Technology-Assisted+Assessment+Inquiry+Pt.+1

(9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (C) make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns
 * =Title of Lesson(s)= || ==Intentional Persuasion== ||
 * =Content Standards= || E1.9(C) [R]

E1.1(A) [S] (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;

E1.8(A) [R] (8) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. (A) Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose.

E1.9(A)[R] (B) [S] (9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion; (B) differentiate between opinions that are substantiated and unsubstantiated in the text || This document is the original source of the assessment. The district where I work has required all teachers to use the assessments provided by our Region Center/CSCOPE (like the one above) to assess students' knowledge. We must use the assessments, but we may choose how we use them.
 * =Goals and Objectives= || * Students will understand, detect and identify the use of organizational patterns within a persuasive text.
 * Students will identify authors purpose in a persuasive text.
 * Students will identify the main ideas and summarize a text. ||
 * =Abstract= || # Prep Assignment: A. Students will be divided into groups during the previous class period. Each group member will be asked bring one persuasive text from one of the listed media. I will ask that each group try to coordinate so that a variety of media are represented.
 * 1) Newspaper clipping
 * 2) Magazine clipping
 * 3) Posters/Ads
 * 4) Essay
 * 5) Short story
 * 6) Letter
 * 7) Blog or Electronic Posting
 * 8) Commercial
 * 9) Public Service Announcement
 * 10) Prep Assignment: B. Students will be asked to research the meaning of Ethos, Logos and Pathos.
 * 11) Beginning Mini Lesson/Discussion: Class will begin by discussing the following topics:
 * 12) What is...
 * 13) Ethos
 * 14) Logos
 * 15) Pathos
 * 16) The class would suggest instances where each (ethos, logos and pathos) might be used in persuading a specific audience... like their parents.
 * 17) I would provide a copy of the questions that will be used to analyze the persuasive texts. Then I will ask if there is anything I need to clarify.
 * 18) Group Work: Students will meet with their groups and together they will analyze each of the persuasive texts and answer the following of each:
 * 19) Is it a persuasive text? Why do you or do you not think so?
 * 20) What do you think is the author's motivation and purpose?
 * 21) What is the main idea or message? What does the author want the audience to do?
 * 22) Who is the audience?
 * 23) What are the main points?
 * 24) Is there an organizational pattern?
 * 25) How does the author attempt to persuade the audience? (Does the author appeal to Ethos, Logos and/or Pathos?)
 * 26) How does media affect the over all message? How does the medium contribute to the author's persuasive technique?
 * 27) How could the author have been more persuasive? Where did s/he fall short?
 * 28) Group Share: After about 25 min. I will ask each group to share one particularly good example of persuasion with the rest of the class. Students then turn in their analysis of the persuasive texts.
 * 29) The Assessment is assigned and instructions given.
 * 30) Close with Reflection: Lesson closes with students reflecting over their learning and submitting a 3-2-1 protocol:
 * 31) List three things you learned.
 * 32) List two things that interested you.
 * 33) List one thing that you still have a question about. ||
 * =Assessment= || [[file:ELAR Grade English I Unit 04 Assessment 2011-2012.pdf]]

Note: CSCOPE representatives at the Region 10 Center in Waxahachie, Texas have given expressed permission to teachers, explaining that: as experts in our field we may administer the assessments in whichever way is most beneficial to our students. This includes reformatting the exam as an online quiz/exam.

Therefore, I broke up the original assessment into smaller chunks and used the first 8 questions in my online exam. ||
 * =Technology Tool Used During Assessment= || I will use the assessment creator in the Haiku Learning Management System as the platform for assessing student mastery over this lesson's learning objectives.

The LMS will grade all of the multiple choice questions on the Exam and provide performance data. I will manually grade the "short written response" using the following rubric. ||
 * ** Directions for viewing assessment as a guest. **

Step 1: Go to the link []
 * EXAM - Haiku **

Step 2: Then use the following username and password to login. username: jroberts Password: GlobalHS

Step 3: The English 1A class page should pop up. Select the hyperlink labeled: **//“Exam: Persuasive Texts”//**

Step 4: Then simply take the exam. || ** Alternative EXAM – Quick Star ** Note: This is the same exam using a different platform. I can import the results into the Haiku LMS. However, this is only to be used if complications arise with the Haiku Exam.

Step 1: Go to the Quick Star link

[]
Step 2: Then use the following username and password to login. Username: GuestID Password: GlobalHS

Step 3: Select the **//“Untaken Quiz”//**

Step 4: Then simply take the exam ||