in regular feedback and experience constructive corrective teaching.
Includes scaffolding.
Adapted to all different learning styles (ex. Visual, auditory, kinesthetic).
Includes a broad mixture of testing components (ex. constructed response, multiple choice, performance, fill in the blank).
Authentic application related to a real-world situation that engages all students and allows for deeper understandings to be shown.
Given at the beginning of the unit.
Frame the essential questions.
Includes the ability for students to transfer knowledge.
Provides regular feedback to the student.
Adapted to most all areas of learning styles.
Includes at least two testing components (ex.: constructed response, multiple choices, performance, fills in the blank).
The assessment is mostly authentic and students are engaged.
Not given at the beginning of the unit.
Not focused on the essential questions.
Lack of regular feedback.
Focuses mainly on one learning style.
Only one testing component is incorporated into assessment.
The assessment is not authentic and has no relevance to a real-world situation. Assessment pieces do not provide engaging activities for students.

20. Assessment Photo Album (Group Project) con’t
Exceeds Expectations
(3 points)
Meets Expectations
(2 points)
Needs More Time
(1 point)
Provides clear and focused goals that are well explained.
Written in kid language.
Students take part in co-writing the rubric.
Students are given an opportunity to self-evaluate, and adjust.
Provide students feedback comments that include action steps to improve the assessment.
Multiple models of students work at varying ability levels (excellence and poor) are provided and discussed with students.
Specifically aligned with learning goals.
Understandable to students.
Students are informed for what is expected.
Students are given an opportunity for self-adjustment.
Feedback comments are incorporated.
Models of student work are provided and discussed with students.
Vague relation to learning goals and enduring understandings.
Written in adult language.
Uninformed receiver.
Lacks the opportunity for students to gain insight from feedback and adjust.
Feedback is not incorporated.
No models of student work are provided.

21. Revisions to Photo Album