Jennah+Assessment+Timeline

Samples of unit [|assessment timeline].
 * 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** ||
 * KWL of allegories || Dialogue Journal: Addressing point of view || Rap/Music Video ||
 * || Conversation/Group Discussion on poetry as storytelling ||  ||
 * || StoryMap of Beowulf storyline ||  ||
 * || Online Web: Explain the effects of the allegoric elements ||  ||
 * || Podcast an Essay with word processing/online research (order) ||  ||


 * **Assessment** || **Process and Purpose of Assessment** || **Formative/Summative** || **Qualitative/Quantitative** || **Value** ||
 * KWL || Students fill out a KWL chart on what they already know about Allegories. || Formative || Qualitative || 0 ||
 * Dialogue Journal || Dialogue journal will help with analyzing the effects point of view, theme, and metaphors in //Beowulf.// || Summative || Quantitaive || 100 ||
 * Group Discussion || Class will discuss poetry andrecognize that poetry can be a powerful way to tell a story. || Formative || Qualitative || 0 ||
 * Story Map || Students will create a story map of the //Beowulf// storyline to make meaning of the epic poem. || Summative || Quantitative || 100 ||
 * Online Web || Using an online web, students must explain the effects of the allegoric elements in //Beowulf//. || Summative || Quantitative || 200 ||
 * Podcast || Using online reserch, students will podcast an essay that addresses how the structure of poetry relates to its meaning. || Summative || Quantitative || 200 ||
 * Rap/Music Video || iMovie that puts //Beowulf// in layman's terms. || Summative || Quantitative || 300 ||