The lesson focuses on a summative assessment with regard to the Gothic Unit. The test usually takes about 40 minutes. I follow up with notes on Ben Franklin, which begins our next unit.
In this section, I will put two sentences on the projector and ask students to look for errors. I ask for volunteers or I pull popsicle sticks to call on students. We review the errors whole class.
I use the attached link to show the SAT Question of the Day on the projector. I also help students find the appropriate answers by employing text taking strategies such as process of elimination, looking for key words, looking up unknown vocabulary, etc.
In the summative assessment, students will take a test on all the Gothic works read in this unit. The test will consist of multiple choice, short answer, and an essay. I vary the types of questions to address the learning styles and test taking skills of all students. I find some students struggle with multiple choice questions, but excel on questions where they have to provide a written answer. Most students prefer the multiple choice questions because they require the least amount of effort, though must use high level reasoning in order to choose the correct answer. Accordingly, most points lost in this test occur in the multiple choice section. Students perform relatively well on the written portion. However, in preparation for standardized tests and post-secondary preparation, they have to become accustomed to all kinds of questions.
In writing the test, I am specifically assessing students on their ability to evaluate indirect characterization, infer tone, and identify Gothic elements in a passage or line from a work. Essentially, I would like them to be able to perform a close reading to arrive at major themes and techniques. Many questions in the assessment relate to assessing tone. This practice is probably the most difficult for students. They are proficient at general recall questions, but have much difficulty in extracting ideas and concepts through word choice or diction. In the area of identifying Gothic techniques, once they are adept at defining the Gothic techniques, they have little difficulty in recognizing them in a work of literature.
I will begin introducing the next unit which is called The Individual and the Transcendentalists. I combine an excerpt from The Autobiography of Ben Franklin because he fits best in this unit and it is a required reading. I make sure to inform students that Franklin was not a Transcendentalist; however, if he had lived in Concord, Massachusetts during the nineteenth century, there is a good chance he would have fit right in.
The following PowerPoint explains how the Age of Reason began to create a shift away from religion to explain natural phenmenon. Franklin was at the threshold of this new way of thinking: using science to explain the world around us.