AT+Couture+Jenny

Samples of unit [|assessment timeline]. explore three connections ||  ||   || ones || Smart board project and peer feedback || Student Friendly Rubric ||
 * 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** ||
 * Draw thoughts/circle and
 * High Five Worksheet || Mini comic life or makebeliefcomix.com project || Retelling Rubric ||
 * Main Ideas || BME flip-chart or Pixie project || Student Friendly Rubric ||
 * Big Ideas vs. Unimportant
 * || Job application ||  ||
 * || Interview (wiki or in-person) || Employee Review ||
 * Mind Pictures || Visualizing and Inferring with __River Rafting Fun__. || Inference Rubric ||
 * Journal Entries || Retell in comic-strip form. || Product Rubric ||
 * || Oral Presentation || Presentation Rubric ||

Explore and explain your connection. || Students use self generated pictures to explore the purpose of making connections as they read. || Formative || Qualitative || 10 pts || components needed when retelling a story. || Formative and Summative || Both || 10 pts || setting, and events from a story he/she read. || Formative and Summative || Both || 20 || Project || Students will retell the beginning, middle, and end of a given story using one of these two mediums. They will orally retell their story to another student. || Formative and Summative || Both || 20 || Project with peer feedback || Students will sequence the given "big ideas" of a story using the smart board, or on paper. They will orally retell their story to another student. || Formative and Summative || Both || 20 || with __River Rafting Fun__. || Teacher uses the inference rubric to assess the levels of student understanding of the text. This helps in planning future lessons and in re-teaching these "connections if necessary. || Formative and Summative || Both || 20 || using Comic Life || The teacher uses the product and presentation scoring rubrics to assess the final product and presentation. || Summative || Quantitative || 30 ||
 * **Assessment** || **Process and Purpose of Assessment** || **Formative/Summative** || **Qualitative/Quantitative** || **Value** ||
 * Draw thoughts/
 * High-Five Worksheet || Students use this worksheet to remember the five story
 * Mini comic project || Students use comic life to map out the main characters,
 * BME flip-chart or Pixie
 * Smart Board/Sequencing
 * Job application || Students will retell part of their life by answering questions from a real job application. || Formative || Qualitative || 15 ||
 * Interview || A future employer will record answers asking students to tell about themselves. || Formative || Qualitative || 15 ||
 * Visualizing and Inferring
 * Journal Entries || Students use journals to write about certain parts of the story. They may also be asked to keep records of different discoveries as they learn about making connections and key story components to include when retelling. || Formative || Qualitative || 20 ||
 * Retell orally and oral presentation || The teacher has a private conversations with each student. Each student will be asked to retell their story orally. The teacher will use a retelling rubric to assess the levels of student understanding. This will help plan future lessons and in re-teaching the concepts if necessary. || Formative and summative || Both || 20 ||
 * Retell and present
 * Student-Friendly Rubric || Students use these student friendly rubrics to review each others work and to justify their argument or disagreement with their peers retelling. They learn to share their reasoning. The teacher uses these student friendly rubrics and oral peer feedback to check for understanding and to make instructional decisions. || Formative || Qualitative || 0 ||