Caitria Jade Cunningham

Professor Keeley
Education 302/303
10/14/14
Assessment
There will be multiple forms of assessment used throughout this unit, both formal and informal.
Most of the informal assessments will be centered on class discussions and participation, either in those
discussions or in the various performances of Twelfth Night that will take place throughout the unit. No
class periods are designed to be entirely lecture based. Every single one has an interactive component,
but for those to work effectively, the students need to be participating. Consequently, willingness to talk
and participate in the various activities is very important in the assessment aspect of this unit.
There will also be a series of slightly more formal assessments along the way. These may range
from short journal entries (from a paragraph to a page or so) to worksheets on the various Acts graded
on completion to continuous use of their keeping-track sheets. After some lessons, I will ask the
students to create some sort of product that demonstrates their knowledge and ability to apply the
material (what these products are changes from lesson to lesson). These are another, more formal, way
to continuously assess the students throughout the unit.
At the end of the unit, there will be two much more formal ways of assessment. Both are
projects. One is a paper, designed to be a test of the students ability to interact with the text on an
intimate level and draw conclusions from it. It will also demand formal academic writing and the use of a
thesis statement, claims, and specific textual references used as evidence to support that thesis and
those claims. This is the character analysis paper, referred to as the character trace throughout the
rest of the unit plan. This paper will be broken into two major sections: the one described above will be
given as a rubric to the students. They will have approximately two days to work on it in the computer
lab. They may use their character trace notes but nothing else in the creation of this paper. Spelling and
grammatical errors should be minimal at worst and nonexistent at best. The intended length is a

minimum of two pages, and the font should be Times New Roman, size twelve, double-spaced. The
prompt itself is concerned with which character is most admirable in Twelfth Night. It should be an
argument paper, exercising the students in having an opinion but expressing it via evidence and logic
rather than emotional and/or personal discussion. The prompt is designed so that students will not be
able to easily find it on the internet and will have to create the paper on their own, using their own
notes, and making their own decisions.
The second half of this paper will be more informal but just as important. This is a more
traditional character analysis that can, unfortunately, be very easily found on the internet (as searching
the words Twelfth Night character analysis quickly proves). Consequently, the students will be allowed
to bring in a notecard with whatever information they desire, and they will then have a full hour to
hand-write a basic character analysis. In this case, content is much more important than form.
Finally, the end assessment for this unit will be the creation of a musical scene from Twelfth
Night. The students will be divided into groups of four or five. A rubric and a selection of scenes will be
handed out to each student so that everyone in the group can reference them as need be. The students
will be required to select a scene. Each group will have a different scene, so it is first come, first served.
After they have selected their scene, they will be asked to change the original Shakespeare into a
musical scene. They will be required to perform, record, and then post their performances online. They
should have an original script that utilizes at least eight lines of iambic pentameter (or at least attempts
to adhere to that pattern as much as possible). The music should be creative, the setting well-chosen,
and their lyrics clearly communicated. Additionally, they will be asked to write a short, informal paper
about one to two pages describing how they designed their scene, what they chose to add, what they
chose to remove, and what they kept from the original scene. Their explanations should be clear. They
should demonstrate a good understanding of the meaning of the original scene, how visual and auditory
performance affects the meaning, and how their changes and the modern day audience affect the

meaning of their personal scenes. They should be able to articulate the importance of their scene clearly
and should have given it a thoughtful title.