Assessment Process and Purpose of Assessment

Anticipatory survey First, this survey will allow students to invoke and build prior knowledge of essential concepts
they will be exploring in the story. This will orient students into excitement upon reading the
Epic of Gilgamesh and promote an engagement with the text. This survey is given at the
beginning of class and will take only two minutes for completion. Once all students have
completed this survey, the class will appraise and discuss the results together.

Quick-write Students will engage in a quick- write to prove an understanding of the ancient Mesopotamian
culture. It is important for students to have background of the ancient Mesopotamian culture
because it is heavily embedded within the text and will need it for comprehension of the text.
Specifically, students will show understanding by comparing their 21st-century lives to that of
the ancient Mesopotamians. This will allow the teacher to check for student understanding and
decided whether to continue this lesson or move to the next. Along with this, the quick write
will allow students to make their new knowledge meaningful by connecting it with their own
lives.
Quizlet flashcards Students will construct their own Quizlet flashcards on literary devices they learned in lesson
one, such as the characteristic of an epic poem and the epic hero. Understanding literary
elements will help students understand the story and help with completion of upcoming
assignments. Students may begin flashcards at the end of the class but will finish these cards at
home. The teacher will check for completion of the flashcards during the following class period
as a method monitoring the learning process. The teacher will require the student to
continuously self- asses with these flashcards during the unit.
Two-column notes Students will be required to take notes of a class discussion on the elements of complex
characters. This will allow students to write down the critical thinking questions the teacher
questions and later use these as markers to identify the necessary information they will need to
use to complete their character portrait assignment. Lastly, these notes will allow the teacher to
determine students’ understanding of the information. The teacher will secretly look at each
student's notes and make sure to help students who are still confused on the topic before they
begin their character portrait.
K-W-L chart Students will begin this chart as they are watching Mathew Winkler’s four-minute video (TED-
Ed) called “What makes a Hero? Specifically, students will record ideas they learned from the
video under “what I already know” and begin writing any questions they want to ask during a
lecture on theme under “what I want to know.” The teacher will give a short lecture on the topic
of themes to help them discern themes in the next assignment. This lecture will also be
interactive and will invite students to brainstorm possible themes/central ideas/lessons they
believe are within the Epic of Gilgamesh. Students will be required to write these examples and
information under “what I have learned “for their next assignment. The teacher will be secretly
checking for student understanding with the interactive questions and reviewing their section of
“what we learned.” This will enable the teacher to determine whether the next lesson will need
adjustments and/or if the teacher needs to add another lecture on the concept of theme

Blog post/ rubric Students will show mastery of the concept of complex characters by writing a blog on teacher's
Padlet board. Students will summarize the significance of their initial complex character,
Gilgamesh or Enkidu, by describing their role, desires, fears, and secrets in the epic. Along with
this, students will be required to declare a challenge on their blog, whether their character's
personality will change or remain stable by the end of tablet ten. Students must defend their
argument by explaining a character from a movie or TV show they find like their initial
character and foretells their characters ending. More specifically, will use their new characters
as evidence by presenting two specific moments from their new characters plot that
demonstrates they similar in complexity. Then, students must explain their new characters
ending and state why it is necessary for both to end this way. Each student will begin writing
their blog on either Google documents, Microsoft Word, or Pages on their iPad. Moreover, the
students will begin their blog at the end of class but will complete it at home. Students will be
required to show the teacher what they have achieved before leaving class so the teacher may
 assist any confused students. Students will complete their assignment and post by the end of the
night. Students will not be required to reply to other students post but will be expected to read
some of their peer's post. Next, this rubric enables students to self-assess their work as they
complete this project. The teacher will also use this rubric to assess each student's blog post.
The rubric requires students to meet a two-paragraph length, have an initial character summary
(Gilgamesh/Enkidu), have an argument with supporting evidence from a new character, and
have great grammar conventions.
Digital narrative Students will collaboratively construct a digital narrative that focuses on a specific theme/
/rubric central idea found in the Epic of Gilgamesh. Students will modernize their story through the
scope of the 21st-century student and be required to use a similar plot framework to the epic.
This will allow students to focus on their character's action and make sure their theme is easily
identifiable. Pairs will only begin brainstorming their ideas on google slides and be required to
add their teacher to their online document. This assessment will take longer than a class period,
thus students will be required to work on their digital narratives at home and be given multiple
class periods to complete it. Lastly, students will be handed a rubric so they may self-assess as
they construct their digital narratives. The rubric will ask students to have at least nine slides to
each of the steps of the hero’s journey, good grammar, and an easily identifiable theme.