ASSESSMENT

PLAN

PROCESS ASSESSMENTS:

Diagnostic Formative Summative
Defining culture: Think-Pair-Share: Students Writing
Students will will respond to a clip from a Territories: The
participate in a Do documentary that details the students will be
Now that asks experience of a group of instructed to come
them: What is Sudanese immigrants and their up with a list of
culture? What do struggle adapting to American writing territories
you think of when culture. The students will for their personal
you think of respond to this video clip narrative. I will
American individually, writing about their have the students
culture? After initial reactions to the video, share some of the
writing about instances where they saw topics on their lists
these questions, differences between the with small groups so
the students will immigrants culture and I can observe the
use their journal American culture, and any kinds of topics that
entry to experiences that it reminds them are interesting to
participate in a of. Afterwards, they will briefly them for their
class discussion share their responses with their narratives. (Obj. 2a,
about culture. elbow partner before opening up 6a, 6b)
This Do Now and the discussion to the entire class. Revising full
discussion will (CCSS.ELA-LITERACY.SL.6.1, personal
allow me to CCSS.ELA-LITERACY.SL.6.2, SOL narrative: The
understand how 6.1, Obj. 2a, 4b, 5c) students will revise
the students view Takeaway: Students will be their personal
American culture, asked to come up with a narratives so that
and how familiar takeaway from the lesson that they are ready to
they are with the focuses on culture. I will call on turn in the following
concept of culture volunteers to share their class to be assessed.
in general. (2a) takeaway with the class, so (Obj. 2b, 6b, SOL 6.7,
Privilege activity: students will be able to come to CCSS.ELA-
Students will a conclusion about cultures role LITERACY.W.6.5)
participate in an in shaping ones identity before Personal
activity that leaving class. (Obj. 2a) narrative: The
focuses on Stereotype discussion: students will
privilege. They Following the sticky note produce personal
will be asked to activity, the students will spend narratives that focus
crumple up a piece about 5 minutes responding to on an important
of paper and the activity and guided event in their lives
throw it into the questions such as How can that helped shape
trashcan from these stereotypes harm their identity. (Obj.
their seat. someones identity? and How 2c, 4c, 6b, SOL 6.7b,
 Although every did this activity make you feel CCSS.ELA-
student is given about your own race? in their LITERACY.W.6.3
the same base groups. After discussing Personal narrative
resources and with their base groups, the sharing: The
opportunity to students will shift into a whole- students will share
throw their paper class discussion, which will their personal
ball, the chances of allow me to evaluate the narratives with
throwing the students understanding of their base groups in
paper into the stereotypes. (Obj. 3a, 5c, a Writers Caf.
trashcan are CCSS.ELA-LITERACY.SL.6.1, SOL Each student will
unequal because 6.1) have the
of the seating White Boy Privilege opportunity to
arrangement. This journaling: Students will watch present his or her
activity is meant a video of slam poetry called personal narratives
to demonstrate White Boy Privilege by 14 year to their base group.
the concept of old, Royce Mann. After watching Each student will
privilege to the video, students will respond read their personal
students. (Obj. 1a) to this prompt in their journals: narrative out loud to
Stereotype Do you agree with Royces view their peers while the
activity: Students of privilege? Why, or why not? rest of the base
will share How have you seen any of the group listens
stereotypes about privileges that he mentioned quietly. This will
specific racial and play out in your life? This demonstrate the
ethnic groups that journal entry will allow me to students mastery of
they have heard. assess the students ability to writing a personal
Because this is a make connections between their narrative, while also
sensitive topic, race, and the privileges that are giving students a
students will write associated with it. (CCSS.ELA- glimpse at facets of
the stereotypes on LITERACY.SL.6.2, Obj. 3a) their identity. The
sticky notes for me Exit Ticket: Students will students listening
to collect and complete an exit ticket before will be respectful
place on the board leaving class that asks the and accepting,
under the specific students to write down one way which demonstrates
race/ethnic group. that they can fight back against a classroom
The groups will negative racial stereotypes. This community of
include: White, will allow me to see that respect. Students
African American, students are thinking about will understand that
Asian, Jewish, issues of privilege in regard to these personal
Native American, race, and pondering ways to narratives do not
Hispanic, Middle fight back against it. (Obj. 1a, represent the
Eastern, etc. This Obj. 1b) students entire
will make me Vocabulary practice: The identity rather,
aware of the students will participate in identities are
stereotypes that Have you ever? with the composed of various
the students have selected vocabulary words from different
 heard about racial the excerpt from The Absolutely experiences. (Obj.
groups in their True Diary of a Part-Time Indian. 1b, 4b, 4c, 6b)
own lives. (Obj. 1a, This will allow me to gauge the
Obj. 1b, CCSS.ELA- students understanding of the
LITERACY.SL.6.1) vocabulary words in context.
Journaling: I will (SOL 6.5, CCSS.ELA-
have the students LITERACY.L.6.4)
respond to a Whole-class discussion: The
Quick-Write in students will engage in a whole-
their journals that class discussion about the word
ask them to think retard. I will first have them
about the kinds of define it on their own, and will
labels that have ask them questions about how
been placed on they hear this word used in
them. The everyday life. I will then have
questions that are them compare these two
displayed will look meanings of the word, and
something like discuss the offensive nature of
this: What kinds the everyday use of it in
of labels have conversations to show the
people placed on damage that labels can cause.
you? Do you think This activity is in place to ensure
that they are that students are maintaining a
representative of culture of respect in the
your true identity? classroom. (Obj. 1b, Obj. 5b)
How did they Small-group discussion: After
make you feel? reading the excerpt individually,
The students will I will have the students break off
not be sharing into small groups to answer a
these with the series of questions about the
class they are for selection. I will be walking
their own around monitoring their
personal discussions so that I can listen to
exploration and their interpretations and clarify
reflection. (Obj. any misconceptions. (SOL 6.1,
1a, 1b) SOL 6.5, CCSS.ELA-
Do Now: Students LITERACY.SL.6.1, Obj. 4b, 5b)
will respond to a Graffiti Discussion: The
Do Now that asks students will participate in a
them Have you graffiti discussion. This involves
ever felt like you the students moving to four
couldnt do different stations around the
something room and responding to the
because of your question written on a large piece
gender? Why did of paper. The students will
 you feel that way? respond in whatever format that
This will allow me they want the goal is to silently
to gauge each get their thoughts on paper so
students personal that we will have material to
experience with discuss as a class. This will also
gender roles and allow me to assess students
expectations. (Obj. understanding of gender roles
1a, 1b) after our gender boxing activity
Gender boxing: and see how they respond. (Obj.
Students will 1a, 1b, 3a, 5b, CCSS.ELA-
participate in an LITERACY.SL.6.1, SOL 6.1)
activity that Quick-write: After the graffiti
involves them discussion and debrief, the
listing students will write down one big
characteristics takeaway from the class
that are typically discussion. This takeaway
thought of as should focus mainly on how the
male or female students view of gender and
specific. For sexuality has changed over the
instance, a student course of the class period. (Obj.
might write 3a)
aggressive under Think-Pair-Share: I will have
the male category students think about the
and emotional questions, why do people feel
under the female the need to share their stories?
category. This and how do people share their
activity will stories? This will allow me to
demonstrate the see how aware students are of
students personal narrative in the real
familiarity with world. (Obj. 2)
gender Writing Territories Share Out:
stereotypes and After developing a list of writing
encourage territories by themselves, the
students to start students will share examples
thinking about from their lists with their elbow
how limiting these partner. This will inspire new
stereotypes can ideas for the students and will
be. (Obj. 1a, 1b, allow them to think about
3a) different memories and
Do Now: I will experiences. I will walk around
have students and listen to students sharing
respond to a Do their writing territories to
Now prompt: Do determine if students are on
you keep a track to begin writing their
diary/journal at personal narratives. (SOL 6.7 b,
 home? If so, what CCSS.ELA-LITERACY.SL.6.1, Obj.
do you write about 6a, 6b, 5b, 5c)
and why do you Exit Ticket: I will give students
write? If not, what an exit ticket at the end of class
would you write that gauges their understanding
about if you did? of writing territories. It will ask
This will allow me them 2 questions: What is a
to evaluate each writing territory? and Give
students some examples of writing
experience with territories that you came up
self-exploratory with today. This will allow me
writing. (Obj. 2) to check in with each student
Personal and determine how well they
narrative understood the lesson and
elements: I will whether or not they are on track
have the students for starting their personal
work together to narrative draft next class. (Obj.
come up with a list 5, 6b)
of the elements of Quick-write: Students will read
personal and respond to Jamaica Kincaids
narratives. The short story Girl. They will
students will read complete a quick-write reacting
an example of a to the story, and then will
personal narrative discuss their reactions with an
and will develop a elbow partner before coming
list of elements of together as a class to discuss the
personal piece as a group. (Obj. 1a, 1b, 3a,
narratives to share 5b, SOL 6.5, CCSS.ELA-
with the class. LITERACY.SL.6.1)
This will allow me Semicolon worksheet:
to see how Students will complete a
familiar the worksheet that requires them to
students are with add semicolons to sentences.
personal This will allow me to assess their
narratives and the overall understanding of the
different qualities purpose of semicolons in
that they have. writing. (Obj. 14a, 14b,
(Obj. 2a) CCSS.ELA-LITERACY.L.6.2
Do Now: The Revision practice: I will have
students will students practice revising
respond to the individual sentences on the
prompt Can you PowerPoint. This activity will be
think of a piece of done as a class, so it will ease
advice that students into independent
someone gave you practice. It will allow me to
 that encourages determine the classs comfort
you to stay within level revising sentences using
your gender? This the delete revision strategy.
will get students (Obj. 2b, CCSS.ELA-
thinking about LITERACY.W.6.5)
how the way that Revision worksheet: The
we define gender students will complete a
is constantly worksheet that requires them to
reinforced even revise individual sentences. The
by our own students will work on the
parents. This will worksheet individually, but we
also put students will go over the answers as a
in the right class so that I can clarify any
mindset to read misconceptions and address any
Girl later in the questions. (Obj. 2b, CCSS.ELA-
class period. It LITERACY.W.6.5)
will allow me to Revision practice with
see each students personal narrative: The
experience with students will work on revising
gender identity on their personal narratives after
an individual revising the sentences on the
basis. (Obj. 1b) worksheet. They will do this
Do Now: The individually, but if they finish
students early, they can move on to revise
journaling Do Now their peers personal narratives,
will be focused on as well. (Obj. 2b, 4b, 6b, SOL 6.7,
their personal CCSS.ELA-LITERACY.W.6.5)
narrative. It will Exit Ticket: I will have the
ask the students to students complete an exit ticket
think about any that asks them about how they
questions or felt about the revision process.
concerns they This will allow me to gauge
have regarding whether or not students need
their narrative. It another day on revision, or
will also ask them whether they are ready to turn
about their in their narratives the following
experience with day of class. (Obj. 2b, CCSS.ELA-
revision so they LITERACY.W.6.5)
can start thinking T chart: Students will complete
about the revision a T chart that helps them break
process and any down their writing territories
questions that and make them more detailed.
they may have. The students will complete the T
(Obj. 2b) chart before they start writing
their personal narratives. (Obj.
 2c, 6b, SOL 6.7b)
Writing conferences: Since the
students will be working on
writing their personal narratives
for the entire class period, I will
make myself available for
writing conferences. I will allow
students that feel that they need
help to approach me and ask
questions in a conference-style
setting, but I will also pull
certain students back to have
conferences with me if I feel that
they need extra scaffolding.
These conferences will consist of
me asking the students about the
writing territory that they have
chosen to write about, looking at
the students T chart to
determine the details that they
have added so far, and helping
them find a place to begin. (Obj.
2c, 4c, 6b, SOL 6.7b)
Discussion norms check-in:
Before the students begin
sharing their personal
narratives, I will have each base
group review the discussion
norms that we came up with
during the first week of class. I
will tell each group to select two
of the discussion norms that
they would like to pay special
attention to during the share-
out. (ie. listening respectfully
or refraining from judgment.)
This will reinforce a sense of
community within the base
group before the students begin
sharing, and will also give them
specific goals for being
respectful, attentive listeners
while their peers share. (Obj.
4b)
Reflection: Students will
 complete a reflection worksheet
following their presentations. It
will ask them questions such as
Did you feel respected by your
base group? Why, or why not?
and What do you think was the
strongest part of your personal
narrative? What could use
improvement? The purpose of
this reflection is for me to
determine how well students are
interacting in their base groups,
as well as to determine how the
writing process went for them.
According to their feedback, I
will determine whether or not
we need to spend more time
community building or
strengthening writing. (Obj. 4b)