Learning Goals Assessments Format of Assessments Adaptations LG1: Students will recall and connect aspects of the studied piece to modern pop culture Pre Assessment Journal response to Hamlet characteristics Some students may have never seen the Lion King, so having time in class to watch is good. Also, if students do not like the connection, they have the option on the test to write about other connections Formative Assessment Students will Lion King, and connect Post Assessment Essay response on unit test Self-Assessment Journal comparing what students knew, to what they know after LG2: Students will define unknown words using a knowledge of the parts of speech and using context clues Pre Assessment In class activity/discussion Students who struggle with the concept will be given extra time or extra assistance with the concept. Formative Assessment Worksheets Post Assessment Quiz Self-Assessment Journal of reflection upon improvement LG3: Students will apply different literary lenses to the studied piece to investigate multiple interpretations and create a formal response Pre Assessment In-class activity, response to a neutral activity This is a pretty complex concept so students will be allowed to choose which lens they want to write with. Also, self evaluation rubric has effort category which will help students. Also, students will have Formative Assessment Fishbowl Discussion Post Assessment Formal Essay Self-Assessment Self evaluation rubric
Good Below Average Very Poor Did students respect each opinions and give adequate time for each student to speak? Yes Somewhat Not Really Not at All Formal Essay Rubric: 6+1 Trait Writing Model : Hamlet Critical Lens Rubric Teacher Name: Mr. Davis Student Name: ________________________________________ CATEGORY 4 3 2 1 on Topic (Content) There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. Main idea is clear but the supporting information is general. Main idea is somewhat clear but there is a need for more supporting information. The main idea is not clear. There is a seemingly random collection of information. Support for Topic (Content) Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported. Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported. Supporting details and information are typically unclear or not related to the topic. Accuracy of Facts (Content) All supportive facts are reported accurately. Almost all supportive facts are reported accurately. Most supportive facts are reported accurately. NO facts are reported OR most are inaccurately reported. Grammar & Spelling (Conventions) Writer makes no errors in grammar or spelling that distract the reader from the content. Writer makes very few errors in grammar or spelling that do not significantly distract the reader from the content. Writer makes some errors in grammar or spelling that distract the reader from the content. Writer many errors in grammar or spelling that distract the reader from the content.