MeadowAT

Samples of unit [|assessment timeline].
 * Assessment Timeline **
 * Select the appropriate level - Elementary or Secondary
 * Select a sample unit and scroll down to the assessment timeline.
 * Use the information from your Stages 2 and 3 and create your assessment timeline using the tables below.
 * **Before project will begin** || **Students work on projects and complete tasks** || **After project work is completed** ||
 * Brainstorming || Readers'/Writers' Notebook || Museum Box (or other product) Rubric ||
 * Discussion Checklist || Found Poem Rubric || Presentation Rubric ||
 * || Peer Feedback Handout || Final Discussion Checklist ||
 * || Vignette Rubric ||  ||
 * || Exit Ticket ||  ||
 * || Photographs/Imagery Rubric ||  ||
 * || Museum Box (or other product) Checklist ||  ||
 * || Reflection Rubric ||  ||

10 || 10 || Writing Media (if they use a blog) 50 || 10 || 10 || 50 || 10 || Imagery Rubric || Students will find written images in their vignettes and those of Sandra Cisneros. Students will take photographs that fit with these quotations and use picnik.com to manipulate the photographs. Students will use these final images as sides on their museum boxes. || Formative || Qualitative || Reading Media 50 || Media NOT SCORED || Media 10 || Writing Media 100 || Listening 20 || Listening AI--20 ||
 * **Assessment** || **Process and Purpose of Assessment** || **Formative/ Summative** || **Qualitative/ Quantitative** || **Standard Addressed** ||
 * Brainstorming || Students will make a list of events in their lives that they feel are unique yet universal. These lists will help them as they work on their readers'/writers' notebooks and vignettes. || Formative || Qualitative || Academic Initiative
 * Discussion Checklist || In pairs, students will discuss/share the events they brainstormed. They will give and get feedback from each other. This feedback will help them as they work on their readers'/writers' notebooks and vignettes. || Formative || Qualitative || Academic Initiative
 * Readers'/Writers' Notebook or Blog Rubric || As students read The House on Mango Street they will keep a notebook that tracks symbols, themes, and events in the text. They will keep track of things that are unique to Esperanza and universal in the text. They will also make personal connections to the text. This will allow students to track their own thinking as they read. The notebook/blog will be utilized in creating the museum boxes. || Summative || Qualitative || Reading
 * Found Poem Rubric || After reading the first 22 pages of the text, and writing one vignette rough draft, students will create found poems from words and phrases in the text that have meaning. Students will do this to show that they can manipulate words to create new images and tales. || Formative || Qualitative || Writing
 * Peer Feedback Handout || Students will read vignettes of others and comment on figurative language/imagery in the pieces. They will make suggestions/comments to guide each other through another draft of the piece. || Formative || Qualitative || Reading
 * Vignette Rubric || The rubric focuses on the vignettes students will create to connect to the text. The vignettes must use figurative language, and unique and universal experiences. They must also show that they have gone through the writing process when creating their final products || Summative || Qualitative || Writing
 * Exit Ticket || Students will fill out an exit ticket reflecting on the process of creating their vignettes. Students do this to reflect on their own learning and set goals for the rest of the unit. This will help students as they begin creating their museum boxes. || Formative || Qualitative || Academic Initiative
 * Photographs/
 * Museum Box (or other product) Checklist || This is a tool to help students monitor their progress as they create their museum boxes (or other product). || Formative || Quantitative || Reading
 * Reflection Rubric || Students need to find or create links, images, photos, art, et cetera that fit in with their museum boxes. They need to write a short (three sentence) rationale for each link/media source they use. || Formative || Qualitative || Writing
 * Museum Box (or other product) Rubric || Students use this rubric to make sure they include the necessary components and create a quality final product. Students will use this rubric to self-assess their final product. The teacher will use this rubric to assess the final product. || Summative || Qualitative || Reading
 * Presentation Rubric || Students use this rubric so they know what to include/focus on in their presentation of their museum boxes (or other products). || Summative || Qualitative || Speaking
 * Final Discussion Checklist || This discussion checklist entails things I will be listening for as students have a final discussion/reflection of the entire unit. || Summative || Qualitative || Speaking
 * ||  ||   ||   || Total Points: 350 ||