Day 1: Unit 1 Assessment for Short Story Fiction

1 teachers like this lesson
Print Lesson

Objective

SWBAT Demonstrate Understanding by Completing ELA 9 Unit 1 Assessment

Big Idea

Checking for Understanding: Unit 1 Assessmrnt

Activator

10 minutes

This Unit 1 Assessment is designed by our school district to provide teachers with data regarding mastery of the ELA standards for Short Story Fiction.  As an activator I asked students to think of the components in writing a well written Open Response and see themselves focused and confident in taking this test.

I believe self-concept begins with thought.  My students have little experience in being successful in high school. I want to do everything I can to change any negative reinforcing thoughts to positive affirming ones.

 

 

 

 

Building Knowledge

10 minutes

Before giving the students the assessment I reviewed test taking protocols which will support a test taking environment as well as strategies they can use while taking the test.

I first tell them that testing should take place in a quiet, non-threatening environment. I remind them that desks should be free of distractions, as well as the class in general which means "No Talking."  This is very difficult for many of my students who struggle with test taking in general.

I explain that it's important to:

  • Read each question carefully. 
  • Answer the easy questions first. 
  • Be precise when circling the correct answer.

 

Student Learning Activity

55 minutes

I hand out the District Unit 1 Assessment.  I take a few minutes to I review each section of the test with them as a class before they begin because I do not want my students to react to the test by not taking it seriously or impulsively answering the questions.  

There are 3 parts to the test: 

Part I: Word Meaning - Multiple Choice Section

Part II: Mechanics, Usage, Grammar- Multiple Choice Section

Part III: Selected Response

In addition to the grammar usage and word meaning, this assessment addresses common core standard .RL.9-10.10 which requires students to read and comprehend literature, including stories, dramas, and poems, with scaffolding as needed, e.g. scoring rubrics and graphic organizers, at the high end of the complexity range.

There is a rubric for the open response which is for the teacher to use when scoring the response. I  quickly review it with the students so they are clear about what is necessary to get the maximum number of points. After reviewing each part, I hand out the P.E.E. graphic organizer for the Selected Response and ask them to begin.

(I will include student work, reflection video and narrative)