SUMMATIVE ASSESSMENT NUMBER ONE

 

Part I:

 

Student Directions

 

Follow the directions to make a sketch according to specifications.

 

  1. Begin with a blank piece of typing paper and a pencil.
  2. Use the paper in landscape mode. (Crosswise, widthwise)
  3. In the middle of the paper, draw a triangle with three equal sides. The base of the triangle should face the bottom of the page.
  4. In the upper right corner of the paper, one-half inch from the top of the paper and one-half inch from the right side of the paper, draw a circle.
  5. In the middle of the circle draw a dot.
  6. Use a dotted line to connect the dot in the middle of the circle to the vertex at the top of the triangle. (A vertex is the point where two sides meet.)
  7. In the lower left corner of the paper, draw a rectangle, 2 inches from the bottom of the paper and 2 inches from the left side of the paper. The rectangle should be drawn lengthwise (in other words, the sides of the greater length will face upwards towards the top of the paper and downwards towards the bottom of the paper).
  8. Draw a horizontal line to cut (dissect) the rectangle into two equal parts.
  9. Draw a dot in the middle of the line that dissects the rectangle.
  10. Draw a solid line to connect the dot on the dissecting line of the rectangle to the dot in the middle of the circle.
  11. Draw a line that cuts (dissects) the triangle into two equal parts.
  12. Extend the line that dissects the triangle to the top of the paper as well as to the bottom of the paper. This line should run all the way to the top edge of the paper and all the way to the bottom edge of the paper.
  13. Once you have finished with the sketch, trace your pencil lines with an ink pen.
  14. Compare your sketch to what the sketch should look like if drawn according to specifications.

 

Part II:     On the back of your sketch, write responses to the following questions: Were you able to follow the written directions to complete the sketch accurately, according to the specifications listed?  If yes, explain why the directions were effective. If no, explain how the directions could be revised to make them easier to understand and/or more comprehensive.       

 

Part III:   Use a piece of blank paper to make a sketch that consists of three shapes, two dots, and three lines. Arrange these elements anyway you wish on the paper.  When you finish the sketch, create directions which will be read aloud to a partner to follow to create a replication of your sketch. Be sure the directions are logically organized, comprehensive, and clear.  Title the directions

 

Part IV:   Partner students.  Partner A uses their directions created in Part III to read to a partner.  Partner B follows the oral directions to create the product.  With the same partner, switch roles and use oral directions written by Partner B.

 

SUMMATIVE ASSESSMENT NUMBER TWO

 

Students watch two 30-minute television shows or two brief film renditions of short stories that contain main characters who face challenges. Students use the notes taken from the Literary Elements graphic organizer about the selections to complete the assessment. The notes should include information about theme, mood, tone, main idea, and use of language and stylistic devices.

 

Video One

 

Student Directions: Use the content of the selections to answer each of the nine questions for both selections.

 

Title:___________________________________________________ Release date: _________________

 

Writer: _________________     Director:  __________________     Producer:  _____________________

 

1.        What is the theme of the selection? Give two clues contained in the selection that lead you to believe this to be the theme.

 

2.        What mood is established by viewing the selection? Use two examples from the selection to support your answer.

 

3.        Explain whether or not the writer’s choice of language is effective to develop the theme. Use two examples from the selection to support your opinion. 

 

4.        Explain whether or not the writer’s choice of language is effective to establish mood. Use two examples from the selection to support your opinion.

 

5.        Explain how imagery is used in the selection. Give two examples.

 

6.        Explain how stylistic devices are used in the selection. Give two examples.

 

7.        What is the overall tone of the selection? How was it established? Give two examples.

 

8.        What is the main idea of the selection? Use two examples from the selection to explain how it relates to the theme.

 

9.        Explain how the media elements contribute to the persuasiveness of the selection. Use two examples to support your opinion

 

Video Two

 

Student Directions: Use the content of the selections to answer each of the nine questions for both selections.

 

Title:___________________________________________________ Release date: _________________

 

Writer: _________________     Director:  __________________     Producer:  _____________________

 

1.        What is the theme of the selection? Give two clues contained in the selection that lead you to believe this to be the theme.

 

2.        What mood is established by viewing the selection? Use two examples from the selection to support your answer.

 

3.        Explain whether or not the writer’s choice of language is effective to develop the theme. Use two examples from the selection to support your opinion. 

 

4.        Explain whether or not the writer’s choice of language is effective to establish mood. Use two examples from the selection to support your opinion.

 

5.        Explain how imagery is used in the selection. Give two examples.

 

6.        Explain how stylistic devices are used in the selection. Give two examples.

 

7.        What is the overall tone of the selection? How was it established? Give two examples.

 

8.        What is the main idea of the selection? Use two examples from the selection to explain how it relates to the theme.

 

9.        Explain how the media elements contribute to the persuasiveness of the selection. Use two examples to support your opinion

 

SUMMATIVE ASSESSMENT NUMBER THREE

 Write a reflective paper that uses information from both video selections to compare the difficulties involved when trying to meet a challenge. Use details and examples from both selections as support.

 

 

SUMMATIVE ASSESSMENT NUMBER FOUR

 

Student Prompt

Write a multi-paragraph persuasive essay for a high school newspaper that describes which of the two video selections best conveys the intended message. Defend your choice by discussing the use of imagery, language, stylistic devices, tone, development of theme, and media elements. 

 

Before you write your essay, create a pre-write graphic organizer to organize your ideas. Then, use the ideas from the organizer to write a first draft paper. Be sure to use a dictionary and the checklist (below) to proofread your first draft. Make any changes you feel are needed to make your essay clear to readers; then, write the final draft of your essay.

 

Checklist: Be sure your essay

____ Contains a clear thesis statement.                               ____ Has an effective beginning, middle, and end.

____ Uses paragraphing effectively.                                   ____ Presents complex ideas in a sustained and compelling manner.

____ Progresses in a logical order.                                     ____ Shows an awareness of audience and purpose.

____ Uses effective cohesive devices.                                ____ Clearly addresses the topic and provides convincing/detailed elaboration as support.

____ Uses precise and vivid language.                                ____ Contains sentences that are clear and varied in structure.

____ Contains few errors in mechanics.                              ____ Uses writing techniques (i.e. imagery, humor, point of view, rhetoric).

____ Shows originality and individual perspective.            ____ Use relevant evidence to defend a position.

____ Is based on an accurate comparison (analysis) of two selections. 

____ Presents an accurate evaluation of two selections related to imagery, language, stylistic devices, tone, the development of theme, and media

         elements.

 

 

 

 

 

First Summative Assessment Scoring Guide

 

 

Part I: Following Direction Scoring Guide

2 Points: The student follows the directions to accurately complete the task.

1 Point: The student follows the directions to partially complete the task. OR

1 Point: The student follows the directions to complete the task but the end result contains minor errors.

0 Points: Other

 

Note: Teacher may use Example of a Correct Response to check the sketch.  If the sketches differ, review the student’s written directions to determine the reason the student was unable to replicate the sketch. [Determine if the breakdown in communication was due to poorly articulated oral directions or failure on the part of the listener to follow the oral directions. If the latter is true, have the student give his/her oral directions to a student who has proven to be successful at following oral directions.]

 

 

Part II: Evaluation of Directions/Specifications

2 Points: The response includes a complete and reasonable explanation why the specifications are effective OR what could be added to make the specifications more effective.

1 Point: The response includes an overly general or simplistic explanation of why the specifications are effective OR what could be added to make the specifications more effective.

0 Points: Other

 

 

Part III: Content (Clarity and Comprehensiveness)

2 Points: The student writes directions allowing for accurate completion of the task.

1 Point: The student writes directions allowing for partial completion of the task. OR

1 Point: The student writes slightly flawed directions which most likely will result in minor errors in the finished product.

0 Points: Other

 

 

Part IV: Following Direction Scoring Guide

2 Points: The student follows the directions to accurately complete the task.

1 Point: The student follows the directions to partially complete the task. OR

1 Point: The student follows the directions to complete the task but the end result contains minor errors.

0 Points: Other

 

Note: Teacher may use Example of a Correct Response to check the sketch.  If the sketches differ, review the student’s written directions to determine the reason the student was unable to replicate the sketch. [Determine if the breakdown in communication was due to poorly articulated oral directions or failure on the part of the listener to follow the oral directions. If the latter is true, have the student give his/her oral directions to a student who has proven to be successful at following oral directions.]

 

 

Example of a Correct Response for Part I

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Second Summative Assessment Scoring Guide

 

Questions 1 and 2:

3 Points: The response includes an accurate answer and uses two examples as support.

2 Points: The response includes an accurate answer and uses one example as support.

1 Point: The response includes an accurate answer but fails to give supporting examples.

0 Points: Other

 

Questions 3 and 4:

2 Points: The response includes an opinion and uses two examples from the selection as support.

1 Point: The response includes an opinion and uses one example from the selection as support

0 Points: Other

Note: If an opinion is not given separately from the examples, try to discern the student’s position from the examples provided. If the position is still not apparent, score the response a 0.

 

Questions 5, 6, and 9:

3 Points: The response includes an accurate explanation and uses two examples as support.

2 Points: The response includes an accurate explanation and uses one example as support.

1 Point: The response includes an accurate explanation but fails to use examples as support.

0 Points: Other

 

Question 7:

3 Points: The response includes the tone of the selection, a description of how it is established, and one or two examples.

2 Points: The response includes the tone of the selection and a description of how it is established.

1 Point: The response includes the tone of the selection.

0 Points: Other

 

Question 8:

3 Points: The response includes an accurate statement of main idea and uses two examples from the selection to explain how it relates to the theme.

2 Points: The response includes an accurate statement of main idea and uses one example from the selection to explain how it relates to the theme.

1 Point: The response includes an accurate statement of main idea but does not give an acceptable explanation of how it relates to the theme.

0 Points: Other

 

Summative Assessment Number Three Scoring Guide

 

Ratings:

4 Advanced/Outstanding

3 Proficient/Acceptable 

2 Partial Success/Shows some understanding

1 Shows little to no knowledge

 

 

 

The Reflection Paper:

 

 

4

 

3

 

2

 

1

 

is well developed

 

 

 

 

 

 

clearly states the purpose/thesis of the paper

 

 

 

 

 

 

uses relevant details from both selections to compare the difficulties involved when trying to meet a challenge

 

 

 

 

 

 

contains critical thoughts about how each selection relates to the difficulties involved when trying to meet a challenge

 

 

 

 

 

 

progresses in a logical manner and remains focused

 

 

 

 

 

 

clearly  communicates ideas

 

 

 

 

 

 

 

 

Fourth Summative Assessment Scoring Guide for Writing Prompt

Criteria

 

4

 

3

 

2

 

1

Thesis

statement

 

Contains an effective thesis statement

 

 

Contains a thesis statement

 

 

Has evidence of a thesis statement that may or may not be effective

 

Does not contain a thesis statement

 

 

Organization

Has an effective beginning, middle, and end; uses paragraphing effectively; presents complex ideas in a sustained and compelling manner; and progresses in logical order

Has a beginning, middle, and end; uses paragraphing; presents ideas in a sustained manner; and generally progresses in logical order

Has evidence of a beginning, middle, and end; shows evidence of paragraphing, and presents ideas that may lack focus and be difficult to follow; and may not progress in logical order

May lack evidence of a beginning, middle, and end; may lack evidence of paragraphing; is difficult to follow and lacks focus; does not progress in logical order; and may digress to unrelated topics

Cohesion

Uses effective cohesive devices (i.e., transitions, repetition, pronouns, parallel structure) between and within paragraphs

May use cohesive devices devices (i.e., transitions, repetition, pronouns, parallel structure)

At times seems awkward and lacks cohesion

Is awkward and lacks cohesion

Language

Uses precise and vivid language; clearly addresses the topic and provides specific and relevant details/convincing elaboration as support; and contains sentences that are clear and varied in structure

Uses precise language; addresses the topic and uses relevant details/examples as support; and contains sentences that are clear with some variety in structure

May use imprecise language; addresses the topic, but may contain some details that are not relevant; and contains sentences that are generally clear, but lack variety in structure

Uses imprecise language; may address the topic but lacks details; and contains sentences that are unclear and lack variety in structure

Audience

and purpose

Clearly shows an awareness of audience and purpose

Shows an awareness of audience and purpose

Shows some awareness of audience and purpose

Shows little or no awareness of audience and purpose.

Writing mechanics

Contains few errors in grammar/usage, punctuation, capitalization, and/or spelling

Contains some errors in grammar/usage, punctuation, capitalization, and/or spelling that are not distracting to the reader

Contains several errors in grammar/usage, punctuation, capitalization, and/or spelling that may be distracting to the reader

Contains several errors in grammar/usage, punctuation, capitalization, and/or spelling that make reading incomprehensible

Writing techniques 

Uses writing techniques (i.e., imagery, humor, perspective/point of view,

rhetoric)

Contains some writing techniques (i.e., imagery, humor, point of view, rhetoric)

Uses few writing techniques (i.e., imagery, humor, point of view, rhetoric)

Uses no writing techniques (i.e., imagery, humor, point of view, rhetoric)

Comparison

(Analysis)

Is based on an accurate comparison of two selections

Is based on a comparison of two selections, which is for the most part accurate

Is based on a partially accurate comparison of two selections

Is based on a comparison of two selections that shows little to no understanding or is not based on a comparison

Evaluation

Presents an accurate evaluation of two selections related to imagery, language, stylistic devices, tone, development of theme and media elements.

 

Presents an evaluation of two selections which is for the most part accurate

 

Presents an evaluation of two selections which contains critical errors

 

Presents an evaluation of two selections that shows little or no understanding