Mid and End of Unit Assessments and Module Assessments



Mid and End of Unit Assessments and Module Assessments Grade 9Module 1, Unit 1Mid-Unit AssessmentStandards Assessed9-10.RL.3, W.9-10.2Description of AssessmentThe Mid-Unit Assessment will evaluate students’ understanding of character development in the story. Students will participate in an evidence-based discussion prior to responding to the prompt, individually in writing. Prompt: Choose one character from St. Lucy’s who adapts to change and one who resists it. Explain the differences in their actions using evidence from the text. Use the first three stages of Lycanthropic Culture Shock to help organize your answer.End-of-Unit AssessmentStandards AssessedRL.9-10.3, W.9-10.2Description of AssessmentAccording to Claudette, the girls’ parents sent them to St. Lucy’s because the nuns “would make us naturalized citizens of human society.” At the end of the story, was Claudette successfully integrated into human society? Write an essay using evidence from the text to support your position. Structure your response by using the stages from the Jesuit Handbook on Lycanthropic Culture Shock.Module 1, Unit 2Mid-Unit AssessmentStandards AssessedRI.9-10.1, RI.9-10.4Description of AssessmentStudents will choose three phrases that Rilke uses and describe how they build and express Rilke’s advice through the use of language. Prompt: Select three phrases that represent significant pieces of advice and explain how Rilke’s use of language (i.e., particular words) gives each phrase its specific meaning.End-of-Unit AssessmentStandards AssessedRL.9-10.1, RL.9-10.2, W.9-10.9Description of AssessmentCompose an essay in response to one of the following prompts: How might Rilke’s counsel also apply to Jason?ORHow might Madame Crommelynck’s counsel also apply to the young poet? In your essay, discuss how the author's word choice and phrasing impact the effectiveness of their counsel.Your essay must include the following components:An introduction that identifies the texts and author,identifies the mentor (Rilke or MadameCrommelynck), identifies the mentee (the young poet or Jason), andmakes a claim as to why the counsel that the mentor gives to his/her original mentee also applies to the mentee in the other text. An evidence-based description of the young poet’s or Jason’s predicament. For example: If you are applying Madame Crommelynck’s advice to the young poet, describe the situation for which the young poet seeks counsel. Evidence that supports the claim that appears in the introduction.A conclusion that points back to both texts.Module 1, Unit 3Mid-Unit AssessmentStandards AssessedRL.9-10.3, W.9-10.2Description of AssessmentThe three-lesson arc will culminate in a brief writing assignment, which comprises the Mid-Unit Assessment. Students will consider Romeo and Juliet’s character development throughout the entire balcony scene. Their claim will be supported by evidence from Act 2.2 as a whole.Students will respond to the following prompt: How do Romeo and Juliet’s desires, concerns, and fears change throughout their interactions with one another in this scene?End-of-Unit AssessmentStandards AssessedRL.9-10.3, W.9-10.2Description of AssessmentStudents choose either Romeo or Juliet and write an essay that explains how Shakespeare unfolds the character throughout the play with evidence referencing Shakespeare’s language and the events of the play. End of Module Performance Assessment/Task In this performance task, students read closely, analyze text, work with paired texts, and demonstrate skills and habits they have practiced throughout the module.Two variations of this rigorous task are provided:Option A uses several pre-selected excerpts from Rilke’s Letters 4 and 7, and require students to read and analyze the excerpts, choose one, and apply it to one other text from the module;Option B (for more advanced students) requires that students read all of Rilke’s Letter 7 (not read previously), select an extended quote from the letter, and apply that quote to one other text from the module. Choose the task most appropriate for the students in yourclass.In each version of the performance assessment (A and B) students will choose an extended quotation from Rilke’s letters,and in an essay explain how Rilke’s advice could apply to a character in any of the other texts read in this module.On the first day of the assessment, working in small groups,students will be introduced to the guiding question for the task and will read and annotate three pre-selected short excerpts from Letters to a Young Poet(Option A), or will read and annotate all of Letter 7 (Option B). In the next two lessons, students will once again meet in small groups, and then in pairs to further analyze the excerpts (or letter) and discuss how these might apply to characters in texts previously read in the module. They will each select one of the excerpts (A) or any excerpt from Letter 7 (B) and a character from another text in the module.Inlessons four and five, students will organize their evidence from the two texts, and plan, write, and revise an essay in response to the prompt. Module 2, Unit 1Mid-Unit AssessmentStandards AssessedRL.9-10.2, RL.9-10.5, CCRA.R.6, W.9-10.2.b,d Description of AssessmentThe Mid-Unit Assessment will evaluate students’ understanding of how authorial choices, specifically structural choices and point of view, contribute to the development of a central idea. Students will participate in an evidence-based discussion in which they will collect and organize evidence using an Evidence Collection Tool. Students will then respond individually in writing to the following prompt: Identify a central idea in “The Tell-Tale Heart” and discuss how point of view and structural choices contribute to the development of that central idea over the course of the text.End-of-Unit AssessmentStandards AssessedRL.9-10.2,CCRA.R.9, W.9-10.2.b, dDescription of AssessmentStudents will individually write a multi-paragraph essay addressing the following prompt: Identify a central idea shared by both texts, “I felt a Funeral, in my Brain,” and “The Tell-Tale Heart,” and make an original claim about how Dickinson and Poe develop and refine this idea.Module 2, Unit 2Mid-Unit AssessmentStandards AssessedRL.9-10.2; W.9-10.2.a, b, d, f; W.9-10.9.aDescription of AssessmentThe Mid-Unit Assessment will evaluate students’ understanding about the development of the central idea of the role of fate in Oedipus’s guilt through the lens of Oedipus’s relationship to prophecy. Using a tool to organize and scaffold their thinking, students will develop their claim, participate in an evidence-based discussion, and write a response to the following prompt: What relationship does Sophocles establish between prophecy and Oedipus’s actions?End-of-Unit AssessmentStandards AssessedRL.9-10.2; W.9-10.2.a, b, d, f; L.9-10.1; L.9-10.2Description of AssessmentThe End-of-Unit Assessment uses the same assessment structure as the Mid-Unit Assessment and will evaluate students’ understanding about the development of the central idea of the role of fate in Oedipus’s guilt throughout the entire drama. Using a tool to organize and scaffold their thinking, students will develop their claim, participate in an evidence-based discussion, and write a response to the following prompt: How does Sophocles develop the conflict between Oedipus’s guilt and his innocence?Module 2, Unit 3Mid-Unit AssessmentStandards AssessedRI.9-10.2, W.9-10.2.a,b, W.9-10.5, L.9-10.1, L.9-10.2Description of AssessmentIn the Mid-Unit Assessment students will reread the full text of “True Crime” and independently draft a multi-paragraph analysis of how Mosley’s develops the central idea that humans are fascinated with true and fictional crime stories. Students will use a writing rubric to review their peers’ responses for strength of evidence. Students will evaluate their own work and a peers’ work using the Text Analysis Rubric. Students will then revise their own response based on both reviews and complete a review accountability tool to assess their understanding. End-of-Unit AssessmentStandards AssessedRI.9-10.2, RI.9-10.5,SL.9-10.1.a, c, d, L.9-10.1Description of AssessmentThe End-of-Unit Assessment asks students to apply RI.9-10.2 and RI.9-10.5 to multiple texts at once, identifying where the central ideas are articulated, and analyzing how the ideas are developed.Students will analyze “True Crime,” “How Bernard Madoff Did It,” and The Wizard of Lies. Using a fishbowl method for discussion, students will engage in a critical dialogue about the texts and critique their peers’ discussion. The Speaking and Listening Rubric will be used to assess students on their ability to contribute meaningfully to discussion through questions and responses; propel the conversation by posing and responding to questions that relate the current discussion to broader central ideas or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.End of Module Performance AssessmentIn this five-lesson Performance Assessment, students will produce an evidence-based claim about the relationship of central ideas across two module texts: one literary and one informational.In Lesson 1, students will review their various claims about central idea and structure for each Module 9.2 text to identify patterns or connections within and across texts. In this lesson, students may work individually or in pairs before transitioning to an evidence-based group discussion around their analyses and connections. At the end of the lesson, based on the evidence-based discussion, each student will select a focal central idea for the essay.In Lesson 2, students will draft a claim about how each author develops the central idea they identified in Lesson 1, and begin to gather relevant textual evidence to support a claim. They will use this evidence to further develop and refine their claims, and prepare to respond to the prompt by organizing their evidence. In Lesson 3, students will independently write a first draft of their essays using the analysis from the previous day.In Lesson 4, students will engage in a self-review process to strengthen and refine the responses they drafted in Lesson 3. In Lesson 5, an optional peer review lesson, students will engage in a peer review process modeled on protocols established in Unit 3, Lesson 4. Module 3, Unit 1No Mid-Unit AssessmentEnd-of-Unit AssessmentStandards AssessedRI.9-10.2, W.9-10.4, W.9-10.9Description of AssessmentPart 1: How does Grandin develop and refine a central idea in the text? In a response of 3–4 paragraphs, identify a central idea from Chapter 1 of Animals in Translation and trace its development and refinement in the text. Use at least four details from the text in your response.Part 2: Articulate in writing 2–3 areas of investigation and describe how and where each area emerged from the Grandin text. Consult the Topic Tracking Tool and Exploring a Topic Tool as well as notes from the Grandin text.Module 3, Unit 2No Mid-Unit AssessmentEnd-of-Unit AssessmentStandards AssessedW.9-10.7, W.9-10.9 Description of AssessmentStudents submit a completed Research Portfolio with the four sections organized including 1. Defining an Area of Investigation, 2. Gathering and Analyzing Information, 3. Drawing Conclusions, 4. Discarded Material*The Research Journal is also located in the Research Portfolio. Students write a one-page synthesis of their personal conclusions and perspective derived from their research. Students draw on the research outcomes, as developed in the Organizing Evidence-Based Claims Tools to express their perspective on their respective research question/problem. Module 3, Unit 3No Mid-Unit AssessmentEnd-of-Unit AssessmentStandards AssessedW.9-10.2.a-fDescription of AssessmentStudents will be assessed on the final draft of their research paper and its alignment to the criteria of an informative/explanatory text. The final draft should examine and convey complex ideas and clearly incorporate students’ evidence-based claims as well as appropriately cite sources. The final draft should accurately organize and demonstrate thoughtful analysis of the evidence gathered through research.End of Module Performance AssessmentProcessThe module Performance Assessment requires students to revise and edit their research paper based on teacher feedback using the Research Paper Rubric and the Informative and Explanatory Writing Checklists; review the claims they made in their research paper; reassess sources connected to claims for usable multimedia (e.g. video, pictures, graphs) to support claim(s); search for other multimedia to support claim(s); and/or create their own multimedia publication components (e.g., graphs, pictures, voiceover recordings). Students synthesize and incorporate all of these multimedia components into their enhanced research product in a format to be determined by the teacher. The final product should not simply reproduce their research paper visually; it should enhance their analysis, leveraging digital media to offer a different lens through which to understand the research.Module 4, Unit 1 (Only 1 Unit in Module 4)End-of-Unit AssessmentStandards AssessedW.9-10.1.a-eDescription of AssessmentStudents write a multi-paragraph essay utilizing formal language that examines and conveys complex ideas and clearly incorporates their evidence-based claims as well as appropriately cited sources. The final draft should demonstrate thoughtful analysis of how the evidence gathered supports the central claim, as well as the organizational structure of the entire argument.End of Module Performance AssessmentPromptOver the course of this Performance Assessment, you have read “Why Buy Locally Grown?”; “What Food Says About Class in America”; “Buying Local: Do Food Miles Matter?”; and “Immigrant Farm Workers, the Hidden Part of New York's Local Food Movement” and watched “Why Eat Local?” For this assessment you must choose at least four of these texts and write a multi-paragraph argument essay in response to the following prompt:Is local food production an example of ethical consumption? Provide evidence from at least four sources in your response.In order to address the prompt, review your notes and annotations about the Module Performance Assessment texts, including the Evaluating Argument and Evidence Tools you have completed for each text. Select at least four of the five texts from which to draw evidence for your response. Next, gather relevant textual evidence to support a central claim in response to the prompt, developing supporting claims and counterclaims fairly. ................
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