AT+Doughty+Maryellen

Samples of unit [|assessment timeline]. (novel does not need to be completed in order to complete this project) || RAFT (role, audience, format, topic) Student has choice of all four aspects || present to a partner ||
 * 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** ||
 * Look at wordle || read and code Sermon, find modern example || oral presentation of modern example ||
 * Introduce/review literary terms || find example of literary term in Scarlet Letter, make jingle of literary term || presentation of poster and jingle ||
 * Read Scarlet Letter
 * Understand Edwards/Hawthorne's perspectives || graphic organizer and project of the student's choice || partners present their project ||
 * Read all of Scarlet Letter || Jeopardy style review game || quiz on characters and plot ||
 * Read all of Scarlet Letter and "Sinners..." || find a modern example of Puritan values/beliefs in our society today || write-up with visuals posted on the wikispace ||
 * Read all of Scarlet Letter || graphic novel (approximately 3 chapters for group) || Presentation of the 3 chapters ||

Summative: presentation of the examples || Qualitative: find and discuss example Quantitative: presentation of the example is scores || 1 || x/4 || Summative: presentation of the posters and the jingles || Qualitative: find and use example in poster/jingle Quantitative: presentation of poster/jingle || 2 || x/4 || Summative: The RAFT will be handed in for a grade. || Qualitative:review of the RAFT/working with a partner Quantitative: The RAFT itself || 2 || x/4 || Summative: Presentation of the product to the whole class. || Qualitative:working with a partner, filling in the graphic organizer and reviewing with the small group Quantitative: The product will be graded. || 2 || x/4 || Summative: Finding and correctly identifying a modern example || Qualitative: working with a partner, finding the example, peer/teacher feedback Quantitative: Presenting the example || 1 || x/4 || Summative: The final product || Qualitative: feedback from peers/teacher Quantitative: The final product || 3 || x/4 || Summative: The presentation of the product || Qualitative: Rehearse with peers Quantitative:The presentation of the product || 3 || x/4 || Summative: the quiz || Qualitative: writing questions and review game Quantitative: the quiz || 1 || x/4 ||
 * **Assessment** || **Process and Purpose of Assessment** || **Formative/Summative** || **Qualitative/Quantitative** || **Value** || **Score** ||
 * Modern example of rhetorical device || Once introduced to the ideas of rhetorical devices, students will find an example of how the media uses these devices to influence us. The purpose is to enable students to transfer knowledge from rhetorical devices in the sermon to our modern world. || Formative: students will discuss modern examples in groups
 * Literary term poster and jingle || Students will begin to work with various literary devices in order to better use and understand them as we study literature. Students will also create a jingle for their literary device in order to help them remember the device and what it does/how it is used. The purpose is to reinforce these devices to be a framework for further study of literature. || Formative: discussion and preview of the posters/jingles
 * RAFT || Students will take the point of view of a character from The Scarlet Letter and will write a journal entry, letter or song from that point of view. The purpose is to help review the characters and their point of view It also helps to gauge the student's knowledge of the plot of the novel. || Formative: Reviewing the RAFT with a classmate
 * Compare/Contrast Edwards and Hawthorne || Students will compare and contrast the views of two authors. They must complete a graphic organizer, but their finished product make take any shape (ie: a poster, an essay, etc). The purpose is to emphasize the fact that many different authors and people have differing opinions on the same time period/topic. This is also a good review of how to structure a compare/contrast argument paper. || Formative: working with a partner/presenting to a small group and revising
 * Modern example of Puritan values in our society || Students will be trying to find a modern example of how Puritan ideas/values are still in use in our society today (especially in the Northeast). The purpose is to emphasize that fact that Puritan values/ideals shaped our society and still are seen and used today. || Formative: working with a partner/ review with peers/teacher
 * Graphic Novel || Students will work in groups and will be assigned chapters. They will then make a graphic novel, using ComicLife, and give an overview of the chapter and identify literary devices and historical allusions in the text. The purpose is to pull together all the varying strands of study into one unified whole. || Formative: working with group to produce the product/ review with teacher or other groups
 * Oral presentation of Graphic Novel || Students will present their chapters of The Scarlet Letter to the rest of the class. After the presentation, the chapters will be compiled to form the complete graphic novel. The purpose of the presentation is to allow all students to see the entire graphic novel, and to discuss and offer feedback to the various groups. || Formative: Rehearsing with peers
 * Quiz || Students will play a jeopardy style review game in order to review key plot points and characters from the Scarlet Letter. I will have two classes of Pre-AP sophomores. The students from one class will write the questions for the opposite class and vice-versa. This will allow then time to dive deeply into the text. The purpose is to firmly cement the plot points and characters in the minds of the students. || Formative: writing questions and the review game