Part V: Development of Assessments

Lesson 1
Objective 1: To select the best genre of writing for a specific purpose
1a: To identify 20 different genres of writing
1b: To describe the function of the different genres of writing
Assessment: Learners will take a quiz with different writing prompts and be provided with
different choices of genres.
UDL principles: The quiz will be differentiated and provide key words to include to help find
the best genre for each purpose.

Questions:
What is a genre?
A genre is a type of writing. A poem is a genre. A traditional research paper is a
genre. A newspaper editorial is a genre. So are plays and diaries and cartoons and
billboards.
What is a multi-genre essay?
It's a collection of pieces written in a variety of genres, informed by your research on
a particular subject, that presents one or (more likely) more perspectives on a research
question or topic. A multi-genre paper is personal, creative, and cant be copied from some
other source. It involves you, as a writer, making conscious decisions about what information
is important and how it should be presented to the reader.

What are some genres I might use?

You could write an editorial, a poem, a dialogue between characters, a letter, a debate.
You could include a collage, a poster, a book, a CD cover. You will have much choice
about what to include. But beware -- this should not be a haphazard collage of
disjointed stuff; you must connect the genres and what they represent with a central,
significant theme (a thesis). Your creative efforts must be informed by solid research,
including research about the genres themselves.

But I've never done anything like this before. What do I do?
As you research, you'll need to consider an audience or audiences who would be
interested in your topic, and you need to consider what genre/s would be effective for
communicating with those audiences. In other words, what genres will "speak" to the
people whom you want to reach? (Those are the ones you can use in your multi-genre
project.) And why? You'll need to be fully engaged in your research -- don't approach
it as if you were on a scavenger hunt to find information to spit back in an "academic"
paper, because you're not. Instead, you'll need to think about what you want to do, for
whom, and how best to do that.

Lesson 2:
Objective 3: To identify the key steps of the writing process
3a: To identify the four steps of the writing process
3b: To select a topic, create a thesis, develop an outline for writing
Assessment: Learners will take a quiz on edmodo in which they have to identify the four steps
of the writing process and narrow down a topic. In addition, they will have to create thesis
statements.
UDL: Multiple means of representation are used. The examples will be video, text, and audio.
The quiz will require students to answer open ended questions.

The first step is prewriting. This is the planning step.

During this step the writer should:

Choose a subject.

Gather details about the subject using a graphic

organizer.

Decide what you want to tell your audience.

The second step is writing a first draft. This is a time

to get your ideas down. During this step the writer should:

Write all of your ideas down on paper.

Don't stop to check spelling or mechanics just yet, but

do spell the best that you can. Circle words that you
are unsure of so that you can find the correct spelling
during the editing step.

The third step is revising. This is a time to improve your

writing. During this step the writer should:

Read and review your first draft.

Share (Conference) your draft with another person, get

ideas on how to improve your writing.

Make changes to improve your writing piece.

The fourth step is editing

and proofreading.

Make sure that your writing makes sense.

Edit (check) your spelling, capital letters, and

punctuation. Use editing marks.

Write a neat final copy of your work

Reread and recheck for errors one last time.

The fifth and last step is to publish your work.

Illustrate your writing.

Share your writing.

Display your writing in the classroom.

Remember, using the writing process helps a

writer write better. Write a brief description
of each step.
1. Prewriting
2. Writing a Draft
3. Revising
4. Editing
5. Publishing
Lesson 3:
objective 2: To identify examples of exemplary and non-exemplary genre writing
2a: To compare non-exemplary examples with exemplary examples
2b: To contrast non- exemplary examples with exemplary examples
Assessment: Students will be given samples from different genres along with rubric to critique
and provide constructive criticism.
UDL: Learners are optimizing relevance, value, and originality through the evaluation of true
artifacts.

Peer Edit
Project by: _________________________________ Edited by:
_________________________________

Category
Compliments
Topic: Each
genre presents
new
information,
each genre is
interesting,
stays on topic
Organization
and Flow: All
pieces relate to
each other,
pieces
transition
easily, easy to
follow
Packaging:
Visually
appealing , eyecatching, neat,
does not look
thrown together
Creativity:
Interesting
genres, creative
ways to display
information,
enjoyable to
look at and
read
Mechanics:
Sentence
Structure, Tone,
Word Choice,
Point of View,
Audience
Mechanics:
DONE: _____
Spellings,
Grammar,
Punctuation

Suggestions

Additional Comments (compliments or suggestions):