Assessment Plan

Learning Goals	Assessments	Format of Assessment
Purpose: The purpose of this learning goal is to get students to recognize the different types of sentences used to improve and create flow in writing. Learning Goal 1: Students will identify simple, compound, complex, and compound-complex sentences.	Pre Assessment	-Pre-test on identifying sentence types
	Formative Assessment	-Exit slip - Homework
	Post-Assessment	-Unit Test (MC section)
	Self-Assessment	-Dialogue Journal “What do I need help with” -Same test as the pre-test
Learning Goals	Assessments	Format of Assessment
Purpose:  The purpose of this learning goal is to get students to learn what kind of punctuation is needed when using different sentence types. Learning Goal 2: Students will be identify when to insert necessary punctuation into already written sentences.	Pre Assessment	-Concept maps on punctuation used
	Formative Assessment	-Windshield check -Homework
	Post-Assessment	-Unit Test (MC and application section)
	Self-Assessment	-Checklist
Learning Goals	Assessments	Format of Assessment
Purpose:  The purpose of this learning goal is to get students to start writing different types of sentences and utilizing correct punctuation to improve writing skills.  Learning Goal 3: Students will identify in their own writing demonstrate correctly written and punctuated sentences of all sentence types.	Pre Assessment	-KWL Chart
	Formative Assessment	-Homework -Sentence Type Project (See rubric below)
	Post-Assessment	-Unit Test (Writing Section)
	Self-Assessment	-Dialogue Journal using the KWL chart

Sentence Type Project:

Students are to choose one of the story starters below and complete the story using five of each sentence type by creating their own created sentences to complete the story.  The student will then create a color-coded key to indicate each sentence type.  

Story Starters are from http://www.teachingideas.co.uk/more/timefiller/magicpenss.htm

1.      Animal

Soaring majestically in the warm currents of air, the eagle flexed her mighty wings in a demonstration of power and agility. She enjoyed these early morning flights as the sun began to rise and the earth warmed to the touch of its rays. The air was fresh and clear up here in the mountains - it was going to be a glorious day. As she swooped and swirled idly, she spotted a flicker of movement among the spruce trees below. Folding her wings, she plummeted earthwards, gathering a speed unmatched by any other creature on this mountain. As she neared the swift approaching ground, she stretched and turned, talons extended. What was it that she had spied only seconds

2.      Detective

Eddie Morino paced the night-time streets of New York, lost amongst his own thoughts. He did not know where he was walking, he just needed to get out and let his mind and legs wander. He peered through the driving rain, which was so common in New York City at this time of year. He noticed the lights of a thousand cars and the colours of hundreds of neon shop signs, bright, in his face. He saw how the images shimmered and warped in the ever-growing puddles at his feet. It was these images that helped him in times like this. He had been working on a case now for two weeks and his leads seemed to have dried up. The reflections in the puddles changed, took on new shapes as people and cars caused the water to ripple. To Eddie, this change, this new angle, helped him look at the facts in a new way. It all began like this.

3.      Fantasy

The sky parted with a terrible roar as the lightning bolt tore downwards, cleaving a mighty oak in two as if it were a small piece of firewood. Raglen smiled a self-satisfied smile. He had done it. He had finally mastered the Lightning Spell after 9 long months of study and sweat. He had been apprentice mage to Gorlak since he was 5 years old - a promising child, with a great natural ability for magic. The old wizard had spotted him one day, all those years back as he shopped in Tondara Market for ingredients for his spells. The young Raglen had been juggling fruit, but not with his hands - with his mind. Gorlak had not seen such skill in one so young before, and he was determined to teach him to master his gift and join him at his side at the Keep.

4.      Sport

At 3-0 down in the Barton and Dengy Inter-School Football Cup match against Millingford, George could see no way back in it for his team, Copsehill Primary. George had been the captain of the school team since the start of the season, but unfortunately, he had not had a very successful reign. Copsehill had never been a strong footballing side. It was true; they always tried their best, but being a school of only 200 pupils (with most of them being too young to play) they just did not have the players to choose from. Suddenly, George found the ball at his feet. "Run on!" shouted his team-mate, Sarjun.

5.      Horror/Mystery

I waited silently, not daring to move, not even to breathe. I crouched behind the door, curling myself into the smallest shape possible, hoping I would not be found. Outside, the floorboards groaned in protest as the creature stalked ever closer towards me. I swallowed a huge lump in my throat, which was threatening to choke me. I waited. Suddenly, it happened.

6.      Adventure

We had been castaways now for what we reckoned to be about 6 weeks. We had been on a sailing trip around the Pacific, visiting the islands of Tonga, Fiji and Samoa as part of a once in a lifetime adventure holiday. Some adventure. Our boat, The Wayfarer, had scraped against some rocks as we drew into a narrow bay on an island half way into our journey from Samoa to Fiji. The damage did not at first seem too bad, but we later discovered that a tiny leak had sprung near the keel due to the impact. Whilst sailing southwards the next day, we noticed water in the hold and realised we had a major problem. The Wayfarer capsized and sank, but not before we managed to release and climb into the lifeboat. In all the confusion, we lost track of the captain (the only adult on the trip) and so far we have not seen even a trace of him. The lifeboat drifted haphazardly for the remainder of that day and well into the night, before we eventually struck land. Tired, cold and hungry, we gathered up the supplies we had and set out to explore the island - our new home.

Sentence Type Project Rubric

Proficient:	The student clearly demonstrates application of varying sentence types in all required sentences. Student displays knowledge of different sentence types by utilizing an apparent and easily distinguishable coding system to be employed for the project. Punctuation is applied and utilized correctly and superiorly in all sentence types.
Sufficient	The student can report application of majority of sentence types in required sentences.  Student indicates knowledge of different sentence types by selecting a coding system to express understanding for project.   Punctuation is expressed satisfactorily in all sentence types.
Limited	The student recognizes sentence types in most required sentences.  Student relates knowledge of different sentence types by reproducing a coding system to recount awareness for project.  Punctuation is memorized partially in sentence types.
Unsatisfactory	The student shows primitive recognition of varying sentence types in most required sentences.  Student is unable to designate knowledge of sentence types by lack of even a simple coding system.  Punctuation is unrecognized in sentence types.

Testing Constraints:

-Time: Students will have three days to complete the project.

-Reference Materials: Textbooks, notes,

-Other people: Peers and limited teacher access.

-Equipment:  Computers and printers

-Prior Knowledge of task:  Knowledge will be given prior to task being implemented.   
                                            (Few days to beginning of unit)

-Scoring Criteria:  Students will be fully-aware of scoring criteria.

Test Items Rationale

 Rationale for Test Item Choices:
The following is my rationale for the choices in my test choices to some of my objectives for The Great Gatsby Unit.  My rationale is all based from steps described in Tom
Kubiszyn's Educational Testing and Measurement: Classroom Application and Practice, 9th Edition.

Given a list, students will identify characters and traits at at least   90% accuracy

Matching

The Great Gatsby: Characters

Directions: Column A lists descriptions of the characters mentioned in The Great Gatsby and Column B character names. Match the character with the correct description by placing the appropriate letter in the space to the left of the number in Column A. Each name may be used only once but not all characters will be used.

Column A

_____ 1. Narrator of The Great Gatsby who previously resided in the Midwest.
_____ 2. Professional golfer and notorious cheater.
_____ 3. Mechanic and ill-treated by others.
_____ 4. Adulteress and car-accident fatality
_____ 5. Prohibition bootlegger who was infamous for fixing the 1919 World Series.
_____ 6. Protagonist and a main character who is disillusioned by the power of money

           Column B

a. Daisy Buchannan
b. GeorgeWilson c. Jay Gatsby
d. Jordan Baker
e. Meyer Wolfsheim
f. Myrtle Wilson
g. Nick Carraway
h. Tom Buchannan

Rationale:
 I felt that this objective just lent itself to being a matching test item, so I didn't have to think very much about what type of question this would be.  As for how I developed the list, I followed the steps discussed in Educational Assessments and Measurements: Classroom Application and Practice.  I titled the list to focus students. I put the description first and the names second to help students.  I added more names than description to avoid students from guessing and not getting an accurate assessment result.  I stated very thorough directions to help students too. I also tried to avoid unclear choices.
 
After learning and discussing, students can explain how the American Dream theory pertains to aspects of The Great Gatsby when asked.

Essentially the American Dream is an idea which suggests that all people can succeed through hard work, and that all people have the potential to live happy, successful lives. Jay Gatsby tried unsuccessfully to achieve the idea of the American Dream. Provide at least three examples from the novel The Great Gatsby that illustrate Jay Gatsby’s pursuit of the American Dream. Then explain clearly what you think caused Gatsby to never truly succeed in this dream. Your essay must include an introduction and conclusion, three illustrations of Jay Gatsby’s pursuit of the American Dream, and your explanation of Gatsby’s failure of the American Dream. Spelling, mechanics, and proper grammar will also be evaluated.  

Rationale:

I chose this essay format because I wanted students to be able to come with their own evaluation of the topic.  I did not want to feed the information to them.   Like the previous question I also used the steps discussed in  Educational Assessments and Measurements: Classroom Application and Practice.  I started the question with providing examples and not what.  I later added explaining and not what or when words.  I provided directions on how the format and the approximate length of the essay should be.  Spelling and grammar issues were mentioned to provide insight to student on this aspect. 



After reading the novel, students can recall major events from the story with 95% accuracy.

The Great Gatsby EventsTrue or FalseDirections: The following are statements about the events that take place in the novel The Great Gatsby. Some are true and some are false. Indicate whether the statement is true or false by circling the T for true and the F for false.

 

T / F 1. Nick Carraway moved to East Egg to work in the bond business.

T / F 2. Tom Buchannan took Jay Gatsby to New York to meet Myrtle Wilson and have a party.

T / F 3. Nick Carraway hits Myrtle Wilson at the party for making fun of Daisy.

T / F 4. While Nick and Jordan were talking in the library, they met “Owl Eyes”.

T / F 5. Myrtle and George Wilson move out West after the death of Jay Gatsby.

Rationale: 
I chose this format because I felt that true and false format would easily evaluate whether student were aware of major events in the story.  The true and false format seemed to do the job without having students having to list events.  From there I tried to provide very exact directions.  I had the students circle the t or the f to reduce confusion of whether the letter is a t or an f.  I tried to keep the statements relatively all the same length.  I also tried to avoid trivial or trick statements. 

Learning Outcomes

The Great Gatsby Unit 

Grade/ Subject: 11th Grade English/ American Literature

I developed these learning objectives for my 11th grade English class.  The objectives in red have test items that correlate with them.  Look below for those items. 

• Given a list, students will identify characters and traits at at least 90% accuracy.
• After reading the novel, students will interpret and justify basic character motives of five characters.
•  After watching and reading a biography of the author, students can compare life of the author to major characters in the story upon request.
• After practice and with a list, students will use vocabulary from the story with 90% accuracy.
• After studying and learning about the Jazz Era, students can differentiate the society of the 1920’s from now with no more than one inaccurate answer. 
• After learning and discussing, students can explain how the American Dream theory pertains to aspects of The Great Gatsby when asked.
• When given a list of symbols used in the story, students can derive and discuss meaning of symbols from the story with 90% accuracy
• After reading the novel, students can recall major events from the story with 95% accuracy.
•    After reading the novel, students can discuss and analyze relationships amongst characters with 90% accuracy.
• After reading the novel, students can construct meaning of overall piece upon request.
• Given a specific element, Students can criticize and 90% accuracy.
• Without a list, Students can break- down the components of a flawed-narrator at 95% accuracy.
• Given a specific element, Students can discuss themes in the story with 90% accuracy.

 

Given a list, students will identify characters and traits at at least 90% accuracy

Matching

The Great Gatsby: Characters

Directions: Column A lists descriptions of the characters mentioned in The Great Gatsby and Column B character names.  Match the character with the correct description by placing the appropriate letter in the space to the left of the number in Column A. Each name may be used only once but not all characters will be used.

                                Column A                                                                           

_____ 1. Narrator of The Great Gatsby who previously resided in the Midwest.  
_____ 2. Professional golfer and notorious cheater.  
_____ 3. Mechanic and ill-treated by others.
_____ 4. Adulteress and car-accident fatality
_____ 5. Prohibition bootlegger who was infamous for fixing the 1919 World Series.
_____ 6. Protagonist and a main character who is disillusioned by the power of money

         

   Column B

      a.      Daisy Buchannan
      b.     GeorgeWilson                                                                                                                                      c.       Jay Gatsby
      d.      Jordan Baker
      e.      Meyer Wolfsheim
      f.        Myrtle Wilson
      g.      Nick Carraway
      h.     Tom Buchannan

 

After learning and discussing, students can explain how the American Dream theory pertains to aspects of The Great Gatsby when asked.

Essentially the American Dream is an idea which suggests that all people can succeed through hard work, and that all people have the potential to live happy, successful lives. Jay Gatsby tried unsuccessfully to achieve the idea of the American Dream.  Provide at least three examples from the novel The Great Gatsby that illustrate Jay Gatsby’s pursuit of the American Dream.  Then explain clearly what you think caused Gatsby to never truly succeed in this dream.  Your essay must include an introduction and conclusion, three illustrations of Jay Gatsby’s pursuit of the American Dream, and your explanation of Gatsby’s failure of the American Dream.  Spelling, mechanics, and proper grammar will also be evaluated.   

After reading the novel, students can recall major events from the story with 95% accuracy.

The Great Gatsby Events

True or False

Directions:  The following are statements about the events that take place in the novel The Great Gatsby.  Some are true and some are false.  Indicate whether the statement is true or false by circling the T for true and the F for false.

T / F   1. Nick Carraway moved to East Egg to work in the bond business.

T / F   2. Tom Buchannan took Jay Gatsby to New York to meet Myrtle Wilson and have a party.

T / F   3. Nick Carraway hits Myrtle Wilson at the party for making fun of Daisy.

T / F   4. While Nick and Jordan were talking in the library, they met “Owl Eyes”.

T / F   5.  Myrtle and George Wilson move out West after the death of Jay Gatsby.