Assessment

Formative Assessment

1. YouTube Stereotype Presentation

For this presentation, students will utilize what they know about stereotypes and search videos/commercials on YouTube with the purpose of identifying, explaining, and reflecting on the impact of using stereotypes to gain popularity, sales, etc. Each group will answer the following questions after presenting and explaining their video selection to the class:

      1. Is inclusion or division promoted in this video? How?
      2. How did the stereotypes impact you as a viewer and/or consumer?
      3. Why might a person or company use their stereotypes in their campaign?

Students will collaborate in and out of class using Padlet to share their sources, insights, and answers to the above questions.

Alignment:

    • Content-Area Standards: CCSS.ELA-LITERACY.W.7.6, CCSS.ELA-LITERACY.W.7.7, CCSS.ELA-LITERACY.W.7.8, CCSS.ELA-LITERACY.W.7.9, CCSS.ELA-LITERACY.W.7.10, CCSS.ELA-LITERACY.SL.7.1, CCSS.ELA-LITERACY.SL.7.2, CCSS.ELA-LITERACY.SL.7.4, CCSS.ELA-LITERACY.SL.7.5
    • 21st-Century Skills and Technology Standards: Learning and Innovation Skills, Information, Media, and Technology Skills, Life and Career Skills, Empowered Learner, Creative Communicator

Connection to Final Product:

    • Students explore the idea of stereotypes and reflect on how they create division among people.
    • Students begin building collaboration, communication, accountability, and critical thinking skills required to successfully complete final product.

2. Anatomy of a Greaser ThingLink

As a part of the investigation into stereotypes in classic literature, students will take what they know about stereotypes from the previous week's lessons and what they know about stereotypes (groups) in S.E. Hinton's The Outsiders to create a ThingLink annotated image. This image, titled "The Anatomy of a Greaser," will act as a visual of how stereotypes tear people down to perceptions and judgments based on appearance. Students will act as the "stereotypers" in this activity and reflect afterwards on how it felt to do so. (View completed ThingLink example here.)

In a next-day class discussion, students will reflect on the following questions:

    1. Was it easy to create stereotypes?
    2. Did you ever stop to reflect on how the person you were stereotyping might feel?
    3. Were any of your stereotypes positive?

Alignment:

    • Content-Area Standards: CCSS.ELA-LITERACY.RL.7.1, CCSS.ELA-LITERACY.RL.7.2, CCSS.ELA-LITERACY.W.7.6, CCSS.ELA-LITERACY.W.7.7, CCSS.ELA-LITERACY.W.7.8, CCSS.ELA-LITERACY.W.7.9, CCSS.ELA-LITERACY.W.7.10, CCSS.ELA-LITERACY.SL.7.1, CCSS.ELA-LITERACY.SL.7.2, CCSS.ELA-LITERACY.SL.7.4, CCSS.ELA-LITERACY.SL.7.5
    • 21st-Century Skills and Technology Standards: Learning and Innovation Skills, Information, Media, and Technology Skills, Empowered Learner, Knowledge Constructor, Innovative Designer, Creative Communicator

Connection to Final Product:

    • Students connect novel theme to overall idea of project.
    • Students discuss and reflect on creating stereotypes, including why people do it, how easy it is, and how it feels.
    • Students practice communicating original thought through technology.

3. The Outsiders Six-Word Memoir & Gallery Walk

In this assignment, students will write a six-word memoir for one of the following characters in The Outsiders: Ponyboy, Johnny, Dally, Bob, Cherry, or Randy. Students will write their creative memoirs on a notecard and display them for the class to view in a gallery walk. During the gallery walk, all students will reflect on the following questions:

    1. How is today's assignment different from yesterday's?
    2. What feelings did your character have about his or her stereotype?
    3. What did this assignment have to do with stereotypes?
    4. Which character's memoir promoted inclusion, not division among people? Explain.

Alignment:

    • Content-Area Standards: CCSS.ELA-LITERACY.RL.7.1, CCSS.ELA-LITERACY.RL.7.2, CCSS.ELA-LITERACY.RL.7.3, CCSS.ELA-LITERACY.RL.7.6, CCSS.ELA-LITERACY.W.7.2, CCSS.ELA-LITERACY.W.7.4, CCSS.ELA-LITERACY.W.7.9, CCSS.ELA-LITERACY.W.7.10, CCSS.ELA-LITERACY.SL.7.1, CCSS.ELA-LITERACY.SL.7.2, CCSS.ELA-LITERACY.SL.7.4
    • 21st-Century Skills and Technology Standards: Learning and Innovation Skills, Life and Career Skills

Connection to Final Product:

    • Students analyze the impact of stereotypes of specific characters from The Outsiders.
    • Students reflect on promoting inclusion through creative writing assignments.

4. Novel Title Padlet Discussion

On a Padlet discussion board, students will reflect on the question: Why did S.E. Hinton name her novel The Outsiders? To create a more complete discussion, students will also comment on two other students's posts. To inspire a reflective response, students will also consider these questions before responding on Padlet:

    1. How does the title relate to stereotypes?
    2. What was Hinton trying to say about society?
    3. Which group of people do you think she was talking about?

Alignment:

    • Content-Area Standards: CCSS.ELA-LITERACY.RL.7.1, CCSS.ELA-LITERACY.RL.7.2, CCSS.ELA-LITERACY.RL.7.3, CCSS.ELA-LITERACY.RL.7.6, CCSS.ELA-LITERACY.RL.7.9, CCSS.ELA-LITERACY.W.7.2, CCSS.ELA-LITERACY.W.7.4, CCSS.ELA-LITERACY.W.7.6, CCSS.ELA-LITERACY.W.7.9, CCSS.ELA-LITERACY.W.7.10, CCSS.ELA-LITERACY.SL.7.1, CCSS.ELA-LITERACY.SL.7.2, CCSS.ELA-LITERACY.SL.7.4, CCSS.ELA-LITERACY.SL.7.5
    • 21st-Century Skills and Technology Standards: Learning and Innovation Skills, Information, Media, and Technology Skills, Life and Career Skills, Empowered Learner, Knowledge Constructor, Innovative Designer, Creative Communicator

Connection to Final Product:

    • Students connect key themes and plot points to the central issue of division among people in society.
    • Students collaborate and communicate ideas through technology.

5. Documentary Idea Pitch

Students will pitch their campaign idea to the teacher for approval. As part of the pitch, students will answer the following questions:

    1. What is the title of your documentary?
    2. What is the theme or purpose of your documentary?
    3. What characters from The Outsiders and To Kill a Mockingbird are you interviewing?
    4. What personal interviews are you including?
    5. How do you plan to make your documentary 10 minutes?
    6. How do you plan to film, edit, and share your documentary?
    7. What is your concluding mission, question, or call-to-action?
    8. How will you incorporate graphics like music and transitions?
    9. How would you summarize the message of your documentary in 10 words?
    10. Do you have a filming and editing timeline prepared?
    11. What role do each of you plan to fill to complete the final product?

Alignment:

    • Content-Area Standards: CCSS.ELA-LITERACY.RL.7.1, CCSS.ELA-LITERACY.RL.7.2, CCSS.ELA-LITERACY.RL.7.3, CCSS.ELA-LITERACY.W.7.1, CCSS.ELA-LITERACY.W.7.2, CCSS.ELA-LITERACY.W.7.5, CCSS.ELA-LITERACY.W.7.8, CCSS.ELA-LITERACY.W.7.9, CCSS.ELA-LITERACY.SL.7.1, CCSS.ELA-LITERACY.SL.7.2, CCSS.ELA-LITERACY.SL.7.4
    • 21st-Century Skills and Technology Standards: Learning and Innovation Skills, Information, Media, and Technology Skills, Life and Career Skills, Creative Communicator

Connection to Final Product:

    • Students present and defend their documentary idea as it relates to central issue.
    • Students collaborate, communicate, and plan creation, editing, and presentation process of documentary.
    • Students solve problems / meet requirements for documentary and presentation.
    • Students express subject knowledge of central issue.

summative assessment

"Inclusion, Not Division" Documentary & Presentation {Final Product}

For the final product, students will create, edit, and present a documentary that promotes inclusion in their school/community. Each documentary will propose a plan to promote inclusion using personal interviews and creative interviews of stereotypes and negative behavior. Students will also present their documentary at a middle school-wide viewing party and participate in a Q&A session with parents, teachers, and peers.

  • See rubric for evaluation information.

Alignment:

    • Content-Area Standards: CCSS.ELA-LITERACY.RL.7.1, CCSS.ELA-LITERACY.RL.7.2, CCSS.ELA-LITERACY.RL.7.3, CCSS.ELA-LITERACY.RL.7.6, CCSS.ELA-LITERACY.RL.7.9, CCSS.ELA-LITERACY.W.7.1, CCSS.ELA-LITERACY.W.7.2, CCSS.ELA-LITERACY.W.7.4, CCSS.ELA-LITERACY.W.7.5, CCSS.ELA-LITERACY.W.7.6, CCSS.ELA-LITERACY.W.7.7, CCSS.ELA-LITERACY.W.7.8, CCSS.ELA-LITERACY.W.7.9, CCSS.ELA-LITERACY.W.7.10, CCSS.ELA-LITERACY.SL.7.1, CCSS.ELA-LITERACY.SL.7.2, CCSS.ELA-LITERACY.SL.7.4, CCSS.ELA-LITERACY.SL.7.5
    • 21st-Century Skills and Technology Standards: Learning and Innovation Skills, Information, Media, and Technology Skills, Life and Career Skills, Empowered Learner, Knowledge Constructor, Innovative Designer, Creative Communicator