Entry-Level Formative Summative

Brainstorm- KWL chart for

what students know and want
to learn
Theme Chart- identifying
quotes in Walden that relate to
nature (CCSS. ELA-
Literacy.SL.11-12.3)
Brainstorm continued-
checking back and reading
what students learned on the
KWL Chart
Vocabulary Quiz- Learning
vocab words related to
Transcendentalism (CCSS.
ELA-Literacy.RL.11-12.4)
Unit Paper- choosing two
Transcendentalist writers and
discussing works relating to
main themes in time period
*optional prompts will be
given (CCSS. ELA-
Literacy.W.11-12.4)
Presentation-Students will
present the outline of their
paper in PowerPoint and
formal formatting prior to
turning in paper

Main Goal: As I assess students, I will be looking for what they have learned based on
whether their assignments reflect the common core standard. Listed above are formative and
summative assessments that meet the criteria (as cited underneath assignments). However, they
combine into the bigger content standard, CCSS. ELA-Literacy.RL.11-12.9, which reads that
students must Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more texts from the same
period treat similar themes or topics. By taking these assignments seriously and putting in hard
work, they will be able to meet this objective. My job will be to make sure they are on the right
track by examining their tasks and making sure these principles are in mind. I will know that I
am checking for the right things when I see the goals being demonstrated effectively by my
students. Each assessment will reflect the diverse objectives, such as showing that they know and
understand the vocabulary, can compare what they knew to what they are learning, can fill in a
graphic organizer correctly by following directions, and being able to present what they read and
learn, as well as writing a paper about these individuals, their text, and the time period as a
whole.