IntroducingEmbeddedAssessment2

Author:LaurelAnnGonsecki
Datecreated:11/04/20148:15AMESTDatemodified:11/10/20143:49PMEST

Lesson#

1.19

Grade/Level

Grade7

Subject(s)

LanguageArts(English)

DatetobeTaught

11/5

SECTIONONE:IdentifyingAllStandardsAndObjectives
Objectives

Studentswillbeabletocreateanoriginalmythexplainingaphenomenonofnature.
Studentswillbeabletoplanafictionalstory.

Standards

PAPennsylvaniaCommonCoreStandards(Draft)(2013)
Subject:EnglishLanguageArtsGrade612
Grade:Grade7
ContentArea:1.4WritingStudentswritefordifferentpurposesandaudiences.Studentswriteclearandfocusedtextto
conveyawelldefinedperspectiveandappropriatecontent.
Domain:
Narrative
Standard:
CC.1.4.7.MWritenarrativestodeveloprealorimaginedexperiencesorevents.
Domain:
NarrativeFocus
Standard:
CC.1.4.7.NEngageandorientthereaderbyestablishingacontextandpointofviewandintroducinganarrator
and/orcharacters.
Domain:
NarrativeContent
Standard:
CC.1.4.7.OUsenarrativetechniquessuchasdialogue,description,andpacingtodevelopexperiences,events,
and/orcharactersuseprecisewordsandphrases,relevantdescriptivedetails,andsensorylanguagetocapture
theactionandconveyexperiencesandevents.
Domain:
NarrativeStyle
Standard:
CC.1.4.7.QWritewithanawarenessofthestylisticaspectsofwriting
Indicator:
Chooselanguagethatexpressesideaspreciselyandconcisely,recognizingandeliminatingwordinessand
redundancy.
Indicator:
Usesentencesofvaryinglengthsandcomplexities.
Indicator:
Usepreciselanguage.

SECTIONTWO:IdentifyingMethod(S)OfAssessmentAndPointOfUseThroughoutLesson
PreAssessment
FormativeAssessment

Reviewofpreviouslyreadmyths

SummativeAssessment

Embeddedassessment:createanillustratedmyth

SECTIONTHREE:IdentifyingTheLearningActivities/InstructionalStrategiesAndDetailsAsToHowTheLesson
WillBeCarriedOut
Introduction(Hook)

Vocabbellringer

SequenceofInstruction(Step
1,Step2)

Iwillaskstudentstorecallthemythswehaveread.
1. What,ifanything,didtheyallhaveincommon?Whatarethetraitsofamyth?
2. Whatweresomeofthenaturalphenomenatoucheduponinthemyths?Weretheynecessarilythecentralplot
point?
Iwillpullupaslideshowcontainingfamousandclassicalartisticdepictionsofthemythswehaveread.

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1. Whatdothedifferentpaintingsfocuson?
2. Howdoesthischangeorinfluencethestory?
3. Thinkabouthowyoumightwanttodepictdifferentaspectsofyourownmythsinyourillustrations.
Iwillreviewtherequirementsoftheembeddedassessment.
Iwillaskstudentstoseparateintotheirpartners(iftheyhavechosentoworkwithapartner).
1. IwillpassoutablankFreytagTriangleplotdiagramtoassistplanning.
2. Iwillalsoremindthemoftheaspectsofcharacterization.
Therestoftheperiodwillbeaworkperiod.
Closure/Wrapup

Iwillremindstudentsthattomorrowwillbeaworkperiodaswell.
Iwillremindstudentsofthevocabquiztomorrow.

Transition
Materials(Teacherand
Student)

Slideshow
Plotdiagrams
Paper
Chromebooks

DifferentiatedInstruction
(Planning,Teachingand/or
Assessment)

Reviewquestionsre:previouslyreadmaterials

UseofTechnology(Where
appropriate)

Prometheanboard,Chromebooks

Remindersofelementsofplot

SECTIONFOUR:LessonAnalysis
Whatwentwell?

TheactivityIdesignedwiththeclassicpaintingswentbetterthanIcouldhaveimagined.Iwasblownawaybythe
students'responsestothepaintingsandtheirthinkingwasmoreindepththanIthoughtpossible.Everystudentgot
involvedwiththisactivityandthediscussionwasatalevelIhavenotyetseenparallelled.Iamverypleasedwithhow
thiswent.

PlanningReflection

Ihadoriginallyplannedafewdiscussionquestionstoaskabouteachpainting,butthisturnedouttobeunnecessary,
sincethestudentshadanumberofincredibleinsightswithoutthehelpofquestionsfromme.

TeachingReflection

Thoughthislessonwentverywellasitwas,IthinkIneedtoworkonmyquestionaskingskills.Asitis,Itendtofocus
ongettinginformationaboutwhatstudentsthink,butnotwhytheythinkwhattheythink.ThisissomethingthatIwill
workonthroughouttherestofthisyear.Ialsoneedtomovearoundtheclassmoreandbecarefulofmyresponseto
studentparticipation,asItendtorepeatmyselfalotratherthanoffervaluablefeedback.

Student&Evidence

Onestudentsitsapartfromtheothersanddoesn'tparticipatemuch,andevenwhenhedoes,heseemsfairly
disinterested.TheartactivitygothimmoreactivethananythingIhavedonethisentiretime.Itwasexcitingtohearhis
thoughts,whichseemedmuchbetterthoughtthroughthanhisusualresponsesandobservations.Heseemstolikeart
alot,andIwilltakethisintoconsiderationheadingintomyspringpracticum,andtrytoincludemoreactivitiessimilarto
thisone.

Improvements

Ihadalreadydiscussedatsomelengththerequirementsoftheembeddedassessment,soIthoughtthataquickreview
wouldhavebeenallthatwasnecessaryduringthislessontogetthestudentsstartedontheassignment.Apparently
thiswasnotthecase.IgotahugenumberofquestionsbeforeIpassedouttheprewritepackets.Ishoulddefinitely
havetakentherubricandthestepbysteplistandgonethroughtherequirementsmorethoroughly.Thiswouldhave
endedupbeingmoretimeefficient,sinceIwouldhaveavoidedthequestionswhichtookalongtimetoanswer.

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