KaminskieUPlanAssessmentandFeedback

In one of my goals I wanted students to be able to see the similarities and differences between the novel and a movie version and Dr. Sherry asked how that would address diversity in backgrounds and learning styles. By looking at the movie students who are more visual learners can get a better understanding of what is going on in the novel by seeing it acted out. When I was explaining why I thought this text was worth teaching I said, “ This text is worth teaching because it brings forth the history of the French Revolution and the effects civil war can have on a country.” And Dr. Sherry asked how it would be relevant to students’ lives and parents, colleagues, and administrators. By looking at the history of another country and the affects war had on it, students can see how similar the repercussions are. What the characters experience in the novel can be the same things that students, parents, colleagues, or administrators have gone through. An example would be when the rebels of the revolution are killed. Those people were once someone’s child or sibling or father. Students, parents, etc. who have been affected by the war in Iraq can relate to losing a parent, child, or sibling. 

Summative Assessment So for my assessment I’m going to have students create a portfolio of different activities that they will do inside and outside of the classroom. For their first assignment that will go into their portfolio, students will write a research paper about the French revolution. They will have to include information about what led to the start of the revolution, what sides there were (major people who participated in it), any battles that were fought, etc. They will be given time to work in class, but most of the writing will occur outside of the classroom. Since it is a short assignment they will be given a three days to complete it. It should be two or more pages long and be accompanied by a works cited page.This will led into the start of the novel. 

Throughout their reading students will be given vocabulary sheets and questions about each section of reading they will be assigned. These sheets are to help the students understand the language used in the novel and to make sure that they understand what they are reading. All of the vocab and answers to the questions will be gone over in class. All of the vocabulary and question sheets will be put into their portfolio. At the end of each section of vocab and questions the students will be given a quiz as an extra precaution to make sure they are reading and understanding, not just getting the information from someone else in the class. The quizzes will also go into their portfolio.

As students continue to read the novel they will create character analysis sheets for each of the main characters. They will continually refer back to these sheets to add how the character is changing from the beginning to end of the novel to show how the themes presented throughout the novel effect the characters. At the end of the novel these sheets will become part of the portfolio. This helps to check for the student's understanding of the characters and themes in the novel.

One of the final things that students will create to put into their portfolio will be a paper from one of the character’s point of view. The students will be given a list from the beginning to the end of the novel. The characters will be divided by the sections of reading and will include characters ranging from young Cosette and Eponine to Old dying Jean Valjean. Once the students have written their paper they will dress as the character whose point of view they have written from and reading in front of the class. Students will be allowed to act out as the actual character if they choose to. For example if a student decides to do young Cosette, they can bring in a broom and pretend to be sweeping as they are reading their paper.

The last thing students will put into their portfolio will be their test, which will cover all of the questions from their question sheets. There will also be questions from their character analysis charts. The test will consist of multiple choice questions, true/false questions, matching, and short answer questions. Once the tests are grade students must put them into their portfolio and hand it in for a grade. 