Unit Assessment Plan

Desired Results
Established Goals – GLO(s): Students will listen, speak, read, write, view and represent to…
GLO 2: comprehend and respond personally and critically to oral, print and other media texts.
GLO 4: enhance the clarity and artistry of communication.
Understandings: Essential Questions
Students will understand that… Main Questions: What is in a fairytale?
Sub-Questions:
- Fairytales are comprised of some basic parts:
a special beginning, talking animals, - How does the setting affect the story? What
magic/special powers, a fight between good does the setting do?
vs. bad, etc. - What makes a character good? Bad?
- A good story needs to have developed - What is in the beginning/middle/end of a
characters and setting, as well as a problem or story?
conflict that needs to be solved. - How do I defend my opinion?
- Certain physical attributes are used to - What is an adjective? What is an adverb?
communicate the goodness of characters. How do these enhance our writing?
- The setting shapes the way a story is told, and
who the characters are.
- Adjectives help to describe characters and
attributes, and adverbs describe actions. Using
these helps to add interest to a story.
- We need to have specific reasons to support
our opinions
Specific Outcomes:
2.2.6- retell the events portrayed in oral, print and other media texts in sequence
• I can… follow the correct sequence of events when retelling a story or creating my own fractured
version of a fairytale
2.3.3- identify main characters, places and events in a variety of oral, print and other media texts
• I can… identify the main characters, setting and events in various fairytale stories that we read and
view in class.
2.4.3- create narratives that have beginnings, middles and ends; settings; and main characters that perform
actions
• I can… create my own fractured version of a fairytale with a beginning, middle, and end.
• I can… create a meaningful setting that makes sense for the characters that I am using.
• I can… create characters with a purpose for my story that participate in the various activities in my
fairytale.
4.2.4- identify adjectives and adverbs that add interest and detail to stories
• I can… use descriptive words and rich vocabulary to help my audience visualize character and
setting traits, in addition to being able to visualize action within my story.
Prior Understandings… Where does this lead?
- Students have interacted with other texts, and - Students will be led through a stop motion
have an understanding of beginning, middle workshop later in April, in which they will
and end. need an original story to use. The fairytale that
- Students also have prior experience with the students create could be used for this project.
design process, and engage in it frequently - Students will be able to identify the
with various engineering problems beginning, middle, and end in other text and
- Students have engaged in the writing process media that they come across.
in previous units as well - Students can use their knowledge of story
Pre-assessment: This will be done during the first elements to enhance future writing and to
lesson- engage in discussion to gauge student’s prior enhance their interactions with future texts.
knowledge of fairytales and reshape lesson focus
where needed.
 Assessments
Story
Learning Title Build a House Show, Don’t Tell Setting Log Story Mapping Fairytale
Planning
Outcomes
Type S F F F F/S S

Mode R/W/S/Rep S/L W/Rep R/W/Rep W W/S/Rep

Weighting - - 25% - 10% 45%
2.2.6- retell the events portrayed in
oral, print and other media texts in X X X
sequence

2.3.3- identify main characters, places

and events in a variety of oral, print X X
and other media texts

2.4.3- create narratives that have

beginnings, middles and ends;
settings; and main characters that X X X X X
perform actions

4.2.4- identify adjectives and adverbs

that add interest and detail to stories
X X X X X

6 Modes of ELA: Reading (R), Writing (W), Speaking (S), Listening (L), Viewing (V), Representing (Rep)
**Particular emphasis placed on italic outcomes**
 Assessment Tool Overview
Assessment Assessment
Assessment
Brief Description FOR OF
Tool
Learning Learning
Students will engage in an engineering problem in which they
will create a house for a pig. This will be used as a passage into
Build a developing an understanding of setting and how it shapes the
House story we read/write. Students will follow through with the design
X
process: imagine, plan, create, and improve. Students will take a
2.3.3, 4.2.4 few minutes at the end of every class to reflect on their processes
for that day. This will be spread across 4 classes. Students will
use this creation to work on justifying their ideas.
During this activity, students will be asked to draw on their 5
senses (what they might see, hear, smell, touch, taste) to describe
Show, the “house” they created for the pig. Students will focus on
Don’t Tell describing details to a partner and focus on using adjectives to
create vivid descriptions. Students will document these X
2.3.3, 2.4.3, descriptions to help them produce their setting log later in the
4.2.4 unit. The goal of this activity is to encourage the use of rich
vocabulary to use in their writing, which will build towards their
final fairytale.
Students will fill out a setting log which will contribute to their
understanding of the time/place where the story takes place. The
setting log will revolve around their house. We will discuss what
the best setting (time/place) is for their toy and house and do
Setting Log
some preliminary planning for their fractured fairytale. Students
X
will engage in brief discussion as a class and amongst themselves
2.4.3, 4.2.4
to determine their story setting. This will be assessed using a
checklist- students will have a guided worksheet to fill out, which
will act as a checklist for them. This will be graded for
completion.
Story mapping will be done throughout the unit as a class. When
we read a new fairytale, we will try to identify various parts of the
story that will help to frame our fractured fairytales at the end of
Story the unit. The story maps will turn into a formula-style guide for
Mapping students to insert their own setting and characters into familiar
plots. We will identify who/how many characters are in the story, X
2.2.6, 2.3.3, the fairytale elements, the introduction, problem, resolution, and
2.4.3, 2.4.4 conclusion. These story maps will be pretty basic, and guide story
writing later on. For example, the story map for the 3 Little Pigs
would be something like this (more in depth- this example is
oversimplified): 3 similar characters set out to build something,
 each character uses a different material, a “bad” character tries to
break their creations and scare them, each character must work
hard to build a creation that will hold against the force of the bad
guy, the lesson to be learned is that hard work pays off.

The story planning will be a continuation of the story maps- the

only difference here is that students will create their own story
maps to help guide/ plan their own fairytales.

Story - This will be done by using a blank story map for students
Planning to fill out using their own information- we will pull on
previous work in setting and character creation to help X X
2.2.6, 2.4.3, progress our planning. Students will be formatively
2.4.4, 4.2.4 assessed for understanding and be required to have a
conference with a peer and get approval from the teacher
before beginning their final copy. Students will receive a
summative grade for completion of this step.

The fairytale works as the final performance task from the unit.
Students will create their own fairytale in which they will pull on
the elements of a fairytale. Students will engage in the writing
process to create this text which will be used in a future stop-
motion workshop. Students will use their own resources to help
Fairytale construct the text (setting log, character creation, story maps,
story planning, and other classroom resources). Our buddies will
X
2.2.6, 2.4.3, be invited into the classroom, so students have the opportunity to
2.4.4, 4.2.4 share with a greater audience; this will work on reading fluency
and confidence. This will be assessed using a holistic rubric that
addresses aspects of the fairytale format, as well as aspects of
setting, characterization and sequencing; students will also be
assessed on their use of description words (adverbs and
adjectives) within their story.
I chose not to list this on the initial assessment blueprint because
discussion and observation are woven throughout the entire unit
Discussion/
as a part of formative assessment; these things do not directly X
observation
address outcomes for our unit but are built into each lesson to
guide student learning and understanding.