ASSESSMENT PLAN

Diagnostic
Diagnostic
Ask students the following questions:
1. Do you know what the word adversity means? Have you ever heard it before? If so, in
what context?
2. What do you already know about engaging in small-group discussions? What do you
think are some common challenges with small group discussions? What about the
benefits
3. Why do we read books? What is the point of English class? If youre not going to college
or youre not planning on being an English major, why does it matter?

Students will complete a think pair share where they address adversity in a particular context (a
speech from Remember the Titans)

6a, SOL 7.1 b, e, CCSS.ELA-LITERACY.CCRA.SL.1

Diagnostic

Before this lesson, students will have engaged in an introduction to the unit, defining the terms
we will use throughout the unit (specifically adversity, hardship, perseverance). At the beginning
of this lesson, I will ask students if theyve ever heard of annotating before and if they have what
they know about it (brain dump list on the board)

I will pre-teach unfamiliar vocabulary in the text as well.

Objectives: 9c
CCSS.ELA-LITERACY.RL.7.4

Diagnostic
During the previous lesson on annotating, students will have discussed at the end how
annotating can help with close reading. At the beginning of this lesson, we will do a brain dump
on the board for what students think of when they think of the definition for close reading. I will
have a definition in mind to guide them to, but will call on volunteers to share their thoughts and
them write them on the board before we come to a conclusive answer. The definition I have for
close reading is: thoughtful, critical analysis of a text, that focuses on significant details or
patterns in order to develop a deep, precise understanding of the texts form, craft, meanings, etc.
(This is how Common Core defines close reading)
Additionally, after we define close reading, I will ask students What is the purpose of close
reading? Why do we do it? I will also write down their thoughts for this on the board, setting a
purpose for their learning. I will have an answer prepared if no one volunteers their thoughts
(close reading is important because it helps you notice and think about the features and language
the author uses in a text so we can think thoughtfully about why these details were usedthis is
also from Common Core)
Standards:
CCSS.ELA-LITERACY-RL.7.1
CCSS.ELA-LITERACY.RL.7.4

Objectives: 7a, 7c, 8a

Diagnostic
Before starting this lesson, I will ask students to review what we did from the last lesson: Who
can tell me what a thesis is? Okay, great, what are some components of a thesis that we
discussed?
I will make sure students are on the same page about this before we move into introducing new
texts and the modeling.
CCSS.ELA-LITERACY.W.7.1
SOL 7.7 e

Diagnostic
Before this lesson, students will have already learned how to annotate a text according to a
specific guided prompt (in this case hardship/adversity since that is the theme of the unit) and
they have done close-reading with the goal of making an argument from their close reading and
annotations. Having a thesis or argument is a crucial skill that they will need for their character
talk summative assessment. Before I begin this lesson, I will ask students what they already
know about theses. Have they heard the word before? If so, what context was it used in? Since
they are in 7th grade, Im guessing that a lot of this will be new for me to teach to them. From
students past writing, I know that they struggle with using active instead of passive voice, so
this will be the topic of our mini-lesson.

(SOL 7.7e, CCSS.ELA.LITERACY.W.7.1

Diagnostic
At the beginning of the class, everyone will go around and say where they are in the process of
drafting their Character Talk and if they have any questions about anything. This will serve as a
valuable way for me to gauge where the class is as a whole and adjust my instruction
accordingly (if students are moving quickly, could add other activities like more peer-editing and
time for revising)

7a, 8b, e
 Diagnostic
Before this lesson, students will have turned in their most recent draft of their Character Talk to
me for feedback. At the beginning of this lesson, they will get these back and have time to
incorporate my feedback.

At the beginning of the lesson on revising, I will ask students to make a list as a class of things
you can revise your paper for when you are not sure where to go. Ill have a rough draft of a list
of these written on a sticky note to make sure all of the ones they say are the ones I want them to
get (e.g. revising for clearness, changing words/word choice, grammar/spelling revision
errors,) I will also give them a list of tips and tricks for revising (such as read your paper
aloud to yourself and see if you catch any awkward phrases or run-ons.

SOL7.7j
CCSS.ELA.LITERACY.W.7.5
Objectives 7a,

Diagnostic
At the beginning of computer section, I will ask students if anyone has experience using Garage
Band to create a podcast before. If there are a lot of students who have, I will direct these
students to help their peers when they can so we can make the process move along quickly and
efficiently. I will also be walking around and troubleshooting with technical difficulties.

CCSS.ELA-LITERACY.SL.7.6
Objectives 7a, 8g

Diagnostic
Since this is the last lesson in this unit, we will revisit many of the concepts from the first day
(e.g. why does adversity matter? Why should we care? Whats the point of reading books at all?)
in small group discussions. As these are taking place, I will circulate around the room and take
note of whether students answers seem to have changed since the beginning of the unit and/or
reflect growth.

Standards: 5a
Objectives: N/A

Formative
Formative
Students will engage in small-group discussions of around 4 participants where they will tackle
questions regarding adversity and how we define it. The questions are as follows:

1. How would you define adversity or hardship?

2. Can something be hard for one person, but not hard for someone else? Why or why not?
3. Whats the point of trying to overcome something? Why not just give up?
4. What does it mean to be persistent? What does it mean to persevere? Do you think these
words mean the same thing? If not, how are they different?
5. What does it mean if someone has character? What does it mean to you for someone to
be a good person?
6. What different types of adversity might someone encounter? How would approaching
these look different?
7. If you feel comfortable, give an example of an obstacle in your own life that you have
encountered.

**These questions purposefully dont have a lot of context so students can fill in the gaps with
their own ideas. As we read in this unit, we will revisit these questions with specific texts and
characters in mind.

2, 3a, 3b, 4a, 6a, 10a

Formative

During class today after a mini-lesson on annotation with a purpose, students will practice
annotating with a specific prompt on a passage that I will give them. This will be the same
passage for all students and at the end of the annotating they will be asked to draft an answer
that attempts to fulfill the prompts question. Questions will differ for each passage.
(7b, 9)

At the end of the lesson, students will complete an exit card which has the following questions:
1. Write down a definition for annotating in your own words

2. Why do we annotate? How can annotations be useful to you when you are reading and
when you are looking back at a text?

If the majority of the class did not respond to these questions with a well thought-through
answer that reflects what we talked about in class, I will plan to go back and teach annotating
again.

Objectives: 9a, 9b,

SOL7.5 d, g; 7.4 c, d
CCSS.ELA-LITERACY.RL.7.4

Formative
Students will turn in an exit-card (included in Materials Needed) at the end of the lesson where
they practice close-reading a passage. Specifically, students will discuss connotations of words,
identify figurative language, and make inferences about the text based on textual evidence. I will
return this to them with specific feedback before the next class, including details on what they
could do well and what they could improve on.

Additionally, before completing this close reading exit-card, students will close read individually
in small clusters with guiding questions (specifically what is required by characters and real
people in facing hardships and how can people experience hardships in different ways?) I
will monitor these conversations, circulating and adding comments and questions when
necessary, acting as a co-learner

Standards:
CCSS.ELA-LITERACY-RL.7.1
CCSS.ELA-LITERACY.RL.7.4
CCSS.ELA-LITERACY.RL.7.10
SOL 7.4 c, d, 7.5 d, g

Objectives: 2, 6, 7a, 7c, 8a

Formative
During this lesson, I will model how to start writing for a Character Talk then students will start
working on their own. After the modeling, I will ask if any students have questions and will also
be available during the student work time to answer questions and trouble shoot.
CCSS.ELA-LITERACY.W.7.2
SOL 7.7 e, f
(7a, 8a)

Before students start the writing process, they will get together with a peer and articulate their
argument to them, showing them their drafted outline and thesis statement. This person should
be someone who is at the same point in the working process as they are so they wont have to
disturb peers who are working. This step is to make sure that they can verbally explain their
project to someone else before starting to write it. If students dont get to this during this lesson,
it will carry over to the next!
(6)

Formative
Students will complete a handout where they change sentences that are in passive voice to
sentences that are in active voice after the mini-lesson. This will not only serve as independent
practice for them, but will inform me whether the majority of them understand the concept.
(Appendix A) (8d)

Students will begin drafting theses or arguments that are about different topics than adversity in
literature. This exposure will help them get introduced to the concept of a thesis in general
instead of jumping in to write one about a specific topic right away. Before doing this, we will
also discuss the necessary components of a thesis statement [e.g. how it is different from just any
sentence] (Appendix B, this is part of the PPT) (8e)

Formative
I will workshop with students individually throughout this class period to check in with them
and offer additional assistance on their drafting.

CCSS.ELA-LITERACY.W.7.2
CCSS.ELA-LITERACY.W.7.1.B
CCSS.ELA-LITERACY.W.7.1

SOL 7.7e, f

7a, 8b, e

Formative
Before students move on to learn about how to make podcasts, I will ask how many of them feel
confident with their final draft of their Character Talk. If most of them do, we will move on to
the podcast creation.

After revising their own Character Talks, students will swap them with a partner to peer-edit.
They will be required to tell their partner 3 specific areas that they want feedback for, writing
these down on the same paper as the character talk so their partner has easy access to them.

SOL 7.8f, 7.8b, 7.1b, 7.1e

Objectives 1, 7a, 8c,

Formative
As students are in the process of creating their podcasts, I will be available for help.
Additionally, after students finish the podcasts before they move on to the reflective writing
exercise, they will complete a journal entry with a prompt that will get them warmed up with
reflective writing. After students do this individually, we will discuss any questions or concerns
that they have about reflective writing.

At the end of this workshopping period, students will be able to turn in an exit slip to me where
they ask questions about their individual self-reflective writing pieces so far.

SOL 1, 5a, 7.1b, 7.1e

Objectives 1, 7a, 8c, 8g,

Formative
Before this lesson, students will have finished their self-reflective writing assignments as part of
their summative assessment. Students will be allowed to create their own small groups and share
these pieces of reflective writing with each other. As students are reading their pieces to each
other, students will score their peers with a rubric. These scores will not be the only things going
into that students final grade for the assignment, but I will take them into consideration when
looking over the assignments myself.

Standards: CCSS.ELA-LITERACY.W.7.3
Objectives: 5a, 7b

Summative
Summative
Students will complete a discussion at the end of the unit where they revisit the same essential
questions and vocabulary questions they are wrestling with at the beginning of this unit.
Students will be graded on the following criteria, which is aimed to grade for completion more
than content, but will test their ability to engage in a student-generated discussion
1. Did the student participate respectfully and thoughtfully in the discussion?
2. Did the student ask follow-up or clarifying questions in response to their peers if
necessary?
3. Did the student ground their answers to the prompting questions in examples from the
texts weve read this unit?
4. Is the student participating in active listening? How can you tell?
5. Did the student build off their peers ideas? How can you tell?

CCSS.ELA-LITERACY.CCRA.SL.1
SOL 7.1 b, c, e

Summative
As part of their summative assessment, students will have to close read passages of text in order
to make an argument in their partner Book Talk presentation.

As part of their summative assessment, students will complete a personal reflection writing
activity where they analyze their own process of overcoming an obstacle in their life. This
assignment will be graded on the following (as components of a rubric):
1. Did they identify the challenge or obstacle clearly?
2. Did they examine their responses to the obstacle critically, justifying their rationale for
their decisions?
Did they talk about why this challenge was significant for them and what they learned from this
experience?

Objectives: 8a, 8b, 9c

CCSS.ELA-LITERACY.RL.7.10
SOL7.5 d, g; 7.4 c, d

Summative
Students will be required to close read for their Character Talk final assessment, specifically
identifying figurative language, discussing the connotations of words, and making inferences
about the text based on textual evidence. Additionally, they will use this skill throughout the rest
of the year in this class as well as in their future English classes.

Standards:
CCSS.ELA-LITERACY-RL.7.1
CCSS.ELA-LITERACY.RL.7.4
CCSS.ELA-LITERACY.RL.7.10
SOL 7.4 c, d, 7.5 d, g

Objectives: 7a, 7c, 8a

Summative
Students will complete a character talk (based off Steinekes concept of a Book Talk with a
different name so they dont think its a book report) where they will have to follow the
following structure:
1. Present the characters adversity, explaining the context and relevant details
2. Describe how the character approaches this adversity within the context of the story
3. Form an argument about the effectiveness of the characters decision at the time. What
do you think he/she couldve done differently, if anything? Why?
(8a, 8b, 8c, 7a)

In addition to the character talk students will complete a self-reflection writing assignment
about how they approached adversity in their own life during a particular situation. (7b, 5)
 Summative
Students will complete a character talk (based off Steinekes concept of a Book Talk with a
different name so they dont think its a book report) where they will have to follow the
following structure:
1. Present the characters adversity, explaining the context and relevant details
2. Describe how the character approaches this adversity within the context of the story
3. Form an argument about the effectiveness of the characters decision at the time. What
do you think he/she couldve done differently, if anything? Why?
(8a, 8b, 8c, 7a, 6)

Summative
Students will complete a character talk (based off Steinekes concept of a Book Talk with a
different name so they dont think its a book report) where they will have to follow the
following structure:
1. Present the characters adversity, explaining the context and relevant details
2. Describe how the character approaches this adversity within the context of the story
3. Form an argument about the effectiveness of the characters decision at the time. What
do you think he/she couldve done differently, if anything? Why?
CCSS.ELA-LITERACY.W.7.2
CCSS.ELA-LITERACY.W.7.1.B
CCSS.ELA-LITERACY.W.7.1
SOL 7.7e, f
7a, 8b, e

Summative
Students will use their final product of their podcast as part of their Character Talk summative
assessment, which encompasses assessment of the vast majority of objectives for this unit.

Their podcasts will be assessed according to a rubric we will create as a class (with attention to
length of the podcast, strength of the argument/thesis, etc.)

Objectives 1, 7a, 8c,

SOL 7.8b, 7.1b, 7.1e
CCSS.ELA-LITERACY.SL.7.6

Summative
Students will use their final product of their podcast as part of their Character Talk summative
assessment, which encompasses assessment of most objectives for this unit.

Their podcasts and transcript of the Character Talk will be assessed according to a rubric found
on the summative assessment document.

Objectives 1, 5a, 7a, 8c, 8g,

SOL 7.1b, 7.1e
CCSS.ELA-LITERACY.SL.7.6
 Summative
The podcast creation of the Character Talk (along with writing a script) and the self-reflective
writing assignment are both summative assessments for this unit.

Standards: CCSS.ELA-LITERACY.W.7.3
CCSS.ELA-LITERACY.W.7.4
SOL 7.7 d, f
Objectives: 7g

CBUP Task: Summative Assessments (Selina Horsley)

Name of Assessment: Character Talk
Description of Assessment Task:
Students will record themselves giving a Character Talk on adversity from one of the texts
weve read together as a class. They will describe the characters adversity, describe the relevant
context surrounding the adversity, and then make an argument about whether they thought it was
the right choice to make at the time, supporting this argument with details and evidence from the
text. Students will be able to choose from any text that we studied in this unit, but may not do the
same text that I used to model this process for them. For the final product, students will record
themselves creating a podcast of their talk. Then, as a class, we will be able to listen to each
others Character Talks.

Unit Objectives Addressed:

Cognitive
1. Students will understand that they can examine how they approach adversities in their
own lives by analyzing literary characters approaches to adversity
2. Students will know the elements of a story that relate to adversity (specifically conflict
and character development)

Affective/Non-cognitive
6. Students will be able to explain and value what is required by characters in facing their
hardships depending on their definitions of terms we use when talking about these obstacles (e.g.
hardship, adversity, persistence, perseverance, etc.)

Performative
7. Students will be able to critically examine how characters in literature approach different
problems
a. Students will be able to critically examine how literary characters approach different
obstacles
b. Students will be able to reflect on how they have approached obstacles in their own life
c. Students will know the difference between analysis and summary

8. Students will be able to make written arguments about whether characters choices in literature
when faced with adversity were effective choices to make at the time
a. Students will be able to close read passages from texts
 b. Students will be able to analyze passages using close reading strategies to make a written
argument
c. Students will be able to compose argumentative statements based off close-readings
d. Students will know the difference between active and passive voice
e. Students will be able to identify what is an argumentative thesis statement and what isnt
f. Students will be able to revise their writing for clarity and argument

Steps that will be taken by students to complete assessment task:

1. Students will watch me model how to give a Character Talk about adversity with
necessary components (describe the adversity, describe the context for the adversity,
make an argument about whether it was the right decision for the character to make in the
time frame and give reasons for your answer)
2. Students will start drafting an argument about a characters adversity and go through the
steps for writing a thesis

List of Grading Criteria:

1. Did students follow the steps for describing the adversity (pick and describe a characters
adversity from one of the texts weve read together in this unit, describe the context,
make an argument about whether it was the right choice to make at the time)
2. Did students follow the length guidelines for the written part and the spoken part?
3. Did students create the final product as a podcast?
4. Does the students thesis meet the criteria for a strong thesis statement? (to be specified
on the rubric)

Excellent: 5 points Average: 3 points Rethinking

Required: 1 point
Main Characters Main characters from Most main characters Many main
the story have been from the story have characters from the
correctly identified. been correctly story have not been
identified. correctly identified.
Setting Setting has been fully Most of the setting Several pieces of the
identified, including has been fully setting have not been
time and place. identified, may have correctly identified.
forgotten to include The time and place
time or place. have been left out.
Problem/Adversity The main problem Most of the problem Several important
that the character the character faces in details regarding the
faces in the story has the story has been problem have been
been clearly identified but may be left out. The student
identified and labeled missing one does not label the
as an internal or important detail. The conflict as internal or
external conflict type of conflict may external.
be labeled
incorrectly, but there
was an attempt.
Solution The solution to the Most of the solution Several important
 characters main to the characters details regarding the
problem has been main problem has solution have not
clearly identified been clearly been identified.
identified.
Do you agree? The Character Talk The thesis is missing The thesis statement
Why/why not? has a clear/strong 1 or 2 of the does not meet several
thesis (based on the components of a of the requirements
criteria we learned in clear/strong thesis, for a strong/clear
class) with but the reader still thesis statement or
supporting reasons has a good the reader is unsure
for the opinion given understanding of of what the author is
what the person is trying to argue.
arguing.

Name of Assessment: Student Self-Reflection: Adversity in My Own Life

Description of Assessment:
Students will complete a self-reflective writing exercise where they think about all of the cases
of adversity we have studied in literature and then write their own narrative. I will remind
students that at the beginning of this unit, we talked about how all of them have experienced
hardship, no matter how small they think it might be. I will emphasize this again before passing
out the assignment.

Objectives Addressed:
Cognitive
1. Students will understand that they can examine how they approach adversities in their
own lives by analyzing literary characters approaches to adversity

2. Students will understand that hardships, though inevitable, are experienced by people in
different ways.

Affective/Non-cognitive
4. Through reading and analyzing literature, Students will value challenges in their lives instead
of just pushing them aside with a negative attitude
a. students will recognize that how they approach adversity says a lot about their
character
5. Students will value the importance of self-reflection and learning from ones mistakes when
looking back on how they approached certain problems
a. students will be able to analyze their own choices through self-reflection
6. Students will be able to explain and value what is required by real people and characters in
facing their hardships

Performative
7. Students will be able to critically examine how characters in literature approach different
problems
b. students will be able to reflect on how they have approached obstacles in their own life
c. students will know the difference between analysis and summary
Steps that will be taken to complete the task:
Step 1: Create a list of hard moments in your life
Step 2: Select a hard moment that taught you something about life or yourself and write about it
List of sample hard moments (from Write Like This by Gallagher)
Breaking up with a girlfriend
Intentionally ending a friendship
Holding my dog of 13 years as the vet put her down
Getting lost in Disneyland
Getting my first F
Leaving my home country
Discovering my mother was reading my private emails

Step 3: Students will describe the hard moment and the context surrounding it
Step 4: Students will reflect on what they learned from the experience/why it was important to
them.
Step 5 (optional): If applicable, students can relate their story to one of the hardships we have
studied in class

List of grading criteria:

1. Did students follow the step-by-step guidelines? (Create a list first, then choose one, then
write about it)
2. Did students describe the hard moment according to the criteria on the rubric (describe
the hard moment, describe the context, write about why it was a formative moment for
you and what you learned, optional: connect it to hardship in one of the texts weve read
together
3. Did students follow requirements for formatting and length? (Should be at least one typed
double-spaced page when finished but can be hand-written first, formatting requirements
to come)