Assessment

Criteria
Identifying
Relevant
Evidence that
Supports Major
Themes

The student
was able to
identify 6
examples of
relevant
evidence that
supports the
theme
Don`t Judge
a Book by its
cover.

The student
was able to
identify 4
examples of
relevant
evidence that
supports the
theme Don`t
Judge a Book
by its cover.

The student
was able to
identify 2
examples of
relevant
evidence that
supports the
theme Don`t
Judge a Book by
its cover.

The student was a

identify 2 or more
from the text, but
apparent how it c
the major theme
Judge a Book by i

Creating Text to
Self References

The student
was able to
produce a
clear,
thematic
statement
that can be
identified in
the anchor
text and
make a
strong,
personal
connection to
the text.

The student
was able to
produce a
theme, but it is
not in the
structure of a
thematic
statement. The
student was
able to make a
personal
connection to
the anchor text,
but no clear
evidence that
supports the
connection.

The student was t

produce a theme,
general (one word
and does not follo
structure of a the
statement. The st
not make a clear
connection to the
provides lack of e
the reader to thin
otherwise.

Clear Claims on
the Anchor Text

The student
produces a
clear claim
that
identifies a
major theme
of the anchor

The student
was able to
produce a
thematic
statement that
can be
identified in
the anchor
text. The
student was
able to
produce a
personal
connection to
the text, but
lacks full
evidence that
supports how
the two
experiences
connect.
The student
produces a
claim that
identifies a
theme of the
anchor text
and expands

The student
produces a
claim that does
not identify a
theme of the
anchor text, but
does not

The student produ

statement that ac
a response to the
rather than a claim
student does not
any evidence tha
whether or not th

text and
how the
articulates on student will
how the
show how they
Grading
Rubric:
4.0support
student will
will
Scale the
support
their
claim in their argument.
argument.

continue to
statement is a cla
explain how the they will support
student will
their
A student
thatargument.
support their
receives a 0 or
claim in the
INCOMPLETE did
argument.not attempt to do
the assignment.

Categories for Assessing Writing:

Identifying Relevant Evidence that Supports Major Themes:

Students were working on identifying themes of the text during
my 3 lesson sequence on identifying relevant evidence in a text.
Students are using the themes as their center of gravity
because students have demonstrated an understanding of
theme. This allows students to think critically on how themes are
formed by identified consistent features of a text. Students must
use the consistent features as relevant evidence, which is the
most significant part of this assessment. Students must
demonstrate their ability to find relevant evidence in a text when
given a claim/topic. In this case, the claim is the major theme of
the anchor text.
Creating Text to Self References: This informal assessment allows
students to use a reader response lens for this anchor text.
Students have not had practice being able to make personal
connections to a text, which is why introducing them to reader
response will allow me to generate more discussion based
assessments if students can make strong connections. Students
are grounded in identifying major themes of a text, which is why
this category is significant because students are identifying a
major theme in their life that correlates to a major theme in the
text.
Clear Claims on the Anchor Text: Students are being assessed on
their ability to identify relevant evidence when given a
claim/topic. Now, students must generate their own claim that
clearly articulates how they will be able to support it through an
argument. Since the post-assessment is centered around
identifying relevant evidence and equipping them with the skill
to support their argument. Students need to be able to create an
argument in order to properly support it.

Student Grade on Post-Assessment

4 (Excellent)

3 (Satisfactory)

2 (Unsatisfactory)

Incomplete (No Grade)

Student Quote and Analysis of Quote:

Example 1: Your sister wanted to be a writer. Mr. P said.

Really? I asked. I was surprised by that. The student
supplied the page # and identified a quote that embodies
the essence of a major theme of Part Time Indian, which is
Don`t Judge a Book by its Cover. This student has
progressed from the pre-assessment because the student
was unable to identify evidence from the text that supports
the claim (______ is a major theme of the text).
Example 2: What goes around comes around is a major
theme of the text because the triplets got what they had
coming. I believe this example of a claim that supports
the argument of a major theme of the text is excellent
because it identifies a theme in the structure of a thematic
statement and identifies where in the text this theme
appears. The student continued in the next activity by
making a personal connection to show how the theme
relates back to her own life when she did something wrong,
and she got what was coming to her.
Example 3: When I first played basketball, I played it for
fun and then I went to an actual team which I worked a lot
harder then I ever worked before physically and mentally.
This student made an awesome text to self connection
because the student was referring to how Rowdy changes
schools in order to have a better education. This student
makes the connection that is transfer to a more rigorous
enviorment has improved in skills in basketball, which

Name

Date:

Strand:

14R
Aim: Students will identify major themes of a text by locating best-fit quotes in the
ultimately shows that he understood where in the text
supports the major theme he identified, which is The
Harder you Work, the More you Achieve.

The Theme of Your Life

DO NOW: Think deeply about your life Take a deep breathe Name 2
major themes of your life. Think about specific things that have
happened in your life that seem to always happen and turn these
consistent events into a theme.
EX: Mr. Lober`s theme of his life is Hard Work Pays Off! (Use a different
theme!)

Explanation: Use this space provided to explain what did you think
about that led you to identify these 2 major themes of your life. Please
be thorough in your explanation. This explanation should be between
2-3 sentences.

Notes for the teacher:

Independent Writing Activity: On the backside of this

handout, create your own T Chart. You must identify
one major theme and 2 relevant quotes that support
the theme.
After, Please explain in 1-2 Sentences how you
identified the theme and the best-fit quotes.

Theme

"Best Fit" Quotes

Don`t Judge a Book by it`s Cover.

Ex: " I was shocked, Mr. P was

furious (pg.42)
Quote 1:
Quote 2:
Quote 3:
Quote 4: