Assessment:

During the course of my unit, I formatively assess my student multiple times and summatively
assess them twoice though there is one main paper at the end. In the unit plan calendar, Ive
underlined all lesson areas where student are required to turn something in at the end of the
period.
On January 16th, they will be exiting the Shakespeare unit that students completed under Cody
Miller. I will be stepping in and teaching the section on sonnets and on January 16th, students will
be required to submit their completed, modernized sonnets as well as their theme analyses,
though for my purposes, the sonnet will be focused on and formatively reviewed, as Id like to
use this to gauge where students are at with their writing ability I also leave a full week and
half prior to this to gauge where their respective strengths and weaknesses lie in presentation and
critical thinking in discussion. This formative assessment and an additional two poems to be
reviewed the following week will help me assess students inference skills, their ability to define
terms and their ability to work around developing meaning through context. The last of the three
poems, due on January 25th, will be summatively assessed. By now, I will have an understanding
of the students writing abilities and this poem will be collected after the students have had a
chance to revise, per the lesson plan.
At the end of the unit on war fiction, I will assess students writing through a summative review
of their unit papers. This will follow approximately seven weeks of study in which three poems,
a song, a movie, two short stories, and a book of their choice will be reviewed, analyzed, and
discussed in class (Ronan). The summative essay will ask students to consider themes and the
role of the individual soldier and/or speaker in their book clubs, based on annotations of every
chapter and supporting evidence from other literature in the course that students choose to
connect to their book. This will assess students ability to infer across texts in multiple genres,
and critically compare characters and symbolism, as well as their ability to develop and support
their main idea with textual evidence from at least two different sources the book being the first
and primary one.
Small and large group discussion will be applied throughout the unit to both formatively assess
students participation and progress in analyzing the literature as well as provide a peer
review/reading aid for students who may not work as well independently. Multimodal leaning
will also be applied through visual, audio, and creative mediums for those that work better with
different learning structures. Evidence from these sources can be used to supplement, or, in some
cases, replace other text sources in their final papers.
Evaluation:
I will evaluate myself based on the progression of the students. The written work that students
turn in will allow me to gauge how I should create my grading structure. Their improvement or
need for more improvement as a class in the poetry section will prepare me for any changes
in classroom organization or lesson structure I may need to make for the short story segment.
The first two class discussions in week two regarding the sonnets will allow me to determine
where their inference abilities lie and which students need additional help with differentiated

instruction (Ronan). Because much of the unit relies on inference, these discussions will be vital
in determining where my expectations should rest moving forward. If less advanced than
expected or different from another class, I might consider creating a more discussion-based
approach to the short story unit in order to explore the short texts as a class before transitioning
into more independent work. More small group work with peer reading and/or reviewing might
be more helpful in these instances.
Questions I will ask students after the unit will revolve around the key concepts described in the
unit lessons, including:
What is the impact of war on the individual soldier? The family?
What common themes about war did we see in the literature, the movie, song, etc? How were
these themes expressed similarly or differently?
How are things symbolized in these texts, and what patterns did you notice?
Ultimately, how are the characters we studied similar or different than each other?
The final unit will allow me to evaluate how students inference and critical analysis abilities
have improved, and how effective my guided instruction was with their annotations translating to
the final product. It will also allow me to gauge their ability to cross-analyze themes and major
character symbolism/traits from different texts I will be able to see the improvement here from
the first week when they compare a theme in Rome and Juliet and another text. Evaluating
ability is necessary, but in evaluating how effective the lessons were, the proof lies in the
improvement from genre to genre throughout the duration of the unit.

Ronan, Amanda. Every Teachers Guide to Assessment. 2015. Edudemic.