Assignment 6 BF

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Formative Assessments

Student

Belhaven University

EDU 501: Measurement and Evaluation

Professor

Due date

Formative Assessments

Ungraded Assessment - Bellwork Activity

Student Copy

Name ___________________________ Date _____________________ Class Period ____

Directions: After the notes received and class discussion yesterday, answer the questions below. This is an ungraded assignment, but it will be used to determine if you paid attention to and understand the information discussed in class yesterday.

1. What is a theme?

2. Can the theme be stated with just one word? Yes or no, and explain your answer.

Teacher Copy

Name ___________________________ Date _____________________ Class Period ____

1. What is a theme? The theme is the message, lesson, or moral of the story the author is trying to get across to the readers.

2. Can the theme be stated with just one word? Yes or no, and explain your answer. No, the theme is stated in a complete sentence. One word is just a topic, not a theme. However, a theme can be developed or created from a topic.

Plan: I will use this activity to determine if my students understand the concept of theme. If they understand the concept of theme, I will move on and then teach theme how to identify theme. However, if they do not understand the concept of theme, I will reteach the basics of theme to my students. Small groups and teacher one on one will be used. Enrichments will be provided for those who showed mastery.

Graded Assignment #1 - Review Assignment

Student Copy

Name ___________________________ Date ___________________ Class Period _______

Directions: After watching the “Full House” theme song video on the SmartBoard, determine the theme of the song. Once you have determined the theme of the video, identify 3 moments or events in the video that support the theme you have determined. This is a graded assignment, and each section of this assignment will be worth 25 points. This assignment will be used to determine if you can identify theme and find evidence to support it.

Theme: _______________________________________________________________________

Evidence 1: ____________________________________________________________________

Evidence 2: ____________________________________________________________________

Evidence 3: ____________________________________________________________________

Teacher Copy

Name ___________________________ Date ___________________ Class Period _______

Theme: Family is important and always there.

Evidence 1: The opening scene when the family is riding in the car.

Evidence 2: The family riding in the streetcar.

Evidence 3: The family having a picnic in the park.

Plan: This assignment will be used to determine if students actually understand how to identify theme. If students master this assignment, I will be able to move on to the next activity/lesson. If students do not understand and master this activity, I will need to reteach the basics of how to identify theme whether it is within a text, video, etc. I will need to divide the class into those who need enrichment versus those who need remediation. For those who struggled, we will review the definition of a theme and work in small groups with additional short pieces of text and a graphic organizer. The students will read the texts together, discuss and identify elements that point to a theme and complete the graphic organizer. It will be stressed that not everyone will identify the same theme for a given text or media clip, but they must be able to support their thoughts with evidence from the text.

Graded Assignment #2 - Quiz

Student Copy

Name __________________________ Date _________________ Class Period _________

Directions: Read the excerpt below from “Charles” and write a summary that includes at least 4 key or important details from the text. This is a graded assignment, and each key detail is worth 25 points. The results of this assignment will be used to determine if you understand how to successfully summarize the important events of a text.

“Charles” by Shirley Jackson

The day my son Laurie started kindergarten he renounced

corduroy overalls with bibs and began wearing blue jeans

with a belt; I watched him go off the first morning with the

older girl next door, seeing clearly that an era of my life was

ended, my sweet-voiced nursery-school tot replaced by a long trousered, swaggering character who forgot to stop at the corner and wave good-bye to me.

He came home the same way, the front door slamming

open, his cap on the floor, and the voice suddenly become raucous shouting, “Isn’t anybody here?”

At lunch he spoke insolently to his father, spilled his baby

sister’s milk, and remarked that his teacher said we were not to

take the name of the Lord in vain.

“How was school today?” I asked, elaborately casual.

“All right,” he said.

“Did you learn anything?” his father asked.

Laurie regarded his father coldly. “I didn’t learn nothing,”

he said.

“Anything,” I said. “Didn’t learn anything”

Write the summary below.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Teacher Copy

Name __________________________ Date _________________ Class Period _________

“Charles” by Shirley Jackson

The day my son Laurie started kindergarten he renounced

corduroy overalls with bibs and began wearing blue jeans

with a belt; I watched him go off the first morning with the

older girl next door, seeing clearly that an era of my life was

ended, my sweet-voiced nursery-school tot replaced by a long trousered, swaggering character who forgot to stop at the corner and wave good-bye to me.

He came home the same way, the front door slamming

open, his cap on the floor, and the voice suddenly become raucous shouting, “Isn’t anybody here?”

At lunch he spoke insolently to his father, spilled his baby

sister’s milk, and remarked that his teacher said we were not to

take the name of the Lord in vain.

“How was school today?” I asked, elaborately casual.

“All right,” he said.

“Did you learn anything?” his father asked.

Laurie regarded his father coldly. “I didn’t learn nothing,”

he said.

“Anything,” I said. “Didn’t learn anything”

Write the summary below.

The narrator’s son Laurie goes off to school for his first day of Kindergarten.

Laurie goes off to school without stopping to say goodbye to the narrator.

Laurie returns home from school in a loud and rowdy manner.

Laurie’s dad ask if he learning anything at school, and Laurie says no.

Plan: The results of this assignment will be used to determine if students are able to summarize effectively. If students master summarizing, I can move on to a new concept. However, if students do not master summarizing, I will have to reteach the concept of correctly summarizing a text. I will use small groups to differentiate the needs of students. I will also provide a graphic organizer that helps them identify important details and helps them organize their thoughts in sequential order.

References

Jackson, Shirley. (1949). Charles. https://www.commonlit.org/en/texts/charles