Jordan Heisler

Teacher Work Sample

Ryan MacTaggart
05/01/2016
Assessment Tools
Major Assessment #1 Satire Website Due March 4th
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Pre-Assessment #1 Students will complete a satire writing

assignment in which they will satire aspects of the public
schooling system that they think are ridiculous. This will be
collected and graded based on their understanding of our class

definition of what satire is.

Pre-Assessment #2 Students will partake in a
think/pair/share activity regarding analysis of contemporary
examples of satire in popular culture that I have chosen and
presented to the class. During this, I will circle the classroom
and ask students questions about their discussions and examples

of satire that they noticed within their designated example.

Pre-Assessment #3 Students will complete biweekly
submissions on their satire websites for feedback on their work
with satire over the course of the unit. Each submission will be
graded based on completion and feedback will be given based on
their ability to follow the directions for each submission modeled

and highlighted in class.

Pre-Assessment #4 Students will complete a self-assessment
and a peer review on their rough draft of their finished project.

In order to do this, I gave each student a copy of the rubric that I

would be using to grade their projects and explained each
section to them. They could then, individually; highlight areas
that they thought needed more work on their projects and relay
that to their peer review partner. The partner could then give
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them specific feedback toward creating a polished final project.

Post-Assessment Students will publish their final editions of
their satire websites and I will use my rubric to aid in my
assessment of whether they grew toward mastery in the

designated goal.
Goal #1 - Students can write arguments to support claims in an
analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
o For this major assessment, their satire project is framed as
a means to argue that an aspect of society needs to be
changed for the betterment of humankind. Thus, different
aspects of this project will be used to meet competencies
related to argumentative writing.
o These elements of argumentative writing, specifically
claim, evidence, and reasoning, will be outlined for each
specific section of this project and will be included as part

of their grade on the rubric.

Goal #2 - Students can use craft and structure to analyze a case
in which grasping a point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire,
sarcasm, irony, or understatement).

o Satire will be a heavy focus within our reading and our

writing throughout the course of this unit. Thus, we will be
taking a look at several satire texts, including our anchor
text. This will include analysis of how authors satire
different elements of society. We will use take what we
learn through this analysis and apply it to our own topics.
Major Assessment #2 Slaughterhouse Five, Satire, and
Postmodernism Unit Test Due March 3rd, 4th
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Pre-Assessment #1 Students will complete and submit

chapter-by-chapter talking points that highlight development of
theme, character, structure, etc. that they found within our
reading. These will lead us to informal class conversations on
the important aspects of postmodernism, especially notions
questioning different objective truths within the text. I will
prepare and model my own talking points so that important

aspects of the text are not left out of conversation.

Pre-Assessment #2 - During the course of the unit, students
will take part in multiple writing prompts regarding the novel to
be submitted to be in class. These will cover topics including,
rhetorical devices, satire, subjectivity/objectivity, historical
relevance, author relevance, etc. These will aid in my ability to
gauge student understanding of important aspects to
comprehending our unit texts.

Post-Assessment Students will take a test that is largely

essay based as a means to provide a summative assessment
regarding if they grasp important concepts that we covered over

the course of the unit.

Goal: Students can use key ideas and details to determine two
or more themes or central ideas of a text and analyze their
development over the course of the text, including how they
interact and build on one another to produce a complex account;

provide an objective summary of the text.

Goal: Students can use craft and structure to analyze a case in
which grasping a point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire,
sarcasm, irony, or understatement).
o The above stated goals will be covered within book
conversations and through completion of talking points and
in-class writing assignments as well as in our summative

test.
Goal: Students can use key ideas and details to cite strong and
thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain.
o This will be accomplished through writing assignments
targeted toward incorporating learned historical and
authorial context into motivation for events and structure
within the novel.