AT+DeRaps+Hattie

Samples of unit [|assessment timeline]. for literary techniques and elements || brainstorm, outline & rough draft of character TIB essay || peer feedback sheets ||
 * 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** ||
 * discussion using hook from INTERPRET thread || blog entries || project rubrics ||
 * sample //TIB// essays from website || brainstorm, outline & rough draft of TIB essay || project presentations ||
 * webquest/ creation of interactive word wall
 * || quotation/ allusion tracking sheet || group reflection discussion ||
 * || Venn Diagram ||  ||
 * || interactive word wall ||  ||
 * || Double Consciousness Cartoon ||  ||
 * || word cloud definition of narrative voice ||  ||
 * || Trace Your Body Project ||  ||

Quantitative || 4-1 || Qualitative || 4-1 || Qualitative || 4-1 || Qualitative || 4-1 ||
 * **Assessment** || **Process and Purpose of Assessment** || **Formative/Summative** || **Qualitative/Quantitative** || **Value** ||
 * Interpret Hook Discussion || Students will be read the hook from the Interpret section of this unit. We will use this hook to lead a discussion about the history of Native American reservations and predict whether or not that history has influenced the way teens on reservations feel about their country. || Formative || Qualitative || NA ||
 * Sample //TIB// essays || In preparation for the //This I Believe// writing project, students will read and listen to one or two teacher-selected essays. We will discuss the beliefs mentioned in the essays and how they're developed. Students will then have an opportunity to self-select essays to listen to. They will choose one to evaluate according to the final product rubric and add annotations to the rubric descriptors describing their thoughts about the essay. || Formative || Qualitative & Quantitative || 4-1 ||
 * Webquest for Interactive WW || In this activity, students will use the internet to find definitions for the literacy techniques and elements we'll cover in this unit. They will post student-friendly definitions of these terms and include a youtube (or other such media) video that explains or demonstrates the meaning of this term. They will add a ink to the video next to their definition on our class blog. This page will become our interactive word wall for the duration of the unit. || Formative || Qualitative || NA ||
 * Blog Entries || Students in this course will have access to the classroom blog and to their own personal blogs. Students will be required to use their blog at various points in the unit to respond to prompts and to reflect in a journal-esque fashion. Students may also be required to post images and video to their blogs depending on the assignment. Students will be given feedback from me via the comment section on their blog page and through a blog post rubric. || Formative || Qualitative &
 * Venn Diagram || We will use a Venn Diagram structure to map our perceptions and quotations that show the conflicts and the beliefs of the main character in reference to the conflicts and the beliefs that we experience in our lives. The intersecting area will address areas that we have in common and the outer sections will describe conflicts and issues that are specific to the main character or to the members of this class. || Formative || Qualitative || NA ||
 * Tracking Sheet || Students will use tracking sheet bookmarks to record important quotations and page numbers as we read the text. They will use these quotations to justify assertions that they make in writing and in discussion. Students will be responsible for collecting a base numbers of quotations, which we'll usually work to point out as a whole class. || Formative || Qualitative || NA ||
 * Word Cloud Definitions (NV) || Students will track examples of narrative voice as we read and listen to the novel. Students will compile their evidence of the character's voice as we read. They will choose single-word quotations that demonstrate the character's personality and voice as we read. Towards the end of our reading, students will compile their list of words and we will insert our list as a class into a wordle. Students will have access to this wordle on the classroom blog as they write their //TIB// narratives from the main character's perspective. || Formative || Quantitative || NA ||
 * Trace Your Body Project || In pairs, students will trace one another to create a paper tracing of each student. Once students have cut out their body tracing, they will work to fill their tracing with words, images, and symbols related to the conflicts, issues, successes, and setbacks they've faced in their lives. Each section of the body will have a leading question that students will answer through their words, images, and symbols. Students will share their tracings in a think-pair-share format. Qualitative feedback will be given as students create and present their tracings in the think-pair-share activity. || Formative || Qualitative & Quantitative || 4-1 ||
 * Interactive Word Wall || Students will use the interactive word wall contained in our blog as the unit progresses. They will add quotations and examples from the text that illustrate the meaning of the terms listed on the interactive word wall. This word wall will be used as a reference and a place where students can go to alleviate writer's block. || Formative || Qualitative || NA ||
 * Double Consciousness Cartoon || Students will create a comic of themselves and the double consciousness they experience in their lives. This cartoon will be modeled after the one contained in the text. Students will post their comics in their blogs and write a reflective entry to accompany their artwork. I will comment to each student's blog and give feedback in rubric form. || Formative || Quantitative &
 * Drafting Process: Character //TIB// || Students will work individually and in pairs to draft their character //TIB// essays. They will be given graphic organizers to help this process. I will give feedback to every student after they have had their peer feedback sessions. All feedback sheets, graphic organizers, and brainstorms will be included in the final product and assessed according to a process of writing rubric. || Formative || Quantitative &
 * Drafting Process: //TIB// essay || Students will work individually and in pairs to draft their //TIB// essays. They will be given graphic organizers to help this process. I will give feedback to every student after they have had their peer feedback sessions. All feedback sheets, graphic organizers,and brainstorms will be included in the final product and assessed according to a process of writing rubric. || Formative || Quantitative &
 * Product Rubric || The product rubric assesses the actual essay portion of the TIB project. This essay will be submitted to the TIB website after final revisions are made and after parents sign a permission sheet I've developed explaining the project. || Summative || Qualitative & Quantitative || 4-1 ||
 * Presentation Rubric || The presentation rubric assesses the recorded version of each student's essay. There are categories on this rubric that are specific to presentation skills rather than essay writing skills. Students will play their recordings for the class and I will assess them based on how well the meet the criteria set forth by our school's oral presentation standards and the criteria of the //TIB// editors. || Summative || Qualitative & Quantitative || 4-1 ||
 * Peer Feedback Sheets || As students are playing the recordings of their //TIB// essays, their peers will write short responses on slips of paper to hand back to the presenters. This feedback is meant to be positive and encouraging; not discouraging in the least. At this point, constructive criticism has already been offered for each essay in the drafting process. They will select out words and images that appealed to them as audience members and areas where the speaker's narrative voice was strong. These feedback slips will be passed to the writer after all presentations are finished. || Summative || Qualitative || NA ||  ||   ||
 * Group Reflection Discussion || At the end of every unit, students have the opportunity to reflect on the process we've used to discover and demonstrate learning. I will always ask for suggestions for future lessons and areas of improvement. I take my students' feedback seriously and try to improve upon instruction based on their feedback. Sometimes we'll conduct this as a discussion and sometimes I have actual feedback sheets that they can hand in to me. This discussion will be particularly important for myself and my colleague because it will be the first of several integrated units we'll teach over the course of the year. || Summative || Qualitative || NA ||