Leigh Green

Loyola Marymount University

Spring 2014

Assessment Assignment

EDES 6200

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Assessment Assignment

Assessment Assignment

I. Academic Content Selection

Grade Level: 3rd Grade
Content Area: History Social Science
Content Topic: Journal Writing
Standards:

California History and Social Science State Standards 3.3 Students draw from historical and
community resources to organize the sequence of local historical events and describe how
each period of settlement left its mark on the land. 3.3.1 Research the explorers who visited
here, the newcomers who settled here, and the people who continue to come to the region,
including cultural and religious traditions and contributions.

California Common Core State Standards ELA-Literacy. RL. 3.1 Ask and answer questions
to demonstrate understanding of a text, referring explicitly to the text as the basis for the
answers. RL. 3.6 Distinguish their own point of view from that of the narrator or those of the
characters. W. 3.3 Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.

Unit of Study:
The unit of study will address the lifestyles of the pioneers on the Oregon Trail, including
their daily tasks and traditions, as well as the struggles they endured. During the unit, the
students will master objectives covering the applications of map skills and sensory details,
predictions and patterns, and organization of narrative text. The instructor will introduce both a
historical fiction and nonfiction text on the Oregon Trail to conduct research in order to build
knowledge on a topic. The students will actively listen to both readings, forming their own
perspective and discussing the interaction of the pioneers with the Native Americans in that
region. The purpose of this lesson is to allow the students to write routinely over extended time
frames and revise drafts, while learning about the different nationalities, customs, and traditions
that form our country.

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Assessment Assignment
Time Frame:
This lesson will be started at the beginning of the unit and continue through out the unit
with students listening to an example from a historical fiction. During the writing period,
students will begin by brainstorming and drafting a journal entry, completing the narrative during
centers towards the end of the unit.

II. Assessment Planning
Purpose of Study:
The purpose of this lesson is to allow the students to write routinely over extended time
frames and revise drafts, while learning about the different nationalities, customs, and traditions
that form our country. The summative assessment will occur at the end of the unit, allowing
mastery of objectives set by individual students to show individual understanding of content.
Type of Assessment:
The summative assessment will be completed on a descriptive narrative by creating an
individual journal on life on the Oregon Trail. This diary will include long term writing,
measuring the students' knowledge of the writing process and use of descriptive words.
Background Knowledge/Prerequisite Requirements:
Students will first need to actively listen to the historical fiction of The Dairy of Hattie
Campbell, read aloud by the instructor, beginning at the start of the unit. The instructor will
introduce the use of graphic organizers to the students in previous lessons, repeating similar
activities to organize brainstorms, drafts, and research. Students will need to know the definition
of a historical fiction and the purpose of a diary.
Evidence of Student Learning:
Students will complete a brainstorm map, outline, draft, and final edit of a journal entry,
detailing what it would be like on the Oregon Trail. Evidence of student learning will be
observed in the progression of the writing process and the completed journal entry. Students will
need to include in their writing sensory details and complete sentences that are organized with
fully developed experiences.

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Assessment Assignment
Documentation of Student Mastery of Standards:
Instructor will document student mastery with the use of a rubric, which will be sent
home to parent and student in a take home folder. The completed journal entry and graphic
organizers will document the progression of the lesson and the students achievement.
Assessment Measure/Score:
The assessment will be scored with a rubric. The rubric details concepts to be mastered,
focusing on descriptive writing and sentence structure. The rubric is attached.
Implementation of Assessment:
Communicating purpose, scoring, and procedures:
The purpose of this lesson is to allow the students to write routinely over extended time
frames and revise drafts, while learning about the different nationalities, customs, and traditions
that form our country. The instructor will inform the students and parents of the objectives on the
weekly notice as well as on the objective board in the classroom. The students will follow along
to the instructors model of a brainstorm map and outline, completing an independent version of
each on their own. If not completed on time, the students will keep the papers in their writing
folder to access during free/unfinished work periods. Before completing the draft of the journal
entry, the instructor will pinpoint the main objectives on the rubric for the completed final edit.
Students may ask questions at this time and begin their independent draft of their journal entry.
The drafts will be peer edited, beginning with the instructor reminding the students to use the
rubric as a guide. During centers, the students will be instructed to use the final draft paper to
complete the assignment.
Student Activities:
Through out the unit, students will be actively listening to a read aloud of the historical
fiction. During writing periods, students will complete a brainstorm map, outline, and draft of
their own fictional journal entry on the topic of life on the Oregon Trail. Once edited by a peer,
the students will complete the final draft assignment independently at the writing centers.
Student Grouping:
Students will be grouped in flexible, heterogeneous groups, chosen by the instructor. A total
of 21 students will create groups of a maximum of five students. The writing center, however,

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Assessment Assignment
will be independent work, as the drafts will have been edited before hand and can be completed
on their own.
Materials and Technology:
Students will need writing folders, which should contain a brainstorm map, outline, and draft
paper. Teacher will provide final journal entry paper. When completed, students may access the
Oregon Trail application on their iPads.

Co Teacher and Parent Volunteers:

Parent volunteers and a co-teacher will be assisting centers during the final edit period.

Rubric:

Ideas
_________ out of 4

*Writes about a
Sentence Fluency
personal
_________ out of 4
experience
*Includes narrators
thoughts and
feelings about the
situation

*Uses complete
and varied
sentences

Organization
_________ out of 4

*Tells events in
correct order
*Strong beginning,
middle, and end
*Strong conclusion

Conventions
_________ out of 4

*Is easy to read

*Is free or almost
free of errors

Voice
_________ out of 4

*Writes in first
person (I/Me/my)
*Voice is clear and
strong *Uses
effective wellcrafted dialogue

Presentation
_________ out of 4

*Is easy to read,

neat *Formatted
correctly

Word Choice
_________ out of 4

*Uses temporal
(time- order)
words. Varied word
choice *Uses a
variety of transition
words
*Uses adjectives
effectively
throughout

Total Score: ________