Short Story Assessment, With Choice: Collaborative Planning: (2 of 3)

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Objective

SWBAT draw evidence from literary texts to support analysis of conflict, plot and character by answering text dependent questions collaboratively.

Big Idea

Three day assessment helps students develop learning endurance.

Preparing for the assessment

10 minutes

To begin class today, I will hand back the ShortStoryPerformanceEvent assessment, short story, annotations, and summary to students from yesterday's, day one of assessment.  I collected these materials at the end of class yesterday to check how students were doing with their annotations and comprehension of the text. This video  is an Explanation of assessment timing

 

Students get into groups based on the short story they selected.  They will be working in their same story groups for today (SL.9-10.1) Then, I explain each step to students:

 

Step one:  Write three text based questions over your text and provide three text dependent answers.  Your questions should be thoughtful and must be answered only if returning to the text.  Each answer should be extensive with properly cited text (RL.9-10.1)

Example of a bad question:  Do you like this story?

Example of a bad question:  Who is your favorite character? 

Example of a good question:  How does the use of ….. contribute to ….?

Example of a good question:  Who is the antagonist of the story? Use text evidence to support the 

answer.

After you have completed step one, move to step two.  

Step two: What is the theme of your story?  What reveals the theme?  (RL.9-10.2, RL.9-10.4, RL.9-10.1, W.9-10.9).  Collaboratively discuss the answer to this based on your reading and annotations from yesterday (SL.9-10.1a, b, c).  Each group member needs to write the answer to this question on a piece of paper (W.9-10.10).  

 

Step three:  Create a visual representation of the theme of your story and how that theme is revealed (RL.9-10.1) (RL.9-10.2)

 I choose to explain each step all at the same time because students are working at their own pace.  

The Assessment

40 minutes

As students work, I will walk around observe them working.  I don't want to assist them too much since this is an assessment, but I will encourage and clarify instructions.  I will have a timer displayed throughout the class period because students have to be finished with Days 1 and 2 before moving on to Day 3 tomorrow.  

 

I will collect all of the work students have completed thus far and will distribute it again tomorrow.  

Closure

5 minutes

If I notice students are not done with Day 1 and 2, I will pull those students aside and have them call their parents to arrange for a car ride pick up after school so they can stay and finish Day 1 and Day 2 of the assessment.