Subject: ELA 9a Grade: Nine Unit Name: DOING THE RIGHT THING

Final Assessment Piece: Character Analysis Multimedia Presentation

Reflecting on the ideas and concepts explored throughout the unit you will select a character from either On the Sidewalk Bleeding
Secret Path or The Father and create a multimedia presentation using powerpoint, prezi or some other digital format to provide the
viewer with a detailed overview of the character in conflict, including an brief synopsis of the plot including the setting, a
descriptive analysis of the character, three types of conflict the character encountered and an overall conclusion providing your
opinion and understanding of the character.

Your finished piece will include:

The presentation must include at least eight slides including a Title page to the story you are exploring and what your
presentation will cover (topic). Be creative with how you introduce the story.
Include an overview of the main ideas of the plot including the setting(s) where the main action takes place. Use visuals,
written descriptions, drawings, music to provide the viewer with a clear and detailed understanding.
Include a detailed and descriptive presentation of your character, helping the audience to have a deep understanding of who
this character is. Use specific details, actions, events, behaviours, ideals, physical and emotional characteristics from the story
as evidence of who this character is. Evidence can be found in what the character values, says & doesnt say, looks & acts, etc.
Include at least two different types of conflict that the character engages with in the story and provide the viewer with a richly
detailed presentation of this conflict. Use direct and specific examples from the story to provide evidence of this conflict.
Include your own evaluation of how this conflict was or wasnt resolved.
Use at least 3 different forms of media (written, poetry, visuals, video, sounds, lyrics, music etc) to create a visually and
emotive presentation of your chosen story and character analysis based on actual events in the reading. Be sure to use rich and
explicit language, visuals, music, songs etc.
Your concluding slide(s) will provide a clear summary that represents your personal evaluation and opinion of the character
reflecting on the events that he/her experienced throughout the story. Include opinion on how the character changed or didnt
change and what motivated or inhibited this change. This portion must include a written component but it can also include
other forms of media to help enhance your evaluation.
Stylistically ensure that transitions and formatting are smooth and clearly presented and that the overall visual appearance
effectively portrays your information.
 Ensure you have properly proof read for spelling and grammatical errors.
 Character Analysis Multimedia Presentation Rubric

Grade Nine ELA Date:_____________________ Name:_______________________________

Introduction The introduction is The introduction is The introduction of The introduction of

concise and engaging, concise and presents a the story is missing the story is confusing
and presents a detailed clear understanding of detail. Presentation and missing details.
understanding of the the story. Use only one includes only one No effort in
story. Creative use of type of media form of media. presentation.
more than one type of
media.
Character The analysis of the The analysis of the The analysis of the Character analysis is
Analysis character provides a character provides a character provides a vague and
richly descriptive sufficient analysis and is basic analysis but incomplete and is
analysis. Well supported supported with two misses some inadequately
with three examples and examples and accurate characteristics. It is supported by
accurate information information from the supported with one examples from the
from the story. story. example from the story.
story.
Conflict The presentation The analysis of the The presentation The presentation
Analysis includes three different character provides a includes two different includes one type of
types of conflict in a sufficient analysis and is types of conflict with conflict with basic
clearly stated and supported with two some confusion in understanding.
detailed manner supporting examples the details and
providing thorough and and accurate information explanation.
thoughtful from the story.
understanding.
Creative and The overall impact of The overall impact of the The overall impact of Little care and
Appealing the presentation is presentation is of the presentation attention was given
exceptional and displays adequate quality and the leaves the viewer to the overall impact
a great effort in care work displays an questioning the of the presentation.
 and attention to detail.
Demonstrates overall
creativity.
Grammar and Presentation has one or
Mechanics fewer errors in
punctuation,
capitalization, and
spelling. Sentence
structure clearly
presents ideas.
adequate quality in care
and attention to detail.
Demonstrates some
creativity.
Presentation has two or
three punctuation,
capitalization, and
spelling errors. Sentence
structure presents ideas.
effort, care, and Lacks creative effort.
attention to detail.
Basic creation of
presentation.
Paragraph has four to Paragraph has six or
five punctuation, more punctuation,
capitalization, and capitalization, and
spelling errors. spelling errors.
Sentence structure is Sentence structure is
basic. confusing.

Personal Reflection on my Assessment Choice

I decided to used a multimedia presentation formation to allow for a creative and visual presentation of the stories that the

students read. I think both stories lend themselves well to being expressed in this manner, as there are a lot of visual and emotional

aspects that can be represented in a variety of different ways. This final piece allows the students to reflect on who the character

was presented to be within the story, but also allows the student to look beyond the literary description and understand the

character based on their own actions, present and past events, reactions of others and the final outcome of the story.

By providing students choice in the multimedia tool that they will use to create their presentation in, there is potential for

students who are proficient in new or different tools to choose these which in turn can act as a lesson for their classmates and

teacher demonstrating different tools or apps that are currently out there. In the world of ever changing technology and software

recognizing that our students are informed and capable teachers is an important aspect of educational enhancement. I wanted to
 use technology as the platform for their presentations in the hopes that they will become intrinsically motivated, encouraging

engagement and creativity allowing them to present the story of a character in a way that brings the character to life.

CR9.1a

View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., The Search for Self), social

responsibility (e.g., Our Shared Narratives), and efficacy (e.g., Doing the Right Thing).

CC9.1a

Create various visual, multimedia, oral, and written texts that explore identity (e.g., The Search for Self), social responsibility (e.g.,

Our Shared Narratives), and efficacy (e.g., Doing the Right Thing).

CC9.5a

Create and present a variety of visual and multimedia presentations to best represent message for an intended audience and purpose.

Rubric #1. I plan lessons and assessment based on provincial curriculum: The above outcome (CR9.1a) will be explored and

engaged with by using a variety of different resources and materials that focus around conflict, choice, issues and challenges.

Throughout the unit students will explore their own understanding and interpretations of what it means to do the right thig by

engaging in partner, small group and class discussions around the related texts and materials as well as opinions of their peers. Social
responsibility as well as ones own development and view self efficacy will addressed through a variety of different questions

presented to students. These questions will provide an opening to discussions that can being to explore issues such as appearance,

culture, sociao-economic status, ability, age, gender within the context of their stories as well as their own lives. Students will engage

with their peers as they read, question, reflect, synthesise, analyze and relate to different texts. By using different forms of software to

engage in composing and creating (CC9.1a, CC9.5a) students will have the opportunity to learn, explore, compose, create and develop

their own multimedia skills and aptitudes.

Rubric #6. I create summative assessment: The final assessment includes a summative demonstration of outcome achievement by

having the students create a representation that requires understanding and synthesis of concepts from the readings and discussions

that show how the issues, challenges and conflicts that occur in life all result in an individual having to make choices, and those

choices have consequences that influence and impact the resulting outcome.

Rubric #14. I understand how to plan for differentiation and adaptation: For students who have different abilities including

different learning and representing needs, this assessment will allow for flexibility in ways of representing (visual, written, video) as

well changes to the number of slides or items included can be adjusted (more or less) based on capabilities of the students.

Rubric #15. I create engaging learning activities and tasks: By using technology in combination with many options for variety in

the content that they choose to use to represent their learning, student creativity is encouraged which works to support individuality
and engagement in their project. By incorporating one-on-one work, small group work, large group work and whole class discussion

students will have the opportunity to engage in discussion and learning in ways that they feel comfortable and supported.

Rubric # 16. My planned activities would improve the discipline specific to literacy skills of my students: The activities within

this unit will provide students the opportunity to further develop literacy understanding as well as provide additional practice in their

own abilities to write with purpose and portray meaning in an effective way. Through opportunities to engage in self-assessment

students will be able to reflect on and work to improve their own literacy strategies and presentations.

Rubric #18. The final task in my unit elicits evidence of application in a new situation: The final assessment provides students the

opportunity to take their learning and apply it to evaluating and representing aspects of a story as well as further explore and evaluate

a character through the lens of conflict and challenge both through the eyes of society and others, as well as their own. In order to

perspective take from a point of view apart from their own, they will need to reflect on the components that influence ones perception

of others.

Professional Learning and Growth: Rubric #7,8,9

This was my second attempt at creating a final assessment (summative) for my unit plan. I struggled with the first one, and was unsure

of building a cohesive unit based on the materials I was considering using. I am still finding this process to be very challenging and

the process is very difficult for me at this present time. After recognizing the significant challenges I am having with this unit plan and

reflecting on those, I met with an active school administrator as well as several retired school administrators/superintendents to discuss
their understandings, process and procedures used when developing unit and lesson plans with the hope that through engaging in these

conversations I will begin to develop a better understanding. I entered my initial assessment in my portfolio after completing it and I

will reflect on whether this is something that I should leave in my portfolio to demonstrate my ongoing growth and reflection of my

own capabilities and difficulties. Continued practice and reflection as well as engaging in peer and instructor feedback will be other

tools that I use to help me work towards my goal of improving my skill at creating valuable and authentic assessment. After a week of

reflection from the first to the second attempt at this assignment I have set a goal to remind myself that I am in the early stages of

learning about developing lesson and unit plans and I need to monitor the severity of my own assessment and evaluation of my ability

so I continue in a positive direction of growth and learning. Even on my second attempt I found myself many times second guessing

my choices as well as being unsure of steps along the process. At times, I found myself moving into an unproductive path of reasoning

that led me in circles and hindered me from moving forward and formulating my ideas on paper.

I am looking forward to getting feedback to help me become more aware of what is working and what isnt working as this will help

me improve my skills.

Areas where I feel I need improvement (and to be truthful I know I need improvement in all areas at this point):

the assess/reflect aspect of the curriculum when trying to incorporate that into authentic assessment.
organizing the assessment into an understandable format for students.
ensuring outcomes and indicators lined up with what my assessment was asking for
 become successful at developing a final assessment that incorporates ways in which the students can demonstrate a

generalization of their learning to new contexts and situations.

Developing appropriate rubrics for assessment