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Collection Final Assessment!

Part I: Summary of Reading and Learning

Create a presentation of what you read and the categories you covered (“two speeches, four essays, 2 short stories,” etc. Categorize all items (“two were from x time period, 3 from y, and the rest from z.”) In addition to genre and time period, summarize the male/female division and the cultural perspectives you encountered.

Comment on it. Explain what you learned by reading and analyzing these items… include both information you learned AND skills. Then explain why those are important. YOU CAN SHARE THIS INFORMATION ANY WAY YOU WANT.

Create a representation of the items you DID NOT find or analyze. Comment on what you see, in terms of patterns or lack thereof. Then add some thoughts about what you missed out on by not reading certain types of items.

Grading for Part I:


  • clear representation of all read and unread materials/
  • use of a new (for you) technology tool to represent the readings
  • thoughtful commentary that reflects deep thinking


  • Comments are not reflective of deep thinking (“this is important because I will need to have these skills in AP English”), OR
  • the tools you used was not new, OR
  • the representation of materials was not clear.

2: 1 out of the 3 criteria (above) was met
1: none of criteria above was met

PART II: Rewrite the unit.

Consider the two main benchmarks for this project and the overall goal of exposing students to a wide variety of literature.

  • ELA PAP 9.6.33 Demonstrates good awareness and appreciation of the effects of literary features where appropriate (analysis worksheets, reading & character logs, class discussions on common readings)
  • ELA PAP 9.6.35 Understands thought and feeling in text, including subtleties, and incorporates insightful and creative ideas (checklist, reading/character logs, VOICE project)

Redesign the unit so that it is more appealing and effective. For each benchmark, create a list of activities at each level of Bloom’s. You may use the chart below.


  1. Start with the end in mind: what FINAL PRODUCT will students create? (you can keep the annotated bibliography or you can come up with a new idea)
  2. Use the unit plans on my blog to design the activities. This will help you with examples of knowing/understanding/applying, etc.
  3. You can also use Google to search for explanations and examples of Bloom’s taxonomy.
  4. Remember that the create/evaluate steps can be interchanged.
  5. Don’t forget to have some essential questions at the beginning of the unit!
  6. Incorporating both technology and some paper-pencil (or cutting-and-pasting) activities is a good idea.
  7. Feel free to add more benchmarks if you want— see the full list of pre-AP and regular 9th grade English benchmarks on my blog.
  8. The majority of the activities should have a specific outcome that can be measured (ie “list 10 items that you want to include” or “write 3 paragraphs about topic x”, NOT “think about the symbols in the poem”).
  9. It is okay if occasionally, an activity is not measured, but remember if you can’t measure it, it can’t be graded.

Grading for Part II:

4: a score of “4” indicates that you have met all 6 of these guidelines:

  1. Activities at each level of Bloom’s for two or more benchmarks
  2. Activities are (for the most part) measurable and specific
  3. The end product is “hard fun”: it asks students to create something worthwhile and reflective of the benchmarks
  4. You have integrated technology
  5. You have some pen/paper activities for the cut-and-pasters
  6. Your unit sticks to the overall goal of exposing students to a wide variety of literature

3: a score of “3” indicates that you have met  4 or 5 of these guidelines

2: a score of “2” indicates that you have met  3 of these guidelines

Click here for a copy of a blank activities chart.

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