B.

Assessment Table
Assessment Tool
1. Diagnostic Assessment:
2. Formative Assessment:
3. Diagnostic Assessment:
4. Formative Assessment:
5. Formative Assessment:
6. Diagnostic Assessment:
7. Formative Assessment:
8. Diagnostic Assessment:
9. Formative Assessment:

Unit
Goals

Location

10.Formative Assessment:
11. Formative Assessment:
12: Diagnostic Assessment:
13. Formative Assessment:
14. Diagnostic Assessment:
15. Formative Assessment:
16. Summative Assessment: Post test

IV. Unit Goals

Unit Goals:
Students

Type of
Goal:

1. Students know and

understand the core
concepts of the unit
including but not limited to
the relationship between
their culture of violence
(setting) and adolescent
identity development as
well as connections between
these concepts.

Content

Alignment of Goal
with NYS CCLS
Standard as follows:
L.9-10.4d
Verify the preliminary
determination of the
meaning of a word or
phrase.

SL

2. Students develop the

ability to analyze a text to
identify core themes, such
as environment, culture
of violence, bullying,
and adolescent identity
development and use
textual evidence to support
their ideas.

Skill/Process

RL.9-10.2
Determine a theme or
central idea of a text
and analyze in detail
its development over
the course of the text,
including how it
emerges and is shaped
and refined by specific
details; provide an
objective summary of
the text.
RI.9-10.1
Cite strong and
thorough evidence to
support analysis of
what the text says
explicitly as well as
inference drawn from
the text.

ELA: Governing
Strand(s)
1. Reading
Employing different
modes (efferent,
aesthetic, close,
critical) for different
purposes:
informational,
personal response,
close analysis, critical
evaluation.
3.Listening/Observing
Gaining information,
and see different
perspectives.
4. Speaking
For the purpose of
critical evaluation
1. Reading
Employing different
modes (efferent,
aesthetic, close,
critical) for different
purposes:
informational,
personal response,
close analysis, critical
evaluation.

3. Students will be able to

make connections among
the variety of different texts
(graphic novel, newspaper
article, theory, visualscharts, and short stories)
that support their
understanding of the
relationship between their
Environment (Setting), and
how it affects adolescent
identity development. SL

Skill/Process

RI.9-10. 7
Analyze various
accounts of a subject
told in different
mediums (e.g., a
persons life story in
print and multimedia),
determining which
details are emphasized
in each account.

4. Students will develop

their ability to put their own
opinions or stances in
writing taking and arguing
their position with evidence
from unit texts in an
argumentative paper.
SL

Skill/Process

W.9-10.1
Write arguments to
support claims in an
analysis of substantive
topics or texts, using
valid reasoning and
relevant and sufficient
evidence.

5. Students will be able to

use a piece of textual
evidence from the text to
make logical predictions
about a story.

Skill/Process

6. Students will develop

their own ability to
articulate how a story plots
is developed and the order
things happened in a story.
(Sequencing) know and
understand the concept of

Skill/Process

RL.7.1
Cite several pieces of
textual evidence to
support analysis of
what the text says
explicitly as well as
inferences drawn from

1. Reading
Employing different
modes (efferent,
aesthetic, close,
critical) for different
purposes:
informational,
personal response,
close analysis, critical
evaluation.
5. Media
Investigating media
and communication
technologies and their
use in and impact on
culture, including for
example non-print,
visual, charts, or oral
text.
2. Writing
Meeting the purpose
of sharing an opinion
using the technique of
an argumentative
essay.

1. Reading Processes
& Purposes:
Employing different
mode(s) (efferent,
aesthetic, close,
critical) for
purpose(s): for
information, personal
response, close
analysis, critical
evaluation
1. Reading Processes
& Purposes:
Employing different
mode(s) (efferent,
aesthetic, close,
critical) for
purpose(s): for

sequencing, which is the

order in which things
happen in a story.

the text

7. Students will cultivate a

disposition towards
conveying, receiving, and
engaging challenging
analyses and alternative
viewpoints during class
discussions.

Attitudinal/
Dispositiona
l

8. Students develop the

ability to vary sentence
structure including but not
limited to the use of loose
sentences, the accurate use
of punctuation, and to
understand the use of
fragment sentences in
creative writing.
SL
9.

Skill/Process

SL.9-10.1
Initiate and participate
effectively in a range
of collaborative
discussions (one-onone, in groups, and
teacher-led) with
diverse partners on
grades 9-10 topics,
texts, and issues,
building on others
ideas and expressing
their own clearly and
persuasively.
L.9-10.2
Demonstrate
command of the
conventions of
Standard English
grammar and usage
when writing or
speaking.

information, personal
response, close
analysis, critical
evaluation
3.
Listening/Observing
Gaining information,
and see different
perspectives.
4. Speaking
For the purpose of
critical evaluation.

7. Exploring
Conventions of
Grammar and Syntax

.
11. Students know and
understand a range of new
vocabulary relevant to the
unit.
SL

Content

RI.9-10.4
Determine the
meaning of words and
phrases as they are
used in a text,
including figurative,
connotative, and
technical meanings;
analyze the cumulative
impact of specific
word choices on
meaning and tone.

6. Exploring
Language Examining
and expanding
vocabulary usage in
and of itself and in
context with sociocultural connections.

Summative Assessment

Post Test Unit 1

Multiple Choice Questions
1. What are the five elements of a story plot?
1.
2.
3.
4.

Setting, rising action, climax, conflict, resolution

Resolution, imagery, climax, rising action
Exposition, rising action, climax, falling action, resolution
Repetition, climax, falling action, alliteration, resolution

2. The story plot element that is past the climax and leads up to the resolution.
1.
2.
3.
4.

Falling action
Personification
Rising action
Alliteration

3. This is the part of a story plot line where the solution to the conflict is found.
1.
2.
3.
4.

Exposition
Repetition
Resolution
Rising Action

4. This is the part of a story plot line where the setting, characters, and the main ideas are
introduced.
1.
2.
3.
4.

Conflict
Exposition
Anecdote
Resolution

5. This is the part of the story plot line that is the highest point of tension or suspense in the
conflict.
1. Cause & Effect
2. Climax
3. Allusion
4. Imagery

6. Which point of view is used when the main character is telling their own story using words
like I, me, mine.
1.
2.
3.
4.

1st person
2nd person
3rd person limited
3rd person omniscient

7. This is a kind or a type of literature. (Short stories, novels, etc. are part of this category)
1. Limerick
2. Persuasive Essay
3. Simile
4. Genre
8. Roger, the narrator, said, I knew Gary ran with Yummys gang, but he was still my brother.
This is an example of
1.
2.
3.
4.

1st person point of view

2nd person point of view
3rd person point of view
None of the above

9. This is a type of writing that tells an imaginary or made-up story. The writer may invent all the
events and characters in it or base parts of the story on real people or events.
1. Nonfiction
2. Alliteration
3. Fiction
4. Dialogue
10. This is the struggle between opposing forces. (Example: Yummy vs. Society)
1.
2.
3.
4.

Conflict
Cause & effect
Falling action
Rhythm

11. This is the character in a story that works against the main character of the story. (In
Yummy some would say it is the Black Disciples, parents, or society)
1.
2.
3.
4.

Antagonist
Protagonist
Narrator
Euphemism

12. Which point of view is used when the narrator uses pronouns like he, she, or they?
1.
2.
3.
4.

First-person
Second person
Third-person
None of the above

13. The plot element in the story that is a series of events that leads to the climax of the story.
1.
2.
3.
4.

Rising Action
Nonfiction
Hyperbole
Resolution

14. The person telling the story (For example: Roger in Yummy)
1.
2.
3.
4.

Rhythm
Metaphor
Narrator
Personification

15. Appealing to one or more of the senses by creating vivid pictures through concrete details,
adjectives, and figure of speech.
1.
2.
3.
4.

Plot
Denotation
Imagery
Narrator

16. When a past scene is inserted into a story (example when the narrator Roger goes back after
Yummy kills Shavon and tells what Yummys life was like when he was little)
1.
2.
3.
4.

Climax
Stanza
Flashback
Them

17. "Nobody Never gave me Nothing, Yummy said.

1.
2.
3.
4.

Antagonist
Alliteration
Metaphor
Climax

18. Shavons mother said, He was a Baby, just like my daughter was a Baby How could
Yummy kill my Baby?
1.
2.
3.
4.

Flashback
Onomatopoeia
Personification
Repetition

19. The main character the entire story centers around.

1.
2.
3.
4.

Antagonist
Conflict
Climax
Protagonist

True/False Questions
1. Foreshadowing when an author drops a hint as to what will happen in the future of the
story.
True

False

2. Nonfiction writing based on facts, such as biography or history.

True
False
3. Simile is a figure of speech which is an exaggeration.
True

False

4. Hyperbole compares two unlike things using the words like or as.
True

False

Matching Questions
Place the correct letter from column B to match with the correct word from column A
Column B
Column A

Onomatopoeia ___________

A. When Yummy was away from his gang he

was sweet as jelly

Metaphor ______________
B. Bang

Alliteration

__________

Hyperbole ____________

Simile _____________

Repetition ___________

C. You are a regular Capone.

D. Now you one of us, forever. Monster

said.

E. He was a baby, just like my daughter was

a baby How could Yummy kill my baby?

F. I use to Carry that boy to Church. He sang

in the Choir with my daughter.

1. Write the five elements of a story plot on the above story plot diagram. Use the numbered 1-5
lines that are provided.

2. Please read the following A-E statements and place the correct letter in the boxes provided
for you on the story plot diagram above.
A. Roger, the narrator, tells the reader what happens after Yummy kills Shavon.
B. Yummy shoots and kills Shavon Dean.
C. Roger tells us about Yummy and the part of Yummys life that leads up to when
Yummy kills Shavon dean.
D. Robert Yummy Sandifer was a real person. He was born in 1983 and lived in the
Roseland area of Chicago. At eleven years old became the poster child for youth gang

violence in America after a series of tragic events led to his appearance on the cover of
TIME magazine in September 1994
E. Yummy is dead, Rogers brother Gary leaves the gang and wants to be a part of his
family again. Gary learns from Yummys death that it is not wise to be in a gang.
Short Answer Questions: Yummy: The Last Days of a Southside Short, by Greg Neri
1. How is it that two family members can live in the same house and yet when they grow up they
live totally different lives or think so differently? (Roger vs. Gary)

2. Shavon Dean is an obvious victim, but there are other victims in this story. Who are they?
Why do you think they are victims?

3. Do you think Yummys troubled childhood excuses his behavior Does his age? Explain.

4. After reading about Yummy and how his death brought about the change in the laws on how
we try minors (anyone under 18 years old), do you think the court system should have changed
the law in 1997 making it possible to try minors as adults? Or do you disagree? Please explain
your answer.