Megan+Assessment+Timeline

Samples of unit [|assessment timeline]. of view || POV graphic organizer (bubble.us) || Wiki Online Magazine ||
 * Assessment Timeline **
 * Select the appropriate level - Elementary or Secondary
 * Select a sample unit and scroll down to the assessment timeline.
 * Use the information from your Stages 2 and 3 and create your assessment timeline using the tables below.
 * **Before project will begin** || **Students work on projects and complete tasks** || **After project work is completed** ||
 * Think/Pair/Share about point
 * Questionnaire about genre's || Glogster on different genre's ||  ||
 * || Think/Pair/Share about different genre's ||  ||
 * Think/Pair/Share different genre's || Sticky Note for blog ||  ||
 * || Blog (Own response, friend response, response to friend) ||  ||
 * || Vocabulary on Wordle ||  ||
 * || Word Sort ||  ||
 * || Point of View wiki ||  ||
 * || graphic organizers for point of view ||  ||
 * || compare/contrast Webspiration ||  ||
 * || graphic organizer for Webspiration ||  ||

about point of view || Everyone knows that LFHS was rated one of the lowest achieving schools in Maine. Have the students think "What did look like from the community's point of view?" and "What did this look like from a teacher's point of view? Think/Pair/Share about this answer. The purpose is to find out what students do and don't know about point of view. || Formative || Qualitative || 2 || (bubble.us) || After reviewing each of the web pages on point of view, students will Think/Pair/Share by thinking about the differences between each point of view and placing these answers on a post it note. Students will use these responses to add to information that they are missing on their graphic organizer. The purpose is to make sure they understand the different point of views. || Summative || Quantitative || 10 ||  || genre's || There will be several different genre's available in different content areas for students to look through. They will answer a questionnaire pertaining to the different genre's. The purpose is to find out what students know about genre's. || Formative || Qualitative || 2 || genre's || Students will find an example of a fiction, nonfiction, short story, biography, and folktale from Science, English, and Social Studies. They will post an image as well as a description of why it is an example of that genre, and a general description of that genre on Glogster. The purpose is for students to understand fiction, nonfiction, short story, biography, and folktale as well as these genre's in Science, English, and Social Studies. This will be shown through an image as well as a description of why it is an example of that genre, and a general description of that genre on Glogster. || Summative || Quantitative || 10 || about different genre's || The teacher will read a newspaper article from today's newspaper. Have the students think about how it would be different if you told them this story was not true? Or if the story was made up from real events years ago. Students will share out responses. The purpose is for students to start thinking about the impact of different point of views. || Formative || Qualitative || 2 || blog || As students are reading the short stories they will write down their thoughts on sticky notes to answer this key question: "Why did the author chose to write this story in this genre?" The purpose is to help students organize their thinking. || Formative || Quantitative || 2 || response, response to friend) || After they are done reading, they will use their sticky note to write a 4-5 sentence answer to the key question on the Class Blog. After each posting, the other students in the class will comment on each of the other students remarks in a 1-2 sentence remark. Students will then revisit their blog to read the comments and comment on. The purpose is for students to understand the impact of point of view in a story. || Formative || Qualitative || 10 || point of view || Students will use a graphic organizer to jot down ideas while reading their different cultural story. They will be focusing on three key question, "What is this point of view?" "How do I know it's written in this point of view?" and "Why did this author write this story in this point of view?" They will put these ideas on the graphic organizer, The purpose is to to organize student learning. || Formative || Qualitative || 2 || Webspiration || Students will use their graphic organizer and transfer their work onto Webspiration to make an online graphic organizer. The purpose is for students to understand similarities to English language, differences to English language, and how do they know what culture that word came from. || Summative || Quantitative || 10 || Newspaper || Students will write an article about a culture that they have just visited. This can be a travel journal, biography, an article using your culture or any piece of writing they can determine. Students must also fill out an entry ticket with basic information about their article to include name, genre, point of view, and new terms from the country that you have visited. This written product must be submitted on the class wiki. The newspaper, Reader's Digest, requires that the article must have at least 5 cultural vocabulary terms that are hyperlinked to to a page that will help the reader understand the given term. The writer must also include at least 2 pictures to help the reader understand the beauty of the country you are writing about. At the end of the project, the student will be presenting the article to the class. The students classmates will be judging the article and, as a class, determine the winner of the contest. The purpose The product criteria is grammar and spelling,focus on topic -has information pertaining that culture, knowledge of point of view, knowledge of vocabulary with hyperlinks,article demonstrates knowledge of type of genre student chose to write about, pre-organization of ideas, and use of graphics. The presentation criteria is content, speaks clearly, evaluates peers, stays on topic, posture and eye contact, and time limit. || Summative || Quantitative || 100 ||
 * **Assessment** || **Process and Purpose of Assessment** || **Formative/Summative** || **Qualitative/Quantitative** || **Value** ||
 * Think/Pair/Share
 * POV graphic organizer
 * POV graphic organizer
 * Questionnaire about
 * Glogster on different
 * Think/Pair/Share
 * Sticky Note for
 * Blog (Own response, friend
 * Blog (Own response, friend
 * Vocabulary on Wordle || Students will compare their answers on their word sort with the group and make revisions if necessary. Students will then work on Wordle to write these definitions in their own words. The purpose is for students to understand what the different vocabulary from different cultures means. || Summative || Quantitative || 10 ||
 * Word Sort || Students will be provided with a list of words and definitions for the cultural story they are going to read. They will use these to make a definition for that term in their own words. This will be written down in a word sort. || Summative || Quantitative || 2 ||
 * Point of View Wiki || Students will take their graphic organizer for their Wiki and will write their comments in 4-5 sentences on the Wiki. Each person will then comment on the other person's comments in the class. Then the original person will comment on their classmate's comment. The purpose is for students to understand when a point of view is used, how do you know if it is in that point of view, and why different author's chose different points of view. || Formative || Qualitative || 10 ||
 * graphic organizer for
 * compare/contrast
 * graphic organizer for Webspiration || Students will be provided with a list of words for the cultural story they are going to read. They will list these words in a graphic organizer. Students will then produce a graphic organizer to help them remember which shape goes with which of the four provided topics: word, similarities to English language, differences to English language, and how do I know what culture this word comes from? Each topic should have the shape below it. When students have all definitions they will work together as a group to share out similarities and differences. Students may expand their graphic organizer. The purpose is to help guide student learning. || Formative || Qualitative || 2 ||
 * Online Wiki