Learning Goal Assessment Assessment Adaptations needed

Type
1. Two story map
formats will be
distributed so
that students will
have two formats
to choose from.
2. Some students
will need help
with organizing
their thoughts
LG 1: Students will Formative 1. Story Map and creating a
be able to create a 2. Class discussion problem/solution.
story map that These students
outlines their choose which
spooky story story map works
narrative. for them and may
receive further
individualized
instruction.

1. Instruction will be
given both
visually and
orally.
2. Students will
need to be shown
examples of good
beginnings.
Providing many
LG 2: Students will Formative 1. Finding Good examples will
be able to develop beginnings activity help all learners.
a beginning including google 3. Having students
paragraph that document. share examples
introduces the 2. Good beginning on google docs
main character, checklists will allow
story setting, and 3. Class students to
purpose for the discussion/questions further each
story action. 4. Students beginnings others learning.
Students will be in stories. 4. Students who do
able to develop a not incorporate
beginning good beginning
paragraph that techniques will
that captures the need further
readers attention instructions
and uses one of through
comments on
the four beginning google
techniques. documents or
one on one
meetings.
1. Students will
need to
hear/read
examples of well
written
setting/character
descriptions.
2. Students will
create a well
written
description as a
class to
demonstrate how
using a lot of
details makes a
story stronger.
LG 3: Students will Formative 1. Student 3. Students will be
be able to contributions in matching
describe the class description of character
setting and setting. descriptions to
characters using 2. Student the pictures of
elaborative detail contributions in the character.
and sensory describing a This will model
description. character activity. how being
3. Students descriptive paints
character/setting a picture for the
descriptions in reader.
stories. 4. Further
instruction on an
individual basis
will be given to
students who are
lacking
elaborative
details with their
characters or
setting.
1. Demonstrating
what the
LG 4: Students will worksheet is
be able to asking will help
describe the main students
event using 1. Comparing complete
actions, Formative Summaries and Fully worksheet.
descriptions, Elaborated Main 2. Walking students
thoughts/feelings, Events worksheet through the
and dialogue. 2. Checklists checklist will help
Students will be 3. Students main students when
able to stretch the event in their self-checking.
main event using stories. 3. Students who do
elaborative not incorporate
description actions,
descriptions,
thoughts/feelings,
dialogue, or do
not stretch out
their main event
will receive
further one on
one instruction
on their stories.
1. Going over the good
ending menu and
discussing the ending
techniques examples
will offer
opportunities for
students to ask
LG 5 Students will Formative 1. Analyze this ending questions and
be able to provide worksheets provides students
a conclusion that 2. Extend this ending with oral and visual
follows from the worksheets instruction.
narrated 3. Students complete 2. Demonstrating how
experiences or checklist to do the worksheets
events. 4. Students sharing and allowing
answers. questions will help
5. Students endings in students who are
their stories. hands on learners.
 Modes of Assessment

Students completed a personal narrative about a challenge they faced and this served as a pre-
assessment. When students completed their stories, they were graded on a narrative writing rubric as a
summative assessment. Students completed an exit ticket following the completion of their stories
asking them to reflect on the process and to apply some of the techniques they learned, this serves as a
summative assessment. Students were formally assessed many times throughout the unit. Students
were formally assessed through worksheets, contribution in activities, checklists, peer revision, one on
one feedback following lessons on google documents, and individual meetings for students who needed
a lot of work on certain areas. By reading their stories throughout the unit I was able to plan for the next
lesson based on which areas of their stories needed the most work (determined by looking at the
writing rubric).

Scoring Procedures

Students were graded throughout the unit based on participation and application of previous
lessons into their stories. Students did not receive actual grades for each lesson because the grading
process relies solely on how the finished story aligns with the writing rubric. Students are always being
graded based on participation in class so this is where an individual grade was given for each lesson. The
rubric graded students based on a 1 -does not meet, 2 -partially meets, 3- meets, and 4- exceeds the
standards. Students were graded on their focus and details, organization, voice, word choice, sentence
structure, and grammar/mechanics/spelling.

Student Self-Assessment

Students had several opportunities to assess their own stories. Students were given checklists that they
could use to review several sections of their story to make sure they used the techniques introduced in
the previous lesson. Students were instructed to use google read and write to listen to their stories for
any spelling errors or grammar mistakes. Students got to pair up and the end of the unit to have a
classmate review their story and check for any mistakes. The worksheets throughout the unit were
discussed as a class following time to work on them. This allowed students an opportunity to correct
and mistakes and provided them with another opportunity to understand what was being covered.