COMMON FORMATIVE ASSESSMENT PLANNING TEMPLATE Greenfield/Rosedale RCD Project

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1 1 of 8 COMMON FORMATIVE ASSESSMENT PLANNING TEMPLATE Greenfield/Rosedale RCD Project Grade Level or Course: Grade 7 Authors: Katy Wheeler, Danette Kemp, Stephanie Turner, Erin Hawkins, Elva Avila Assessment Topic: Historical Fiction-Unit 4 Aligned Priority Standards: List all aligned standards by number and include the full text here. Reference the unwrapped standards when developing items. Reading Literature 7.RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 7.RL.6 Analyze how an author develops and contrasts the point of view of different characters or narrators in a text. 7.RL.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. Language 7.L.1 Demonstrate command of the conventions of the standard English grammar and usage when writing or speaking. 7.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 7.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibility from a range of strategies. Writing 7.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 7.W.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. 7.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 7.W.9a Apply grade 7 Reading standards to literature(e.g., Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history ).

2 2 of 8 SECTION 1: Selected-Response Assessment Questions Read the following article Understanding the Salem Witch Trials Salem, Massachusetts in the late 1600s faced a number of serious challenges to a peaceful social fabric. Salem was divided into a prosperous town and a farming village. The villagers, in turn, were split into factions that fiercely debated whether to seek ecclesiastical and political independence from the town. In 1689 the villagers won the right to establish their own church and chose the Reverend Samuel Parris, a former merchant, as their minister. His rigid ways and seemingly boundless demands for compensation increased the already present friction. Many villagers vowed to drive Parris out, and they stopped contributing to his salary in October In February 1692, Betty Parris, Reverend Parris's daughter, as well as her friends Abigail Williams and Ann Putnam, became ill with symptoms that doctors could not diagnose, including fits and delirium. Dr. Griggs, who attended to the "afflicted" girls, suggested that they might be bewitched. Mercy Lewis, Mary Walcott, and Mary Warren later claimed affliction as well. Prodded by Parris and others, the girls named their tormentors: Sarah Good, a poor woman; Sarah Osbourn, an elderly woman; and Tituba, a slave who had told them stories involving Vodou beliefs. The women were tried for witchcraft - Good and Osbourn claimed innocence, and Tituba confessed. Tituba's detailed confession included a claim that there were several undiscovered witches who wanted to destroy the community. This caused a witch-hunting rampage: 19 men and women were hanged, one man was pressed to death, and over 150 more people were imprisoned, awaiting trial. On September 22, 1692, the last eight alleged witches were hanged. On October 8, 1692, Governor Phipps ordered that spectral evidence (when someone claimed to witness a person's spirit in a separate location from that same person's physical body) could no longer be admitted in witchcraft trials. On October 29, 1692 Phipps prohibited further arrests and released many accused witches. The remaining alleged witches were pardoned by May The hangings of witches in 1692 were the last such hangings in America. (1140 Lexile) *Permissions granted for classroom use.

3 3 of 8 7.L.4 Find the following words in the above passage. Then, using context clues, determine the meaning of the underlined words. Match the underlined word to the best definition. 1. boundless A. conflict between persons 2. friction B. forgiveness of an offense 3. delirium C. without restriction 4. afflicted D. people who cause suffering 5. tormentors E. temporary mental disorder 6. rampage A. suspected of a crime 7. pardoned B. violent, destructive behavior C. to suffer from mental or physical pain 7.RL.1 The article states that Salem, Massachusetts in the late 1600s faced a number of serious challenges. Mark T if the statement is a serious challenge for the town of Salem, and F if the statement is not a serious challenge for the town. 8. In 1689 the villagers won the right to establish their own church. 9. Governor Phipps ordered that spectral evidence could be admitted in witchcraft trials. 10. The villagers, in turn, were split into factions that fiercely debated independence from the town. 11. Three girls became ill with symptoms the doctor could not diagnose 12. This caused a witch hunt rampage that resulted in death Excerpt from The Witch of Salem by John R. Musick It was now growing late, and she stood in the door bidding all good-evening, preparatory to going home. Suddenly the girl gave utterance to a wild shriek and leaped into the house, holding her wrist in her left hand. "What is the matter?" asked Mr. Lawson. "I am bitten on the wrist," she cried. "Surely you cannot be bitten, for I have seen nothing to bite you." "Nevertheless, I am bitten. It is a witch that hath bitten me."

4 4 of 8 The candle had been burning all the while in the apartment, and Mr. Lawson knew that no one could have been in the room without his knowledge. "Some one hath grievously bitten me!" the girl sobbed. Mr. Lawson seized the candle and, holding it to her wrist, saw apparently the marks of teeth, both upper and lower set, on each side of her wrist. He was lost in wonder and, placing the candle on the mantel, remarked: "It is a mystery." "Yea, verily it is," Lieutenant Ingersol answered; "but you have not seen the beginning of the wonders of witchcraft in this village. Satan surely hath been loosed for a little season."[pg 278] "I have heard much of the sore afflictions of the children at the home of Mr. Parris," remarked Mr. Lawson. "And they are sorely afflicted, as I can bear testimony. After tea we will walk over to his house." Mr. Lawson assented, and Mary Walcut was sent home. After an early tea, Mr. Lawson went to the parsonage, which was but a short distance. Mr. Parris met them at the door. His white, cadaverous face, prominent cheek bones, aquiline nose, piercing eyes, and wild, disheveled hair giving him a strange, weird appearance. He greeted Reverend Mr. Lawson warmly and thanked him for coming all the way from Boston to preach for him next Lord's Day. "I am so sorely tried with my many afflictions, that I cannot compose my mind for sermonizing." "I have heard somewhat of the afflictions and troubles that beset you," Rev. Deodat Lawson answered. "Verily you cannot have heard more than has occurred. I am maligned, misunderstood and beset everywhere by the enemies of God." "Meet it with prayer and humiliation," answered Mr. Lawson. "I do I do and, verily, the Lord is making my enemies my footstool. Many are already in[pg 279]prison, and many more will yet go to the gallows." The pastor gnashed his teeth in silent rage, while his eyes gleamed with hate. "How are the afflicted children?" asked Mr. Lawson. "No better. Abigail come hither." Abigail Williams, the niece of the pastor, came from an adjoining room. She was a girl of twelve, with a fair face, but cunning eyes, which deprived her of the innocence of childhood. Mr. Lawson at once entered into conversation with her, but had not proceeded far, when she uttered a shriek and, turning her face to the ceiling, whirled about in a circle, while her eyes, rolling back in her head, snapped like flashes of light. Her mouth

5 5 of 8 was drawn to the left side of her face and her whole frame convulsively jerked till she fell to the floor, where she writhed and struggled, and blood-stained froth issued from her mouth, while Mr. Lawson gazed upon her appalled. Then she sprang to her feet and hurried violently to and fro through the room in spite of the efforts to hold her. Sometimes she made motions as if she would fly, reaching her arms up as high as she could, and bringing them down at her side, crying: "Whish! whish! whish!" Presently she began talking in a strange, hysterical and half inaudible manner.[pg 280] (900 Lexile) *Permissions granted for classroom use. 7.RL.9 Directions: Read each statement and decide whether the statement applies to one specific passage or both of the passages. A. Is true for Understanding the Salem Witch Trials article B. Is true for The Witch of Salem excerpt C. Is true for both 13. Takes place in Salem, Massachusetts 14. Describes events of the Salem Witch Trials 15. Provides a detailed account of an afflicted child 16. Provides statistics on the number of people convicted of witchcraft 17. Provides facts about the punishment of the alleged witches 18. Includes events surrounding Mr. Parris 19. Provides background information on what leads to the witch hunts Answer Key: 1.C 2.A 3.E 4.H 5.D 6.G 7.B 8.T 9.F 10.T 11.T 12.T 13.C 14.A 15.B 16.A 17.A 18.C 19.A

6 6 of 8 SECTION 2: Short Constructed-Response Assessment Questions 7.RL.6 7.L.1 7.L.2 7.W.2 Read the following paragraphs and answer the prompt below. Understanding the Salem Witch Trials In 1689 the villagers won the right to establish their own church and chose the Reverend Samuel Parris, a former merchant, as their minister. His rigid ways and seemingly boundless demands for compensation increased the already present friction. Many villagers vowed to drive Parris out, and they stopped contributing to his salary in October from The Witch of Salem Mr. Parris met them at the door. His white, cadaverous face, prominent cheek bones, aquiline nose, piercing eyes, and wild, disheveled hair giving him a strange, weird appearance. He greeted Reverend Mr. Lawson warmly and thanked him for coming all the way from Boston to preach for him next Lord's Day. 20. In a paragraph analyze the kind of person Mr. Parris is based on how each author has portrayed him. Make sure to include any similarities and differences by citing examples from the texts. Short Constructed-Response Scoring Guide: Proficient Writes a complete paragraph Describes similarities and/or differences of Mr. Parris Cites evidence from the passages Minimal errors in capitalization, spelling, and punctuation. Progressing Completes 3 of the Proficient criteria Few errors in capitalization, spelling, and punctuation. Beginning Completes fewer than _3_ of the Proficient criteria Task to be repeated after re-teaching Teacher s Evaluation Comments regarding student s performance:

7 7 of 8 SECTION 2: Extended Constructed-Response Assessment Item 7.RL.9 7.RL.1 7.L.1 7.L.2 7.W.2 7.W.4 7.W.9a 21. In fifty words or more, write a thorough response explaining what information you used from the non- fiction article (Understanding the Salem Witch Trials) to help you understand the context of the fiction passage (from The Witch of Salem). Cite evidence from the text to support your answer. Extended Constructed-Response Scoring Guide: Advanced All Proficient criteria plus: Writer uses appropriate transition words Writer uses sentence variety Writer uses concluding statement Proficient Includes a thesis statement Provides at least three details from the nonfiction text Explains how non-fiction details help them understand the fiction text 50 word minimum Minimal errors in capitalization, spelling, and punctuation Progressing Completes _4 of the Proficient criteria Several errors in capitalization, spelling, and punctuation Beginning Completes fewer than 4 of the Proficient criteria Task to be repeated after re-teaching Errors in capitalizations, spelling, and punctuation interfere with meaning of the response.

8 8 of 8 SECTION 3: Essential Questions with Big Idea Responses Student Directions: Write a response for each of the following Essential Questions. Include supporting details and any vocabulary terms from the unit you have been learning for each response. Your responses will be evaluated using the Scoring Guide on the next page. 7.RL How can I distinguish between a historical account and a fictional account? Essential Questions-Big Ideas Scoring Guide: Advanced All Proficient criteria plus: Makes connections to other areas of school or life Provides example(s) as part of explanation Proficient States Big Ideas correctly in own words Provides supporting detail(s) for each one Beginning Completes 1 of the Proficient criteria Task to be repeated after re-teaching Teacher s Evaluation Comments regarding student s performance: