Unit Assessment Plan

Category Description
Grade Level 8th grade
Content Area CORE Language Arts
Unit Topic Term: Conflict
Text: Rules of the Game by Amy Tan

Enduring Understanding:
Conflict drives a stories plot and aides in the development of its characters.

Essential Questions:
1. What is conflict? What are the four types of conflicts?
2. How does Waverlys internal conflict about her mother affect the plot of the story?
3. Analyze Waverlys growth as a character throughout the story. How do her moments of conflict drive her
development?
4. Without the moments of conflict in the story, how would Waverly and her mothers relationship change?

Level of
Unit Objectives Blooms Taxonomy

1. Students will be able to define the literary term conflict and categorize the four types REMBERING &
of conflicts. UNDERSTANDING
2. Students will be able to analyze how conflict or struggles in a story or drama propel the ANALYZE
action, reveal aspects of a character, or provoke a decision.
3. Students will be able to determine a theme or central idea of a text and analyze ANALYZE
development over the course of the text, including its relationship to the characters,
conflicts, setting and plot; provide an objective summary of the text.
4. Students can identify and categorize a conflict within a text as well as defend their EVALUATING
choice with textual evidence.

Overview of tasks and assessments for unit.

Objective Task Assessment

Student will create a foldable that will be placed in their Conflict Sort (Appendix B)
interactive notebooks. This foldable will contain the four
1
basic types of conflict along with the definition and category
of each type. (Appendix A)
2&3 Students will read the short story Rules of the Game by While students read they will complete
Amy Tan. the Conflict Graphic Organizer
(Appendix C)
 4 Students will participate in the formative assessment Four Corners (Appendix D)
activity Four Corners. Students are given a list of conflicts
present in the text. Each student must decide which of the
four conflicts is represented and stand in the appropriate
corner. Students should be prepared to defend their
choice as a group.
1, 2, 3 & 4 Students will create a one-pager using the rubric provided One-Pager Rubric (Appendix E)
to guide their creation.
1, 2, 3 & 4 Teacher monitoring. Checking for understanding while
monitoring and speaking with students
during work time for all tasks given.
Listening and giving feedback to correct
misconceptions or encourage
comprehension.

Reflection:
Using interactive notebooks and providing students with a foldable in order to take notes and define basic literary vocabulary gives
them a tool that can easily be referenced and provides students a hands on activity. The conflict sort is used to assess the
students ability to categorize basic conflicts. Students get to interact with the activity and the educator is able to very quickly
assess understanding. It is also very easy for the educator to correct misconceptions with this assessment by having students
move pieces around until they are correct.

Giving students a graphic organizer to guide their reading of a text is beneficial in a variety of ways. Students are provided with a
strategy to read text critically and reinforce the identification and classification of conflicts. With this organizer the students are
able to record and keep track of conflicts as they occur in the text as well as analyze their implications to the plot and categorize
the conflict type. An educator can monitor and easily see if any misconceptions exist.

Four Corners is a higher level assessment because students are forced to not only demonstrate an understanding of the literary
term, but must also be able to defend their opinion/choice. The assessment appeals to different modalities allowing students to
move around the room and work with others. An educator can quickly see what students are confused or still struggling with a
concept based on their location choice in the room and the textual evidence they provide to defend their choice.

As a final assessment a one-pager provides students with a creative way to demonstrate comprehension of the topic discussed.
Students have to apply all concepts taught within the unit to accurately complete the assignment to level of proficiency. Since the
activity is visual, as the educator monitors he/she can check for understanding and clear up confusion. The rubric is given ahead of
time, so students are aware of expectations for mastery of concepts. The rubric is broken down by objectives and incorporates
several essential questions into final product. As the educator grades one-pagers with rubric it will be evident what objectives
were mastered and what objectives might need to be revisited or reinforced.
 APPENDIX A & B

This activity was not created by me, but was purchased with other interactive notebook lessons from
teacherspayteachers.com. Link is provided.
o https://www.teacherspayteachers.com/Product/Interactive-Reading-Literature-Notebooks-Literary-Elements-for-Common-Core-4-8-745824
 APPENDIX C

Name _________________________________________________ Period ________ Date _______________

The Rules of the Game by Amy Tan

Conflict Graphic Organizer

Directions: Record, label, and analyze major conflicts that occur between Waverly and her mother throughout the
course of the story.
Page # Conflict Type Explanation of Conflict Analysis of Conflict
(character vs _________)
 APPENDIX D
Four Corners Conflict Examples

Directions: Students are given an example of a conflict from the text. Students choose the category for each conflict
(character vs character, character vs society, character vs nature, and character vs self) and walk to the
corresponding corner of the room. Students then get 10 minutes to work together to create a defense argument
defending their choice.

Examples from story Rules of the Game by Amy Tan

1. The mothers speech on American Rules.

2. Waverly choice to run away.
3. Waverly and her mothers conversation about Chinese Torture.
 APPENDIX E

One-Pager Rubric

OBJECTIVES TASK EXCELLENT VERY GOOD AVERAGE BELOW

(4) (3) (2) AVERAGE (1-
0)
Students can identify TEXT EVIDENCE All three conflicts All three conflicts One or more One or more
(Identify and explain are clearly are identified. conflicts are conflicts are
and categorize a three conflicts within
conflict within a text identified and Three pieces of identified. Text identified. No text
story. Support answer
as well as defend their with textual explained. Three evidence are used evidence may be evidence is
evidence.) pieces of text but have spelling used but has presented.
choice with textual
evidence are used errors in them or spelling errors,
evidence. and copied word do not have and/or does not
& for word, in quotation marks or have quotation
Students will be able to quotation marks page numbers. marks or page
define the literary with page numbers. numbers.
term conflict and
categorize the four
types of conflicts.
Students will be able to ILLUSTRATION/THEME Illustration was Illustration was Illustration was No illustration or
(Illustrate a major created with created with some created hastily; it written explanation
determine a theme or theme in the story.
central idea of a text effort (not effort; picture does not clearly is present.
Write an explanation
and analyze of your theme next to hurried); large illustrates theme. illustrate theme.
your illustration) enough to see; does Written explanation Written
development over the
a good job is present but explanation may
course of the text, illustrating the contains or not be present.
including its relationship theme. Written grammatical and
to the characters, explanation is free spelling errors.
conflicts, setting and of errors.
plot; provide an
objective summary of
the text.
Students will be able to PERSONAL RESPONSE Response indicates Response indicates Response indicates Response is
(Answer following a thorough an understanding of a very limited inaccurate,
analyze how conflict or question: Analyze
struggles in a story or understanding of the text. No textual understanding of confusing, or
Waverlys growth as a
drama propel the character throughout the text. Response evidence is given to the text. No irrelevant to the
the story. How do her includes textual support opinion. textual evidence is text and question
action, reveal aspects moments of conflict evidence to given to support provided.
of a character, or drive her support opinion. opinion.
provoke a decision. development?)
APPEARANCE The one-pager is The one-pager is The one-pager The one-pager is
(Was time and care neat, clear, and not as neat as it lacks neatness and disorganized and
put into the work? Is
shows a lot of could be, but the looks as though large sections are
your one-pager
organized, clear, and brainstorming and information is little effort was missing.
easy to read?) effort went into its organized and clear. put into it; the
creation. information isnt
organized.