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Andrea Claire

Unit Assessment Plan


Diff 510

Unit essential questions:

Unit

Why does the story have multiple characters? What if the story only
had one little pig, how would the story be different?
How can we look at this picture (illustration from the story) and figure
out what was happening? What should we look for?
What happened in the story The Three Little Pigs? How would you
change the ending of the story? How would you continue the story?
enduring understandings:
Students will understand
o How to identify characters and their roles throughout the story.
o How to describe the plot and setting of the story by using context
clues and illustrations.
o How to recall major events in the story by using illustrations as a
guide. The beginning, middle, and end of a story by sequencing
and retelling the story in multiple ways.

Pre-Assessment:

Before the read-aloud, check from prior knowledge of the story by creating an anchor
chart (using chart paper) to make a web of the Three Little Pigs and what the student
thinks is going to happen. (Possible example below) Emphasize that they do not have to
be right, just ideasthen you can go back after reading the story to determine if any of
their predictions were correct.

th e
w o lf
th e
e a ts
p ig s th e
r u n 3 p ig s
a w ap
i
y
g
s

m a k e
th e ir
o w n T
h o u s Te
L
s
P

h e
h r e e
ittle
ig s

Teacher Observation during read-aloud (taking note of students who are able to retell and
those who cannot using example chart below)
Can Retell the
Story

Can Retell the Story with


Guidance

Cant Retell the


Story

Names
Characters

Summative Assessment:

Cut and paste sequencing activity (from lesson plan 1, this will be done again at the end
of the unit to show improvement/or lack of) Being sure to review the illustrations first.
o For visual and kinesthetic learners
o Rubric/checklist used to determine the students knowledge of beginning, middle,
and end
A verbal assessment will be given in the form of a multiple choice picture quiz. May
need to review illustrations with students before doing the quiz.
The Three Little Pigs Assessment
Name: ___________________
1. What illustration shows the beginning of the story?

2. Circle the illustration that shows the end of the story?

3. Which illustration belongs in the middle of the story?

4. Which illustration shows ALL of the main characters?

The Three Little Pigs Assessment


Name: ____Key_____
1. What illustration shows the beginning of the story?

2. Circle the illustration that shows the end of the story?

3. Which illustration belongs in the middle of the story?

4. Which illustration shows ALL of the main characters?

Students will have a choice for a final project to sum up the unit. Students will be able to
choose from (must choose one individual project and one group project):

o Verbally retelling the story the Three Little Pigs with or without puppets.
(Individual)
o Draw illustrations that chronologically retell the story the Three Little Pigs.
(Individual)
o Create one of the pigs house out of provided materials (marshmallows, pipe
cleaners, toothpicks, chocolate, play dough, etc). Students will choose one
material to use and then describe why they choose that material. Then students
will explain what would happen in the story if their house replaced one of the
pigs houses. (Individual)
o Create and present a skit that retells the story the Three Little Pigs with puppets.
Each student needs to have a define role and be able to explain their character.
(group)
o Create a character web (character of choice, groups may be made based on
individual student preference for character if that is possible) using drawing,
words, and character traits to explain in detail the character. The students should
also be able to describe in order what that character did in the story. (group)
o Verbally create a new version of the Three Little Pigs, having the students choose
to be a character in the story and they will depict their part as the story progresses.
This should be teacher lead to ensure appropriate story lines are created. Students
should be using the actual character traits form the story to accurate decide what
the character would really do in the situation provided. (group)
Rubric for Student Choice Projects
Student/Grou
p

Did the
student/group
accurately
portray the
story/characters
?

Did the
student/group
provide
accurate detail
about the
story/character
?

Did the
student/group
accurately
portray the
order of
events?

-accurately
retells the
story/provides
accurate
description of
character
-shows a level
of confidence in
knowledge
-accurately
retells the
story/provides
accurate
description of

-accurate detail
of the
story/character
-includes at
least 5 details
of the
story/character

-accurate order
of events
-provides at
least 5 events

-accurate detail
of the
story/character
-includes at
least 3 details

-accurate order
of events
-provides at
least 3 events

character
of the
-shows a level
story/character
of confidence in
knowledge with
little hesitation
2

- retells the
story/provides
description of
character with
some
inaccuracy
-shows
knowledge of
story

-inaccurately
retells the
story/provides
accurate
description of
character
-shows no
confidence in
knowledge
-includes no
accurate details
of the
story/character

-provides
detail with
small
inaccuracies
that do not
change the
outcome of the
story/character
-includes at
least 2 details
of the
story/character
-provides little
or no accurate
details of the
story/character
-includes no
accurate
details of the
story/character

-mostly
accurate order
of events,
doesnt
drastically
change the
story/character
s role
-provides at
least 2 events
-shows to
knowledge of
order of events
-provides little
to no events

Total score:
Formative Assessment:

Students will be assessed through teacher observation throughout the unit. The example
chart can be used on a daily or weekly basis to monitor students progress through the
unit.
Student

Can they retell?

Can they name the


characters?

Can they tell the


beginning, middle,
and end?

Students will draw the beginning, middle, and end of the story using the chart below.
Create Your Own Illustrations!
Name: ___________________
What happened in the beginning of the story?

What happened in the middle of the story?

What happened at the end of the story?

Students will participate in a puppet show, retelling the events in the story the Three
Little Pigs. The example checklist will be used to assess students.

Student

Group
Color

Participate in
discussion?
Y/N

Participate in Puppet
Show?
Y/N-role played?

Does the student show


knowledge of the story? Y/Nhow?

Did the group


sequence
correctly? Y/N

Any correction made during puppet


show/discussion?
Y/N-what?

Students will create a character bag (brown/white paper lunch bag) in which the front of
the bag (labeled 1) will be a drawing of the character, the side of the bag (labeled 2) will
be the first thing the character does in the story, the back of the bag (labeled 3) will be the
next thing the character does, and finally the second side of the bag (labeled 4) will be the
last thing the character does. Students illustrations may vary depending on the events
they choose to depict, as long as the events they chose are in the correct order.
In small groups, create a story board using premade illustrations and text from the story.
The teacher will observe while students put the illustrations in order from beginning to
end on the board, then if the illustrations are correct they will match the text (with help)
to the correct picture. Then the students will tell the story using the story board. The
teacher will take note of who participates actively and accurately and who does not.
Those who do not participate should be assessed using the other methods above to
determine if they need extra help.

*In Kindergarten, almost everything you do in the classroom is an assessment of some kind. All
activities planned for lessons, group discussions, small group activities, and individual
observation will be used to determine the next steps in the unit.

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