Tell Me a Story!

Assessment Overview Grade level/Subject matter 9th grade English Class in relation to classes at other levels Throughout the middle school years, as they read, students have been learning to determine a works themes/central idea and analyze its development, and also to analyze how particular lines and dialogue propel the action of a story, reveal aspects of a character, or provoke a decision. Regarding writing, students have been practicing writing narratives to develop real or imagined experiences or events by using relevant descriptive details and well structured event sequences. Additionally, during middle school, students have also been building their speaking and listening skills by practicing ways to adapt their speech to a variety of contexts and tasks. Throughout ninth and tenth grades, students will be expected to analyze a works meaning, and to provide textual evidence to support both the explicit and inferred meanings of a text. Students will also need to continuously build their skills to write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. They must also be able to produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. By providing opportunities to express themselves through written, verbal, and visual representation, this assessment allows students to practice and demonstrate their to organize their ideas and, via their chosen mode, creatively present their thoughts and life experiences (actual or imagined) to their peers. Relation of assessment outcome(s) to broader outcomes: As they move toward high school graduation, students will be expected to continuously build critical analysis skills, as well as develop increasingly complex writing techniques to convey their ideas. They will also be expected to practice presentation skills that will enable them to effectively convey ideas at post-high school levels and in the work place. For this reason, students must be provided opportunities to practice reading, writing, listening, and presenting their ideas in multiple modes. Through this story-telling assessment, students will have an opportunity to practice organizing their ideas and then to present them in a way that clearly conveys their intended meaning and engages the audience.

Placement of this assessment within the time line of the class, and in relation to other assessments: Students are engaging in semester long units that explore identity through multi-cultural literature. This summative assessment will occur mid-semester, and is placed at the end of a unit based on Ignatia Brokers Night Flying Woman, a Native American work that explores identity through story telling. Following this assessment, students will continue to explore identity based on one additional multi-cultural work.

Explanation of how the assessment relates to the teaching/learning experiences in the class (input, practice, feedback) and to the development of students learning: Throughout this unit, students have been studying identity in relation to bearing witness and story telling. They have been focusing specifically on the significance/impact of sharing personal stories, and ways that authors effectively structure/craft a story to engage the reader/audience. Through journaling, students have reflected on the concept of identity, and what this concept means to them. In a previous unit based on Elie Wiesess Night, through Socratic seminar, students have practiced developing critical questions, as well as effectively preparing for and engaging in collaborative discussion. A previous assessment also required students to engage in Readers Theater, in which they researched biographical information of a Holocaust survivor and presented that information to peers in the form of a monologue. Throughout the semester, students have participated in learning activities that explore elements of a story, including Literature Circles. Using photographs, students have engaged in an exercise that explores the element of voice. This exercise also demonstrates that stories can be told through visual representations. By engaging in learning activities, such as Creating a Storyteller, Round-Robin Stories, and Developing Characters, students have been provided opportunities to develop and practice oral story telling and creative writing skills. Explanation of how self-assessment is used in the class in relation to the development of students learning: In addition to summative assessments, all major formative assessments have required students to self-assess their work not only as a means to determine whether or not they have met all criteria, but also, as a way to gauge their development as learners. Selfassessments also provide students opportunities to reflect upon what their learning experiences mean to them, and to consider ways their learning experiences transcend the classroom. Indication of how feedback will be given: Students will be given verbal feedback during built-in classroom work time, conferences, and classroom presentations. They will be provided written feedback through a rubric/feedback form that includes a student self-assessment. Indication of how the assessment has the potential to elicit creativity and range of performance: Because students may choose to create their own story rather than re-tell an experience or family tradition, and because this story may be conveyed through oral storytelling or creative writing that may include visual representations, this assessment provides opportunities for creative expression through a range of performance modes.

Standards: Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Objectives: Using dialogue, pacing, description, reflection, and plot lines, I can write a detailed, wellstructured narrative to develop real or imagined experiences or events I can create an original story through creative writing, a Podcast, or through an illustrated story-book I can effectively present information about my story, including how I developed it, to my peers in a way that makes sense to them

Directions: Throughout the past several weeks, we have been reading Ignatia Brokers Native American narrative, Night Flying Woman. Prompted by this novel, we have engaged in activities such as, a Native American naming ceremony, presentations on Native American history and culture, written reflections, and class discussions. Our studies have allowed us to vicariously enter into the experiences of others, which provided us insight into who they are, how they feel, what they think, whats important to them, and why. Now, its your turn we want to hear your story! Consider the following questions and choose which one(s) youd like to address: What kinds of experinces have you had that have shaped who you are? What do you want others to know and remember about you? Is there anything you want your peers to understand? Is there anything you want your future children to know? What is it you want to tell other people? Never fear if all of this seems too personal, its okay to make something up! Perhaps youd like to leave a legacy explaining how you developed a cure for cancer, or tell others about the funny thing that happened to you while you were on your way to discovering life on another planet. Its your story about you, so the possibilities are endless. Your challenge is to help us, your audience, feel as if were right there in that moment with you. You may do this by conveying your story through 2-4 pages of written prose, or by recording a Podcast. If youd like, you can even create a childrens book, and tell your story primarily through illustrations. Whats most important is that we hear your voice, so simply be yourself. Were listening (or viewing!) So cmon and tell us your story!

Criteria and Checklist Review your work and check off each section: _______ I have effectively created an original factual or make-believe story about myself, and have rendered it through creative writing, a Podcast, or through a story told primarily through illustrations _______ My story has a purpose. I either convey an experience, teach a lesson, or explain/pass down a tradition, and the purpose of my story is clear to my audience _______ My story has a clear beginning, middle, and end. It follows a logical sequence of events _______ My story follows a clear plot line that is either compelling, suspenseful, thrilling, or emotionally moving _______ The character(s) in my story is/are well developed. Through my oral or written pose and/or illustrations, or through my oral narrative, their thoughts and actions come alive _______ I have reviewed my work carefully. My written/visual work is approximate 2-4 pages and is error free. If I have recorded my story, I have spoken clearly and with emotion, and I have refrained from distracting verbal repetitions such as ah, um, and like. _______ I have effectively prepared to present my story to the class, with emphasis on how I chose to create/develop it, my process for creating and developing it, and why _______ I have adequately completed my self-assessment

Tell me a Story Self-Assessment My reader can clearly identify the purpose of my story because

My reader can clearly identify the plot line of my story as being either compelling, suspenseful, thrilling, or emotionally moving because

The thoughts and actions of my characters come to life because

You can tell that I reviewed my work carefully because

You can tell I effectively prepared to present my story to the class because

While working on this assessment, I discovered Im good at

While working on this assessment, I found it difficult to

If I had more time to work on this assessment, I would consider changing

Tell Me A Story Name: Something you did awesomely:

Something well work on together to improve:

Purpose

3 The story clearly conveys an experience, or teaches a lesson, or explains/passes down a tradition

Organization

The structure of my story guides the reader purposefully through the text

Character/ Voice

Conventions

The story uses expressive language that causes it and the characters to come to life. If told orally, the author conveys the story with emotion and brings it to life The story is error-free. If told orally, the storyteller spoke clearly and without distractive verbal repetitions

2 The story has a clear purpose, but it includes some unnecessary information or is missing some significant details The structure of the story can be followed with minimal confusion transitions are not missing, but some transitions are unclear The characters/author communicates with the reader on a functional level

1 The story is loosely focused and is difficult for the reader to follow

0 The story doesnt have a purpose

The structure of the story is missing a few clear transitions

The reader is unable to follow my storyline

The authors voice is distant and/or the tone is inappropriate

The story contains a minimal amount distracting errors. If told orally, the storyteller conveyed a few distracting verbal repetitions such as ah, um, and like

Presentation

The story is effectively presented to the class, and the presenter placed emphasis on her/his creative process and justified why s/he chose to convey a particular theme

The story is effectively presented to the class, but the presenter either didnt place emphasis on explaining her/his creative process, or didnt justify why sh/e chose to convey a particular theme

The story is presented to the class, but the presenter neither placed emphasis on explaining her/his creative process nor justified why s/he chose a particular theme

The story contains so many errors that the reader cannot follow it or, if told orally, the story teller conveyed so many distracting verbal repetitions that the listener was unable to follow the story The story was not presented to the class

Self-Assessment

The self-assessment is adequately completed

The self-assessment is not completed