Cheri McCoy

MEDT 7476

October 28, 2017

Assessment Plan

Performance Task “The Outsiders” Characterization Project

Title
Grade 7th
Designer Cheri McCoy
Performance Task Students will be able to create a presentation highlighting the
Annotation character traits of each character in the first chapter of The Outsiders
by S. E. Hinton.
Subject(s) ELA
Approximate Duration 2-3 class periods for analyzing chapter 1
of Performance Task
Focus Standard ELAFSE7RL1: Cite several pieces of textual evidence to support
analysis of what the text explicitly as well as inferences drawn from
the text.
Secondary Standard ELAGSE7RL7: Compare and contrast a written story, drama, or
poem to its audio, filmed, staged, or multimedia version, analyzing
the effects of techniques to each medium.
National Standards  Students read a wide range of print and non-print texts to build an
understanding of texts, of themselves, and of the cultures of the
United States and the world; to acquire new information; to respond
to the needs and demands of society and the workplace; and for
personal fulfillment. Among these texts are fiction and nonfiction,
classic and contemporary works.
 Students read a wide range of literature from many periods in
many genres to build an understanding of the many dimensions (e.g.,
philosophical, ethical, aesthetic) of human experience.
 Students apply a wide range of strategies to comprehend, interpret,
evaluate, and appreciate texts. They draw on their prior experience,
their interactions with other readers and writers, their knowledge of
word meaning and of other texts, their word identification strategies,
and their understanding of textual features (e.g., sound-letter
correspondence, sentence structure, context, graphics).
 Students adjust their use of spoken, written, and visual language
(e.g., conventions, style, vocabulary) to communicate effectively
with a variety of audiences and for different purposes.
Description and 1. Prior to beginning the creation of a Prezi presentation, the
Teacher Trainer students will spend some time analyzing chapter 1 of The
Directions Outsiders for each and every element of characterization
within the chapter.
 2. The students have read chapter 1 and have discussed that S.
E. Hinton was very in depth with the formulation of each
character, and she described them to the fullest in chapter 1,
both internally and externally.
3. Students will not spend 2, possibly 3, class periods going
back over the chapter and pulling out all of the different
characteristics about each character, both internal and
external.
4. Students may work in small groups together (groups are set
by the last assessment, and need for intervention)
5. Students are highly encouraged to compare information as
they move through the close reading of the chapter and
pulling of information. Remember, students are to pull
external information about the characters, and also, internal
information of the characters, meaning inferencing is
necessary here.
6. When students have collected all information, they will begin
to create the Characterization Project.
7. Students are given the choice of how they would like to
present all of the information about the characters in The
Outsiders. They can either create a Prezi presentation on
student chrome books that are available in the classroom, or
they may create a character poster and creatively present all
of the character traits. There is a mixture of students who
prefer technology over a physical presentation.
8. Each student must create their own project, independently.
9. Students who create a Prezi will save their presentation and
email it to the teacher.
10. Students who create a poster will turn in the poster to the
teacher.

Rubric Title The Outsiders Characterization

Rubric Description This rubric tells the student what is expected of them, and they will
understand the grade they receive based on the effort and time put
into their project.
Rubric-scoring 1 2 3 4
7 Characters Listed You only You You listed You
listed 1 o2 only 5 or 6. successfully
characters listed listed 7
3 or 4. major
characters
in the book.
Internal Traits listed None You You listed You located
listed didn’t an them all.
put in acceptable
amount
 (we need a lot of
to work on effort.
this)
External Traits listed None You You listed You located
listed didn’t an them all
(we need put in acceptable
to work on a lot of amount
this) effort.
Creativity/grammar No Little Acceptable Great
usage/structure structure effort work structure
and
creativity

Teacher Notes-You did a good job identifying all of the major

character traits within the first chapter, which means you read
directly from the text and inferred at a deep level. I can tell you put
a lot of effort into your work.
Example of Student Prezi Link:
Work https://prezi.com/r5skqqnjwzpj/copy-of-the-outsiders-
characterization-project/

Materials and Student chromebooks with access to internet for Prezi website
Equipment Novel copies of The Outsiders
What 21st Century Using the program Audible to audio play the novel for low level
Technology was used readers.
in this performance Chromebooks
task? Googleclassroom account
Prezi
Differentiated Student Voice and Choice in which way they would like to [present
Instruction their information. Students who are high achievers typically use the
chrome books and applications to create projects that are above and
beyond the grade level expectation. Low level and struggling
students will require more one on one work to pull information from
the book/identify what is internal and external.
Students with IEP’s will receive more one on one focus and will be
given extra time, if depicted in their IEP.
Web Resources The Outsiders online
Prezi.com
Setting-The setting of this lesson will take place in a classroom setting in a rural middle school.
The classroom possesses 20 student chromebooks, brought in from fundraising on the teacher’s
efforts. The room has WIFI access, and also access to a large amount of poster board and art
supplies.

Students-The students involved in these lessons range in age from 12-14, boys and girls, and are
developmentally diverse: 2 average range, 3 diagnosed ADHD, and 2 low level learner. 2 are
economically advantaged, while the 5 remain below the mean income for the area. Of these
students, 4 are Caucasian, 2 African American, and 1 Hispanic student. The Hispanic student
speaks English primarily.