Mid and End of Unit Assessments and Module Assessments
Grade 10
Module 1, Unit 1
End-of-Unit AssessmentStandards Assessed / RL.9-10.9, W.9-10.2.d
Description of Assessment / Students use the skills and habits they have been building throughout the unit to craft a multi-paragraph response to the End-of-Unit Assessment prompt: How does Williams draw upon and transform a central idea established by Marlowe and Raleigh? Students cite evidence from each of the three texts in this unit to support their response to this assessment.
Module 1, Unit 2
End-of-Unit AssessmentStandards Assessed / RL.9-10.2, RL.9-10.3
Description of Assessment / Students use the skills and habits they have been building throughout the unit to craft a multi-paragraph response to the End-of-Unit Assessment prompt: What central idea is developed in “The Palace Thief”? Students should consider how the narrator and his interaction with other characters help develop the central idea. Students should cite evidence and incorporate vocabulary words from the text to support their responses.
Module 1, Unit 3
Mid-Unit AssessmentStandards Assessed / RL.9-10.2, W.9-10.2.b, W.9-10.4, SL.9-10.4
Description of Assessment / Students use the skills and habits they have been building throughout the unit to craft a presentation in groups in response to the following prompt: How does Tan develop a central idea in “Two Kinds”? Each student group is assigned a specific key passage of Tan’s text to focus their analysis. Students are assessed on the presentation of their findings, as well as an accompanying brief written response on the Presentation Preparation Tool.
End-of-Unit Assessment
Standards Assessed / RI.9-10.2, RL.9-10.2, W.9-10.2, W.9-10.9
Description of Assessment / Students use the skills and habits they have been building throughout the unit to craft a multi-paragraph response to the End-of-Unit Assessment prompt: Choose either “Rules of the Game” or “Two Kinds” from The Joy Luck Club, and compare it to Bissinger’s “Dreaming of Heroes” from Friday Night Lights. How do the relationships between children and their parents develop the central ideas of these two texts? Students cite evidence from both texts in this unit to support their response to this assessment.
End of Module Performance Assessment
PromptOver the course of this module, you have read Ethan Canin’s “The Palace Thief,” two chapters from Amy Tan’s TheJoy Luck Club, and a chapter from H.G. Bissinger’s Friday Night Lights. For this assessment, write a multi-paragraph response to the following prompt:
Select a relationship from one of these texts. How does this relationship develop a central idea over the course of your chosen text?
In order to address the prompt, review your notes and annotations about the texts in this module, including statements you have made about your chosen relationship, the characters in it, and central ideas in that text. In your review, identify interactions and connections and discuss these with a small group of classmates. Next, gather relevant textual evidence to support a statement about how your chosen relationship develops a central idea. After drafting a multi-paragraph response to the prompt, engage in the revision process, independently or with a classmate, to edit and revise your response.
Module 2, Unit 1
Mid-Unit AssessmentStandards Assessed / RI.9-10.4, RI.9-10.6, W.9-10.2.a-f, W.9-10.9.b
Description of Assessment / Students write a multi-paragraph response to the following prompt:
Determine a purpose in “Letter from Birmingham Jail” and analyze how King uses rhetoric and specific word choices to advance that purpose.
End-of-Unit Assessment
Standards Assessed / RI.9-10.5, RI.9-10.6, W.9-10.2.a-f, W.9-10.9.b, L.9-10.1, L.9-10.2
Description of Assessment / Students write a multi-paragraph response to the following prompt, based on their work in this unit:
Analyze how King develops and refines his claims to advance his purpose.
Module 2, Unit 2
Mid-Unit AssessmentStandards Assessed / RI.9-10.5, W.9-10.2.a-f, W.9-10.9.b, L.9-10.1, L.9-10.2
Description of Assessment / Students write a multi-paragraph response to the following prompt:
How does Alvarez develop the claim she makes in paragraph 15?
End-of-Unit Assessment
Standards Assessed / RI.9-10.5, W.9-10.2.a-f, W.9-10.9.b, L.9-10.1, L.9-10.2
Description of Assessment / Students will answer the following prompt based on their work in this unit:
How does the sentence “No flies fly into a closed mouth” (par. 21) develop and refine one of Alvarez’s ideas in “A Genetics of Justice”?
Module 2, Unit 3
End-of-Unit AssessmentStandards Assessed / RI.9-10.8, W.9-10.2.a-f, W.9-10.9.b, L.9-10.1, L.9-10.2
Description of Assessment / Students write a multi-paragraph essay responding to the following prompt based on their work in this unit:
Delineate the argument in each of the unit texts and analyze how the authors develop a common claim.
Differentiation Consideration: Offer the following extension for students who would benefit from more challenging work:
Assess whether the reasoning in each text is valid and the evidence is relevant and sufficient.
Module Performance Task
PromptIn this three-day performance task, students discuss, organize, compose, and revise a multi-paragraph response to the following prompt:
Identify a purpose common to King’s “Letter from Birmingham Jail,” Alvarez’s “A Genetics of Justice,” and one of the texts from 10.2.3. Discuss how each of these texts uses at least one of the following to advance that purpose: structure, rhetoric, or impact of specific word choices.
Module 3, Unit 1
End-of-Unit AssessmentStandards Assessed / RI.9-10.2, RI.9-10.3, W.9-10.2.b, d, e, W.9-10.9.b, L.9-10.1, L.9-10.2
Description of Assessment / Part 1: Choose one central idea that Skloot develops in the text. How does Skloot unfold an analysis of this central idea?
Part 2: Articulate two to three areas of investigation and where they emerge from the text.
Module 3, Unit 2
End-of-Unit AssessmentStandards Assessed / W.9-10.7, W.9-10.9
Description of Assessment / · Students submit a completed Research Portfolio with the four sections organized including 1. Defining an Area of Investigation, 2. Gathering and Analyzing Information, 3. Drawing Conclusions, 4. Discarded Material. The Research Journal is also located in the Research Portfolio.
· Students write a one-page synthesis of their developing perspective derived from their research. Students draw on the research evidence collected to express their Evidence-Based Perspective on their problem-based question.
Module 3, Unit 3
End-of-Unit AssessmentStandards Assessed / W.9-10.1.a-e, L.9-10.1, L.9-10.2, L.9-10.3.a, L.9-10.6
Description of Assessment / Students are assessed on the alignment of the final draft to the criteria of the 10.3.3 Rubric and Checklist. The final draft should present a precise claim that is supported by relevant and sufficient evidence and valid reasoning. The draft should be well-organized, distinguishing claims from alternate and opposing claims and using language that clearly links the major sections of the text and clarifies relationships among the claims, counterclaims, evidence, and reasoning. Finally, the draft should show control of the conventions of written language and maintain a formal style and objective tone.
End of Module Performance Assessment
Over the course of this module, you have analyzed an issue in response to your problem-based question. You have developed your understanding of the issue through research, and arrived at your own perspective. You have presented your central claim, supporting claims, counterclaims, reasoning, and evidence in a formal research-based argument paper.
PROMPT
Build on the analysis you did for your research-based argument paper by producing a five-minute podcast. Synthesize your research and offer salient points of the research in an engaging oral presentation that demonstrates command of formal spoken English. Your podcast should detail your central claim, two supporting claims with relevant and sufficient evidence, and one counterclaim with corresponding limitations (rebuttals). Further, your podcast should present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow your line of reasoning.
Once published, an audience of at least three peers, adults, or a mix of both, will listen to your podcast, and the audience will offer different perspectives or counterclaims and questions they have about the research presented. As a culminating event for this module, you will discuss the “audience” reactions to your podcast in a small group discussion forum.
Module 4, Unit 1
End-of-Unit AssessmentStandards Assessed / RI.9-10.2, W.9-10.2.a-f, W.9-10.5, W.9-10.9.b, L.9-10.1.a, b, L.9-10.2.a-c
Description of Assessment / How does White develop the idea “once in a while something slips” over the course of the text?
Module 4, Unit 2
Mid-Unit AssessmentStandards Assessed / RL.9-10.5, W.9-10.2.a-f, W.9-10.9.a, L.9-10.1.a,b, L.9-10.2.a-c
Description of Assessment / Students write a multi-paragraph response to the following prompt:
How do Shakespeare’s structural choices create an effect of mystery, tension, or surprise in the first two acts of the play?
End-of-Unit Assessment
Standards Assessed / RL.9-10.3, W.9-10.1.a-e, L.9-10.1.a, b, L.9-10.2.a-c
Description of Assessment / Students will answer the following prompt based on their work in this unit:
Select a central character from Macbeth. Write an argument about how this character is primarily responsible for the tragedy. Support your claims using evidence that draws on character development, interactions, plot and/or central ideas.
Module 4, Unit 3
No Mid or End of Unit Assessments
Module Performance Assessment
PromptFor this assessment, students use their analyses of Macbeth and either “Death of a Pig” or The Prince to write a multi-paragraph response to the following prompt:
Select a central idea common to Macbeth and either White’s “Death of a Pig” or Machiavelli’s The Prince. Discuss how each author uses structure, character, word choice, and/or rhetoric to develop this common idea. Explain the nuances in each author’s treatment of the idea.