Assessment Plan #3

Lord of the Flies

Post-Reading
Standards:
CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the
theme.
CCSS.ELA-Literacy.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
Context:
9th Grade English, Coronado High School, District 11
*See context page for more information
Reading Focus:
This activity provides a conclusion to the activity presented in Assessment Strategy #1. With
this activity I am hoping to assess and encourage deep thinking of the text through writing.
Since the students have been aware of this assignment throughout reading, this will provide
a way to follow students thinking and questioning as they read.
Skills to be gained from this activity:
1) Comprehension: Students can follow important themes throughout the development of
the novel and understand how they evolve.
2) Utilize Evidence: Students can back up their reasoning through the use of appropriate
textual evidence.
3) Making Connections: Students can draw upon the text in relation to their own thoughts
and perspectives and understand how/why the text has altered or not altered their
thinking.
Instructional Strategies:

Students will have completed all steps under Assessment Plan #1 prior to reading the text. This
assessment plan will be carried out at the conclusion of reading the text.
(5 minutes) At the start of the period, will be asked to retrieve their copy of the Anticipation
Guide they received at the start of reading of the text.
(7 minutes) The students will independently read statements and mark if they agree or disagree.
Students will fill out the right column of the Anticipation Guide asking whether they agree or
disagree with the statements after finishing the novel.
(5 minutes) For each question, students will raise hands for questions based on whether they
changed their answers or stayed the same.
Each student will receive a rubric.
(13 Minutes) The question which the most students changed will be discussed in an open
discussion, students will be required to use only textual evidence to back up their arguments
about whether they agree or disagree. They will be encouraged to utilize notes from their
notebook taken throughout reading.
(20 Minutes) After discussion, the students will be asked to independently write a reflection on
how the themes of the text evolved in relation to the Anticipation Guide. They will be instructed
to use the rubric as a guiding point for their reflection and will be allowed to use one or multiple
statements from the Anticipation Guides. They will turn in their reflections as they leave class.
Handout:
Anticipation Guide
After reading each statement, write in the blank space on the left if you agree or disagree.
Keep this guide in your notes.
Before Reading

After Reading

_________ 1. The individual should sacrifice for the well-being of the group. __________
_________ 2. Actions taken by an individual to ensure survival are morally legitimized.
__________
_________ 3. Human nature is innately cruel.

__________

_________ 4. The individual is corrupted by the system of society.

_________ 5. Society is corrupted because of the nature of the individual.

__________
__________

Assessment Tool:
Rubric for discussion/reflection:
Unabl
e

Somewha
t Able

Able

Exceptiona
l

Comprehension: Students can follow

important themes throughout the
development of the novel and understand
how they evolve.
Utilize Evidence: Students can back up
their reasoning through the use of
appropriate textual evidence.
Making Connections: Students can draw
upon the text in relation to their own
thoughts and perspectives and understand
how/why the text has altered or not
altered their thinking.
Exhibit Respect: Students participate in
discussion in a respectful manner, which
allows for the exploration of all
perspectives and does not hinder the
learning of any student in the classroom,
including ones self.
Research Base:
Common Core:
Description:
The Common Core is a set of high-quality academic standards in mathematics and English
language arts/literacy (ELA). These learning goals outline what a student should know and be
able to do at the end of each grade. The standards were created to ensure that all students
graduate from high school with the skills and knowledge necessary to succeed in college,
career, and life, regardless of where they live.
The Common Core Standards have been adopted in Colorado and therefore are an integral
part of the education at Coronado High School.
Citation:
Common Core State Standards Initiative. Common Core State Standards Initiative, 2015. Web.
1 April 2015.

Dialogical Pedagogy in Teacher Education: Toward an Education for Democracy.

Description:
This article reflects the importance of discussion in a classroom environment for learning
and also to create more active citizens. This article explains why I incorporate discussion and
student perspective into the assessment plan.
Citation:
Marshal, James P., Fernandez-Balboa, Juan-Miguel. Dialogical Pedagogy in Teacher
Education: Toward an Education for Democracy. Journal of Teacher Education 45:3 (1994):
172-82. Web. 1 April 2015.
When Kids Cant Read
Description:
Anticipation Guides: Used in order to help students connect with the subject matter and to
use reasoning to formulate their own opinions.
Citation:
Beers, Kylene. Pre-Reading Strategies. When Kids Cant Read, What Teachers Can Do..
Portsmouth: Heinemann, 2003.