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Lesson 1 Assessments

A) Informal
Students will be assessed informally many times throughout this lesson. To start, during
the direct teach portion of the lesson, I will be showing students how to closely read a
portion of the text. However, as I guide the conversation, I will ask students questions to
promote their own close reading of the text. As students answer questions I will
informally assess their response, deciding whether to note it on the live close read
passage displayed on the SMART board. Also, I will note who does and does not raise
their hand, as well as who may or may be taking notes, in order to informally assess
their level of participation in the activity. Second, while students complete paired work
and group work activities that are mainly discussion based, I will circulate the room to
listen in on their dialogue. I will be informally assessing the comments and aspects of
the group brainstorm students bring to the table, making sure to note how students are
making sense of the text and informally assessing where to lead the next part of the
conversation. Lastly, as students individually write their analysis sentences, I will
mentally choose three students who I know to be high, medium, and low writers. I will
read these students sentences and pick one sentence from the student who wrote an
exceptional sentence. Thus, informally assessing the degree to which these students
have completed the task.
B) Formal
The formal assessment aspect of this lesson includes students annotations constructed
during the close reading exercise as well as how students answered the questions about
what that excerpt shows about racism. After reading the answers to these questions, I
will be able to determine how students are identifying some of the vocabulary of racism
operating within the text.
C) Method of Assessment
The central method of assessment is students answers to the question of what is being
shown about racism in that passage. Students will have to culminate their knowledge
from the day in order to translate their findings into writing. In addition, this will help me
to determine students progress in their ability to analyze the complex text.
From Lesson 1 Instructional Materials:

D) Differentiation
The easy access of visually displaying the passage for close reading, as well as a print
copy to follow along with, enable students to engage in the activity through multiple
platforms. In addition, students who may have difficulty articulating analysis are
provided with Sentence Starters to help initiate analytical thinking.

Lesson 2 Assessments

A) Informal
As we begin the days instruction, students will be asked to think about a time when they
saw an injustice happen and tell it to a partner. I will be listening to see if students are
genuinely reflecting. Later, when students work collaboratively to brainstorm character
traits of both Scout and Atticus, I will be informally assessing the degree to which
students contribute to the discussion and provide specific examples from the text.
B) Formal
The formal assessment for this lesson includes students portrayal of a scene in the
novel through the eyes of Atticus, instead of the narrator, Scout. This will enable me to
discern how well students grasp the importance the point of view from which a story is
told. Additionally, this activity will help me to assess how students might be able to
analyze point of view in relation to their final assessment. The question for reflection at
the end of the point of view Instructional Material for Lesson 2 serves as a bridge to
analytical thinking.
C) Method of Assessment
The central method of assessment in this lesson is students answer to the question at
the bottom of the instructional material, Through Atticuss Eyes Students answer to
this question will show me the insight they have gained as to how point of view
influences the way racism is presented and perceived by readers.
From Lesson 2 Instructional Materials:

D) Differentiation
The graphic organizer instructional material of this lesson will serve to aid students in
outlining character traits of two main characters. By doing so, students have the
opportunity to look back and reference key information that will assist them in completing
their final assessment. Thus, it serves to help any student who has difficulty recalling
details in order to support their analysis. Also, during the lesson, while students are
working in groups, I will personally assist the students who I see struggling.

Lesson 3 Assessments

A) Informal
During this lesson, I will be checking that students are actively engaging in the entrance
task. In order to do so, I will circulate the room while students are writing. Also, I will
keep track of who shares their answer afterwards.
B) Formal
The formal assessment for this lesson is the character profile that students will create.
The character profile is designed to help students synthesize the information and
insights they have gained so far about the way characters are constructed in the text and
what that implies about the message of racism Harper Lee is constructing.
C) Method of Assessment
The central method of assessment for this lesson is the character profile. It requires that
students outline and combine knowledge in order to later use as a base for their formal
written analysis. Being that this assessment also has a creative component, it also
enables me to assess how well students are visualizing and imagining characteristics
portrayed through text.
See next page for Character Profile Template Lesson 3 Instructional Material

D) Differentiation
The central method of assessment for this lesson has been differentiated because it
provides students who may be considered visual learners to organize their thoughts
before engaging in formal writing, providing them with a structure to base analytical
thought on. This is also a fair way to assess a learner who may have difficulty writing
academically, which includes a majority of the class.

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