ASSESSMENTS

Assessment Plan: Unit Grading Plan and Summative Assessment

Items to contribute to final grade for unit

- Summative Assessment – 50% (50 points)
o Personal narrative and gallery walk (see rubric) – 40 points
o Reflection (see checklist) – 10 points

- Reflection journal entries (for completion) – 20% (20 points)

o Written reflections on Lessons 3, 5, 7, 8, 9
o Students will get 4 points for each reflection. They will mark 2 reflections via sticky
notes that they would like me to read for feedback.

- Class participation– 30% (30 points)

o Assignments to turn in or quick check for completion – 3 points each (0 for nothing, no
partial) for total of 21 points
§ Student Interest Inventory
§ Where I Am From Poem
§ Setup writing territories
§ Home Court Exit Ticket
§ Multiple choice for “The Danger of a Single Story”
§ Annotations of Kaffir Boy
§ So what song analysis
o SSR on Lessons 1, 3, 5, 6, 9 —1 point each for total of 5 points
§ Criteria: have book and are reading each time
o Participation and collaboration in small group discussions – 4 points
§ Holistic grading – evidence of verbal participation and active listening
 My Story Personal Narrative Summative Assessment

“The single story creates stereotypes, and the problem with stereotypes is not that they
are untrue, but that they are incomplete. They make one story become the only story.”

“Stories have been used to dispossess and to malign, but stories can also be used to empower and to
humanize. Stories can break the dignity of a people, but stories can also repair that broken dignity.”
--Chimamanda Ngozi Adichie

“The hardest battle is to be nobody but yourself in a world that is doing its best, night and day, to make
you like everybody else.”
--E. E. Cummings

In 2009, Chimamanda Ngozi Adichie gave a TedTalk called “The Danger of a Single Story”
about the stereotypes and misunderstandings that stem from a single narrative of complex human
beings. The world and the people in it may try to define and disempower you by imposing
unjust stereotypes on you. You will take back your story, your voice, your truth, your power by
writing a personal narrative reflecting on a time that you confronted a stereotype.

This personal narrative can take many forms—podcast, TedTalk, personal essay, narrative poem,
short documentary, rap—but you must submit at least one written draft and a final product.

This assessment will include a gallery walk to share your narrative with your peers as well as a
written formal reflection.

Due dates:
• Class 9 (Tuesday): Draft due for teacher feedback
• Wednesday Night: Final product due by 10pm on Google Classrooms
• Class 12 (Thursday): Gallery walk in class
• Class 13 (Monday): Reflection due on Google Classrooms

This assessment will be graded out of 50 points (50% of unit grade). Please refer to the grading
criteria below to help guide you.
Personal narrative and gallery walk rubric (40 points):

Exemplary Proficient Approaching Rethinking

(1) (.75) Expectations required
(.5) (.25 - 0)
Topic and The personal The personal The personal The student wrote a
Reflection narrative provides a narrative provides a narrative provides an brief or incomplete
(x10) detailed account detailed account account about a time personal narrative
about a time they about a time they they overcame a about a time they
overcame a overcame a stereotype that lacks overcame a
stereotype. The stereotype. The detail. The narrative stereotype. The
narrative includes narrative includes includes limited narrative lacked
thoughtful reflection thoughtful but not reflection about how reflection about
about how thorough reflection multifaceted people how multifaceted
multifaceted people about how are. The narrative they are. The
are. The narrative multifaceted people expresses an narrative expresses
expresses a deep are. The narrative adequate a limited or
understanding of the expresses a understanding of the inadequate
unit’s learning goals. proficient unit’s learning goals. understanding of
understanding of the the unit’s learning
unit’s learning goals.
goals.

So What The narrative has a The narrative has a The narrative has an The narrative does
(x4) fully developed, so what or theme unclear so what or not have a so what
clear, powerful so that translated to the theme that did not or theme that
what or theme that reader but lacked translate to the translated to the
translated to the power. reader. reader.
reader.

Diction/Voice There is specific There is diction There is limited There is limited or

(x4) diction throughout throughout the specific diction no specific diction
the narrative to add narrative to add throughout the throughout the
voice and power to voice and some narrative to add narrative to add
the writing as well as power to the writing voice and power. voice and power to
to engage the reader but did not fully The diction does not the writing nor to
and evoke a strong engage the reader engage the reader engage the reader
emotional response. and/or evoke a and/or evoke a or evoke an
strong emotional strong emotional emotional response.
response. response.
 Summary and There is a mixture of There is a mixture of There is an There is an
Scene nuanced summary summary and scene unbalanced amount unbalanced amount
(x4) (events related to engage the reader of summary and of summary and
quickly) and scene but lacks some scene and/or it lacks scene and it lacks
(where the writer power. significant detail to significant detail to
slows things down, engage reader and engage reader and
with description or put them into the put them into the
dialogue) to engage world of the writer. world of the writer.
the reader.
Growth The final product The final product The final product The final product
(x10) accomplishes all 3 of almost hits all 3 of accomplishes 2 of incorporated 0-1 of
the revision goals the revision goals the revision goals but the revision goals.
created during created during they could be
writing conferences writing conferences developed further to
to significantly but could be enhance the
enhance the developed further to narrative.
narrative. enhance the
narrative.

Respect during The student showed **no middle ground **no middle ground The student failed
Gallery Walk respect for other here! here! to show respect for
(x6) people’s stories other people’s
during the gallery stories during the
walk through gallery walk,
respectful comments including making
and body language, disrespectful verbal
active listening, and or written
maintaining “home comments and
court.” being inattentive
and/or off-task.
Academic The draft and final One of the items One of the items was Both items were
Responsibility product were both was submitted late submitted late. submitted late.
(x2) submitted on time. but with notice.

**late work will be marked incomplete until turned in

Grade: _______/ 40

Overall feedback:
Written formal reflection (10 points):

In a multi-paragraph, thoughtful reflection (400-600 words), please respond to the following

prompts:

Reflect on your experience:

1. How did it feel to tell your own unique story?
2. How was the writing and sharing experience for you? Was it frightening, eye-opening,
illuminating, cathartic…?

Reflect on the value of other people’s stories:

3. In general, what did you learn about your peers through experiencing their personal
narratives during the gallery walk?
4. Specifically, talk about one personal narrative that really moved you, challenged your
own biases, and/or opened your mind?
5. What do you think the value is of learning about other people’s stories?

Reflect on showing respect:

6. Do you think diversity strengthens our community?
7. How can you continue to show respect and empathy for other people and their stories
throughout the year in this class (and outside of it)?

Holistic checklist:
Nice work! A little more work Missed the target
(1) required (.5)
(.75)
Reflection on experience
(x2)

Reflection on value of other

people’s stories (x4)

Reflection on showing
respect
(x3)
Academic Responsibility –
submitted on time, meets
word count, academic
English and conventions
(x1)

**late work will be marked incomplete until turned in

Grade: _______/ 10

Overall feedback: