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Table of Contents:
Table of Contents:
Biography (23 points)
Biography (23 points)
Date: TBD
Project Description: Students will write a two-paragraph biographical entry for Claudette Colvin that demonstrates their understanding of who she is and what students learned about her in the book.
*Chapter 8 Reading Comprehension Quiz (15 points)
*Chapter 8 Reading Comprehension Quiz (15 points)
Date: May 24
Date: May 24
Description: Students will be assessed on their understanding of Chapter 8 in Twice Toward Justice
*Museum Label (11 points)
*Museum Label (11 points)
Date: 5/14/2021
Date: 5/14/2021
Description: You will create an interpretative label for an artifact you select in class that is related to Claudette Colvin. Your label will identify the artifact, contextualize the artifact by identifying all relevant 5W details, and explains the significance and relevance of the artifact.
*Chapter 3 Reading Comprehension Quiz (10 points)
*Chapter 3 Reading Comprehension Quiz (10 points)
Date: April 30, 2021
Date: April 30, 2021
Description: Students will be assessed on their understanding of Chapter 3 in Twice Toward Justice.
*Twice Toward Justice Reading Log
*Twice Toward Justice Reading Log
Date: June 4; Test Grade (225 points)
Date: June 4; Test Grade (225 points)
Description: Students will identify quoted words, numbers and stats, surprising information, contrasts and contradictions, aha! moments, tough questions, again and again, memory moments, and words of the wiser
*Black History Quiz
*Black History Quiz
Date: 4/19; Quiz Grade (15 points)
Date: 4/19; Quiz Grade (15 points)
Description: An open-note 15 question multiple choice/Regents-style exam that focuses on black history in the United States from 1619 until today.
*African American/Black History Digital Museum Exhibit
*African American/Black History Digital Museum Exhibit
Date: 4/16; Test Grade (42 points)
Date: 4/16; Test Grade (42 points)
Project Description: Students will create a digital museum exhibit, which consists of 6 artifacts (and at least 3 different types of artifacts) to share information about African American/black history. Students can choose to create a thematic exhibit or an exhibit that documents African American/black history in the United States over time.
*Civil War Story
*Civil War Story
Date: 3/3 (22 points)
Date: 3/3 (22 points)
Project Description: Students will analyze a photograph of one of Mathew Brady's Civil War photographs. Then, using their analysis of Mathew Brady's photographs and facts about the Civil War, students will write a short historical fiction story. Students will be evaluated on: historical accuracy, their hook, their introduction, their plot/conflict, their resolution and theme, and their mechanics.
*Class Blog
*Class Blog
Date: Varies; Quiz Grade (30 points)
Date: Varies; Quiz Grade (30 points)
Project Description: In our second unit, Teens as Change Agents, each student will be in charge of creating a multi-modal blog post (a blog post that includes art, a video, a photograph, a video, music, poetry, etc.). This blog will be read by real people and will be updated regularly. The purpose of this blog is to share the things we discover about black/African American history in the unit, inform our audience, and share our reflections on black/African American history. Students can choose a topic that we discuss in class, or they can choose something else (pending approval from Ms. Mattern).
*What Does it Mean to be a Storyteller?
*What Does it Mean to be a Storyteller?
Date: January 29, 2021 (130 points)
Date: January 29, 2021 (130 points)
Assessment Description: This is the last project for our first book, The Crossover. Most of this project will be completed in class. For this project, students will compose 3 poems, using the poem types that we have learned about in class. Together, these three poems tell a story about an experience in students' own lives and/or their identity. Students will also write a cover letter, which contextualizes the story that students are telling and integrates information from non-fiction texts that we have read at the end of the unit about the power of storytelling.
*Focusing Question Task 4
*Focusing Question Task 4
Date: January 5; Quiz Grade (22 points)
Date: January 5; Quiz Grade (22 points)
Assessment Description: You will synthesize your understanding of ideas about the power of stories from informational texts. In this assessment, you will be asked to choose two of the three texts to analyze, forming a thesis statement about the power of storytelling that draws on both of the texts you choose.
*New-Read Assessment 2
*New-Read Assessment 2
DATE: December 17; Quiz Grade (21 points)
DATE: December 17; Quiz Grade (21 points)
Assessment Description: This quiz will mostly consist of multiple choice questions. There will be two short answer (paragraph response) questions. In this quiz, you will be asked to use textual evidence to make inferences and demonstrate your understanding of a text, identify relevant evidence from a text to support claims, and use relevant textual evidence to explain your claims.
*How Does Form Contribute to Meaning in The Crossover?
*How Does Form Contribute to Meaning in The Crossover?
DATE: December 1 (in class); Quiz Grade
DATE: December 1 (in class); Quiz Grade
Assessment Description: Students will compare and contrast 2 different types of poems in The Crossover to explain how different poetic structures contribute to their understanding of Josh in The Crossover.
*Narrative Arc Project (In-Class Project)
*Narrative Arc Project (In-Class Project)
DUE: December 3, 2020; Quiz Grade
DUE: December 3, 2020; Quiz Grade
Project Description: The purpose of this project is to practice your visualization skills by artistically depicting or representing 3 scenes from one section of The Crossover by creating a 3-frame comic strip. Then, you will use these 3 comic frames to guide you in writing a story, integrating the key ingredients of a narrative arc (beginning, middle, end, and theme) into your writing. Consider how you want to organize your story. Some ideas include: creating flashbacks in between your 3 comic panels, telling the story from the perspective of another character, or integrating flashbacks that disrupt the flow of time between each comic frame. As you write your stories, you will use the text to guide you in making inferences about what happens between the poems in the book and between your 3 comic frames.
*The Crossover Signpost Project
*The Crossover Signpost Project
DUE: December 11, 2020; Test Grade
DUE: December 11, 2020; Test Grade
Project Description: The purpose of this project is to demonstrate your understanding of significant textual elements in The Crossover by Kwame Alexander, and to demonstrate your current reading comprehension abilities. As we read The Crossover, by Kwame Alexander, we learned about 4 reading comprehension strategies (signposts):
Contrasts and Contradictions
Aha! Moments
Tough Questions
Again and Again
For this project, you will focus on one of the above signposts. After you have selected the signpost that you want to focus on, you will find and analyze six (6) of the most important examples of your signpost in The Crossover. You will also artistically represent each example (such as through drawing, painting, creating music, making a comic, etc.). Please see the project for a detailed checklist on how you will be evaluated. A template for your project is provided. You will need to copy and paste the template for each example.
*Found Materials Poem (In-Class Mini Project)
*Found Materials Poem (In-Class Mini Project)
Due Date: October 30; Quiz Grade (22 points)
Due Date: October 30; Quiz Grade (22 points)
Project Description: For this in-class mini project, students will create a Found Materials poem, using the news articles that we have already read in class. Students will select a news article, and identify key events in the article. Then, students will rewrite the sentences they identified as key events in the news article, and identify (and annotate for) places in the article and/or in their rewritten sentences where they can add sensory and descriptive language, before adding sensory and descriptive language to their Found Materials Poem. Next, students will revise their sentences so there are varying sentence types and lengths. Finally, students will end their poems by adding figurative language (such as a simile, hyperbole, or metaphor) that describes the overall event from the news article.
*New-Read Assessment 1 (quiz)
*New-Read Assessment 1 (quiz)
DATE: OCTOBER 5, 2020
DATE: OCTOBER 5, 2020
This quiz will mostly consist of multiple choice questions. There will be one short answer (paragraph response) question. In this quiz, you will be asked to identify metaphors and/or similes, explain/summarize an unfamiliar poem, select textual evidence to support your understanding of the poem/lines from the poem, identify a theme in the poem, and consider how word choice is used to develop a theme.
*Zine Project (In-Class Project)
*Zine Project (In-Class Project)
DUE: SEPTEMBER 23, 2020
DUE: SEPTEMBER 23, 2020
Project Description: This project serves as the assessment for our first mini unit (module 0). You will either create a zine using construction paper or you will create a digital zine. For this project, you will apply the strategies and skills we worked on as we analyzed the poem "A Poem to my Librarian Mrs. Long (You never know what troubled little girl needs a book)" by Nikki Giovanni to another poem. More details will be provided in class. Please note: We will spend time in class working on this project. You may come to my open session hours for support.
Zine Project Day 8.pptx
*COVID-19 Time Capsule Project
*COVID-19 Time Capsule Project
DUE: SEPTEMBER 29, 2020
DUE: SEPTEMBER 29, 2020
A detailed rubric that describes what specifically you will be assessed on is included in the document below.
Project Description: This project primarily serves as a pre-assessment, where you will demonstrate your current writing abilities. You will also have the opportunity to document and share your experiences during the COVID-19 pandemic with me and your peers. In this project, you will select 7 artifacts that reflect your experience during the pandemic (up until this point in time). For each artifact, you will write a caption that explains how the artifact connects to the pandemic (or events that happened during the pandemic, such as the Black Lives Matter movement/protests or news about the upcoming November 2020 Presidential election). You will also include an introduction and conclusion. Please see the document below for more details, including a suggested list of artifacts.
COVID Time Capsule.pdfPage updated
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