Formative and Summative Assessment Plan

(Student Evidence for Learning)

Grade level: 11
th
Grade Subject: English
Topic(s)/Name of Unit of Study: The Great Gatsy
Standard, Objective or
Learning Target
Formative Assessment Strategies, Assignments & Assessments
Day Type Title
!!"#$"%
&etermine t'o or more
themes or central ideas of
a te(t and analy)e their
development over the course
of the te(t* includin+ ho' they
interact and uild on one
another to produce a comple(
account, provide an o-ective
summary of the te(t"
. can analy)e multiple
themes from a 'or/ and
e(plain ho' they influence
each other
1 C CrashCourse: Roaring Twenties Notes
2 P Chapter One Discussion Questions
2 P Gatsbys American Dream
3 P Chapter Two Discussion Questions
C Chapter Two Discussion
P Chapter Three Discussion Questions
C Chapter Three Discussion
P Chapter Four Discussion Questions
C Chapter Four Discussion
C CrashCourse: Like Pale Gold
S Final Project
11.RL.5
Analyze how an authors
choices concerning how to
structure specific parts of a
text contribute to its overall
structure and meaning as
well as its aesthetic impact.
I can understand how
authors use different
structures to impact the
meaning of their work
2 P Chapter One Discussion Questions
C Character Chart
C Chapter One Discussion
P Chapter Two Discussion Questions
C Chapter Two Discussion
P Chapter Three Discussion Questions
C Chapter Three Discussion
P Chapter Four Discussion Questions
C Chapter Four Discussion
C CrashCourse: Like Pale Gold
S Final Project
Adapted from: 0lassroom Assessment for Student $earnin+: &oin+ .t #i+ht1Usin+ .t 2ell* %e"
11.RL.9
Demonstrate knowledge of
eighteenth-, nineteenth-, and
early twentieth-century
foundational works of
American literature.
I can demonstrate my
understanding of this work
2 P Chapter One Discussion Questions
C Character Chart
C Chapter One Discussion
P Chapter Two Discussion Questions
C Chapter Two Discussion Questions
P Chapter Three Discussion Questions
C Chapter Three Discussion
P Chapter Four Discussion Questions
C Chapter Four Discussion
C CrashCourse: Like Pale Gold
S Final Project
11.W.2
Write informative/
explanatory texts to examine
and convey complex ideas,
concepts, and information
clearly and accurately
through the effective
selection, organization, and
analysis of content
I can write in a way that
communicates my ideas
clearly through the use of
organization, selection, and
analysis of content
C Gatsbys American Dream
S Final Project
11.L.1
Demonstrate commands of
the conventions of standard
English grammar and usage
when writing or speaking.
I can use the English
language to communicate
effectively by using correct
S Final Project
0lassroom Assessment for Student $earnin+: &oin+ .t #i+ht1Usin+ .t 2ell* %e
$earnin+ Teams Facilitation Guide and Activities 3 #esources
0opyri+ht 4 %5!% y Pearson 6ducation* .nc"* All ri+hts reserved"
Activity 7"% Performance Tas/ 6valuation Form 8
grammar usage and accurate
spelling
11.RL.4/11.L.4
Determine the meaning of
words and phrases as they
are used in the text,
including figurative and
connotative meanings;
analyze the impact of
specific word choices on the
meaning and tone, including
words with multiple
meanings or language that is
particularly fresh, engaging
or beautiful.
I can take the initiative to
look up words I dont know
and see how they fit into the
context of the text.
2 P Chapter One Discussion Questions
P Chapter Two Discussion Questions
P Chapter Three Discussion Questions
P Chapter Four Discussion Questions
P Gatsby Vocab Quiz #1
11.Sl.1
Initiate and participate
effectively in a range of
collaborative discussions
with diverse partners on
grades 11-12 topics, texts,
and issues, building on
others ideas and expressing
their own clearly and
persuasively.
I can participate in
discussions through
thoughtful contributions and
by respectfully listening to
others.
C Chapter One Discussion
C Character Chart
C Chapter Two Discussion
C Chapter Three Discussion
C Chapter Four Discussion
Type:
S 9 Summative
0 9 0hec/ for Understandin+ (.nformal Formative)
P 9 Practice (Formal Formative)
FAP 9 Formative Assessment Practices (Process)
FAPs:
!" Use of $earnin+ Tar+ets (.ntentions 3 0riteria)
%" Feedac/
8" Self Assessment : Activatin+ Students as ;'ners of
their $earnin+
<" Peer=Assessment : Activatin+ Students as .nstructional
0lassroom Assessment for Student $earnin+: &oin+ .t #i+ht1Usin+ .t 2ell* %e
$earnin+ Teams Facilitation Guide and Activities 3 #esources
0opyri+ht 4 %5!% y Pearson 6ducation* .nc"* All ri+hts reserved"
#esources
>" ?etaco+nition
@" Student .nvolvement in Assessment
0lassroom Assessment for Student $earnin+: &oin+ .t #i+ht1Usin+ .t 2ell* %e
$earnin+ Teams Facilitation Guide and Activities 3 #esources
0opyri+ht 4 %5!% y Pearson 6ducation* .nc"* All ri+hts reserved"