AT+Nerney+Margaret

Samples of unit [|assessment timeline].
 * 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** ||
 * * Journals || * Vocabulary Journal || * Post-Reading Graphic Organizer ||
 * * KWL || * Double (Triple) Entry Diaries || * Post-Reading Reflective Essay ||
 * * Pre-Reading Graphic Organizer || * Discussion || * Wabanaki Storytelling Presentation ||
 * * Dictionary Definition of Self || * During Reading Graphic Organizer || * Wabanaki Wiki ||
 * || * Journals ||  ||
 * || * Wabanaki Story Analysis ||  ||
 * || * R.A.F.T. ||  ||


 * **Assessment** || **Process and Purpose of Assessment** || **Formative/Summative** || **Qualitative/Quantitative** || **Value** ||
 * Vocabulary Journal || Students will look up words as they read and from discussion and keep them in a journal. Certain cultural and unfamiliar words will come up often and the journal will serve to better help them learn them and use them. || Formative || Quantitative || Daily Assignment (part of 30%) ||
 * Journals || Students share their prior knowledge or observations about subjects in a non-threatening and explorative structure. They are able to consider ideas for the first time or respond to them in a way that allows them to evaluate differing perspectives and revise their own thinking. || Formative || Qualitative/Quantitative || Daily Assignment (part of 30%) ||
 * Pre/During/Post Graphic Organizer || Students evaluate the book they are going to read for what they expect, they assess those expectations and make new assertions as they read, and then evaluate the information learned after reading. This graphic organizer is designed to familiarize students with the nonfiction book structures and help them to understand the importance of visuals, chapter headings, table of contents pages, glossaries etc. and their use in suggesting the content that will be presented. || Formative || Qualitative || N/A ||
 * KWL || Students express what they already know about Wabanaki people, what they want to know and then what they learned as a result of the unit. This is a great way to introduce and develop goals for study. || Formative || Qualitative || N/A ||
 * Discussion || Students will participate in guided reading and Wabanaki centered discussions in order to identify, rethink, and even refine their thinking about Wabanaki people and perspectives of and about Wabanaki people. || Formative || Qualitative || N/A ||
 * Dictionary Definition of Self || Students will be learning the many parts of a dictionary definition including how to use the etymology and pronunciation guides. To demonstrate their understanding, the students must create a dictionary definition of self. They will find out where their personal names came from (family stories), define themselves by the many selves that they represent in different situations, find synonyms for themselves (adjectives that really describe them perfectly) and work with the guides to correctly write out their name with a pronunciation key. || Formative/ Summative || Quantitative || Daily Assignment (part of 30%) ||
 * DEDs || Students interact with the text and prepare for class discussion through quote selections and responses. These interactions will allow students the opportunity to examine their own perspective in comparison to those of the Natives. || Formative/ Summative || Qualitative/Quantitative || Daily Assignment (part of 30%) ||
 * R.A.F.T. || Having read __Out of the Depths__ students will take on one of two opposing roles and explore more deeply the perspectives of the Natives and those of the communities/Residential School during that time period. They will try to represent the sentiments of those involved using the information read in the book and that gathered from other sources. || Formative || Qualitative/ Quantitative || Daily Assignment (part of 30%) ||
 * Post-Reading Reflective Essay || Students will write an essay on the importance of language to cultural groups with evidence from things read and viewed. || Summative || Quantitative || Quizzes and Presentations (part of 20%) ||
 * Wabanaki Story Analysis || Using 'Voice Thread' students will analyze a traditional Wabanaki story for characters, themes, and elements that set it apart from other genres and demonstrate the cultural values of the Wabanaki people. || Summative || Quantitative/Qualitative || Quizzes and Presentations (part of 20%) ||
 * Wabanaki Storytelling Presentation || Students will learn a traditional Wabanaki story and tell it to a group of elementary students. They will have analyzed the story to develop discussion questions in order to demonstrate an understanding of the cultural elements and beliefs that the story represents. In learning the stories, they will see the value of them to the tribes themselves. || Summative || Qualitative/Quantitative || Tests and Formal Writing (part of 40%) ||
 * Wabanaki Wiki || Students will edit and refine their work before posting it as part of a Wabanaki Wiki for reference by other middle school learners. They will showcase their new and evolving understandings through their links, postings, storytelling, historical perspective and studies in their science and social studies classrooms. || Summative || Quantitative || Tests and Formal Writing (part of 40%) ||