Guidelines for Lesson-Level Assessment
Mapping in ELA/Literacy
Guiding Principles
•
•
•
•
•
Texts lend themselves to specific standards; choose the standard(s) that best fits with the
selected text excerpt for that lesson. Try to limit assessed reading standards to one per
lesson to maintain focus. Additional standards (writing, speaking and listening, language)
also can be assessed without losing focus.
Chunk and excerpt texts for depth, not coverage. Choose rich, challenging text excerpts for
close reading and aim to work with small chunks of text each day.
Scaffold and backwards map towards the end-goals, making sure students are supported
throughout units and the module.
Draft standards-aligned lesson assessment prompts that teach whole standards.
Integrate opportunities for Reading, Writing, Speaking and Listening and Language
throughout the unit and module, keeping in mind your module end-goal—culminating
performance assessment. (For example, if students are performing a scene from a
Shakespeare play as part of the module performance assessment, you should incorporate
opportunities to teach and have them practice the Speaking and Listening skills on which
they will ultimately be assessed.)
March 2015
©2014 Public Consulting Group. All rights reserved.
New York State Common Core
Steps for Lesson-Level Assessment Map Development
1. Backwards mapping: Identify which standards you want to assess students on in the End-ofUnit Assessment.
•
Look at the standards through the lens of the text. Which standards resonate in relation
to this particular text? Which of the standards that resonate are high-leverage standards
for your students?
•
Try to limit the End-of-Unit assessment to two assessed reading standards to maintain
focus and to avoid a “kitchen sink” approach. (Often these will be supplemented with
one or more writing or speaking and listening and language standards).
•
Make sure these assessed standards are thoroughly represented in unit so students
have sufficient practice with the skills that will be assessed.
2. Conceptualize the End-of-Unit assessment prompt:
•
Think through what a high-performance student response might entail; what do you
want students to know and be able to articulate by the end of the unit? This should be
more nuanced than simply identifying the central idea.
•
Don’t worry about crafting a perfectly worded prompt right away. (This can be refined
later on once lesson level assessment prompts are crafted and you have a better sense
of the unit’s central focus.)
3. Text chunking: Map out how students will move through the text in the unit.
•
Students should closely read small chunks of text each day.
•
Focus on tackling rich, challenging passages.
•
When dealing with longer texts, students can read large chunks of text for homework
(particularly in the later grades), while closely reading smaller, more challenging
sections in class. You may also want to consider excerpting the most critical passages
to avoid a “coverage” approach.
4. Select lesson-level standards that best fit with individual lesson text passages.
•
Standards should “emerge” from the text passage for that lesson (e.g., if a passage
centers strongly on a character’s development, then RL.3 might be the best fit for that
lesson).
•
Ensure opportunities for Reading, Writing, Speaking and Listening and Language are
integrated throughout the unit so students have opportunities to engage with the text
through multiple modalities.
5. Craft lesson-level assessment prompts that:
•
Align strongly to the language of the standards
•
Assess the whole standard
•
Build in complexity throughout the unit
•
Scaffold to the End-of-Unit assessment.
Reminder: It is critical to have both the text and the CCSS in front of you at all times!
March 2015
©2014 Public Consulting Group. All rights reserved.
Module Assessment Map (12.2)
Unit /
Lesson
Standards
Assessed
Standards
Addressed
Text
Assessment
Unit 1
Lesson 1
RI.11-12.6
W.11-12.9.b
“Ideas Live On”
(par. 1–10)
by Benazir Bhutto
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How does Bhutto use rhetoric to establish her point of view in the
opening of her speech?
Unit 1
Lesson 2
RI.11-12.2
W.11-12.9.b
L.11-12.4.a
“Ideas Live On”
(par. 11–23)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How do the ideas and events Bhutto discusses in paragraphs 11–23
develop a central idea from paragraphs 1–3?
Unit 1
Lesson 3
RI.11-12.2
W.11-12.9.b
L.11-12.5.a
“Ideas Live On”
(par. 24–28)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
Comment [CK1]: This is an example of a few
things:
1) Keep the language of the standards front and
center in the assessments.
2) Use the author’s name in questions and
assessments when you can—it’s just good
practice overall to help kids think in this way.
3) Since a major focus of this is on POV, we’re
staring there, but it has to be because the text
lends itself to starting there. There are other
standards we could have begun with, but this one
served the text most effectively.
How do paragraphs 24–28 refine two central ideas introduced
earlier in the text?
Unit 1
Lesson 4
RI.11-12.6
CCRA.R.9
W.11-12.9.b
L.11-12.4.a, b
“Civil Disobedience”
(Part 1, par. 1)
by Henry David Thoreau
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How does Thoreau establish his point of view in the opening
paragraph of “Civil Disobedience”?
March 2015
©2015 Public Consulting Group. All rights reserved.
Comment [CK2]: We leave POV in the
assessment for a couple of days, and then pick it
back up with a new text. We’re pulling this thread
through without trying to force it. It’s also in lesson
5.
New York State Common Core
Unit /
Lesson
Standards
Assessed
Standards
Addressed
Text
Assessment
Unit 1
Lesson 5
RI.11-12.6
W.11-12.9.b
L.11-12.4.b, c
“Civil Disobedience”
(Part 1, par. 2)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How does Thoreau use rhetoric to make his point about the
relationship between the American government and its citizens?
Unit 1
Lesson 6
RI.11-12.2
W.11-12.9.b
L.11-12.4.c
“Civil Disobedience”
(Part 1, par. 3–4)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How does Thoreau develop a central idea in part 1, paragraphs 3–
4?
Unit 1
Lesson 7
RI.11-12.2
W.11-12.9.b
L.11-12.4.c
L.11-12.5.a
“Civil Disobedience”
(Part 1, par. 5–6)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How does Thoreau develop a central idea in part 1, paragraphs 5–
6?
Unit 1
Lesson 8
L.11-12.5.a
RI.11-12.2
W.11-12.9.b
L.11-12.4.a, c
“Civil Disobedience”
(Part 1, par. 8)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How does Thoreau’s use of metaphor in part 1, paragraph 8 develop
a central idea?
Unit 1
Lesson 9
CCRA.R.8
RI.11-12.2
W.11-12.9.b
L.11-12.4.c
L.11-12.5.a
“Civil Disobedience”
(Part 1, par. 10–11)
March 2015
©2014 Public Consulting Group. All rights reserved.
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How does one of Thoreau’s claims in part 1, paragraphs 10–11
develop a central idea established earlier in the text?
Comment [CK3]: The central ideal is so
common, right? You’re almost always going to be
asking questions around this. Look at this prompt
and the one before it. Both focus not just on the CI,
but how Thoreau develops it in specific pieces of the
text. (Remember to keep the language of the
standards in the prompt. That keeps you aligned
and keeps you honest about what you’re asking
students to prove they can do.).
Comment [CK4]: Because this is just a great
opportunity to point out how Thoreau does this, we
went with the anchor standard for this since the
grade level standard didn’t serve this as well. This is
an example of acknowledging something very
important in the text that doesn’t necessarily match
up with a grade-level standard. It’s also the only
time this standard is assessed in the module. It’s just
too good of an opportunity to pass up.
New York State Common Core
Unit /
Lesson
Standards
Assessed
Standards
Addressed
Text
Assessment
Unit 1
Lesson 10
RI.11-12.2
W.11-12.9.b
L.11-12.4.a, b, c
L.11-12.5.a
“Civil Disobedience”
(Part 1, par. 13)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
Determine a central idea in part 1, paragraph 13 and analyze its
development over the course of this paragraph.
Unit 1
Lesson 11
RI.11-12.2
W.11-12.9.b
L.11-12.4.c
L.11-12.5.a
“Civil Disobedience”
(Part 2, par. 1–9)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How does Thoreau develop and refine a central idea of the text in
part 2, paragraphs 2 and 9?
Unit 1
Lesson 12
RI.11-12.6
W.11-12.9.b
L.11-12.4.c
L.11-12.5.a
“Civil Disobedience”
(Part 2, par. 13–14)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How does Thoreau develop his point of view in part 2, paragraphs
13 and 14?
Unit 1
Lesson 13
RI.11-12.2
W.11-12.9.b
L.11-12.4.c
L.11-12.5.a
“Civil Disobedience”
(Part 3, par. 1–8)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How do two central ideas interact and build on one another in
Thoreau’s description of his night in jail (part 3, par. 1–8)?
Unit 1
Lesson 14
RI.11-12.3
W.11-12.9.b
L.11-12.5.a
“Civil Disobedience”
(Part 3, par. 17–19)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How does Thoreau develop the idea of a “free and enlightened
State” in part 3, paragraphs 17–19?"
March 2015
©2014 Public Consulting Group. All rights reserved.
Comment [CK5]: Here’s where you see the CI
work get more complex. At this point, we’re really
trying to see whether students can determine AND
analyze. We’re scaffolding towards independence
here, so they can do this once they hit the end-ofunit and the performance assessment.
Comment [CK6]: Note the additional task of
explaining how Thoreau “refines” an idea. We
continue to get more complex. The ideas here are
so deep and complex, that the curriculum spends a
few lessons really digging in.
Comment [CK7]: Once students have dug into
the CIs for a bit, the curriculum returns again to
POV. Again, you see the thread and practice
continue, both because it needs to continue AND
because this section of the text lends itself to this
analysis.
New York State Common Core
Unit /
Lesson
Standards
Assessed
Standards
Addressed
Unit 1
Lesson 15
RI.11-12.2
RI.11-12.3
SL.11-12.1.a, c
W.11-12.9.b
Text
Assessment
Student learning is assessed via an Exit Slip following a Round
Robin Discussion lesson. Students explain how the discussion
confirmed or changed their response to the following prompt, citing
textual evidence to support analysis and inferences drawn from the
text.
Choose one central idea and analyze how it relates to Thoreau’s
opinion of a “better government.”
Unit 1
Lesson 16
RI.11-12.2
RI.11-12.3
W.11-12.2.a-f
L.11-12.1
L.11-12.2.a-b
L.11-12.4.c
Unit 2
Lesson 1
RL.11-12.5
W.11-12.9.a
L.11-12.4.c
L.11-12.5.a
End of Unit Assessment: Student learning is assessed via a multiparagraph response to the 12.2.1 End-of-Unit Assessment.
Students respond to the following prompt, citing textual evidence to
support analysis and inferences drawn from the text.
What does Thoreau mean by “a better government”?
Julius Caesar
(Act 1.1: lines 1–80)
by William Shakespeare
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How do Shakespeare’s specific choices about how to begin the play
introduce conflict in this scene?
Unit 2
Lesson 2
RL.11-12.3
W.11-12.9.a
L.11-12.4.c
Julius Caesar
(Act 1.2: lines 1–138)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
Select Caesar, Brutus, or Cassius. How does Shakespeare develop
this character in Act 1.2, lines 1–138?
Unit 2
Lesson 3
RL.11-12.2
W.11.12.9.a
L.11-12.4.c
L.11-12.5.a
Julius Caesar
(Act 1.2: lines 139–187)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How does Shakespeare use rhetoric to develop a central idea in the
play?
March 2015
©2014 Public Consulting Group. All rights reserved.
Comment [CK8]: Even though we spent some
time on POV, notice that it’s not the focus of this
assessment. This is important, focus on just a few
skills. It doesn’t mean that the POV work we did
isn’t important; just that we’re selecting another
place to assess it. It’s okay to do this. You’ll see POV
pop up a couple of other times in this module, but
it’s not part of the performance assessment. This is
part of coming to terms with the tension between
what skills you want to assess while still allowing the
text to guide the work. The focus of this module
isn’t about assessing students’ grasp of POV, but the
texts provide wonderful opportunities to begin to
teach this.
Comment [CK9]: Look at the connection
between Lesson 15 and 16 assessments. The exit
slip is used to help students consolidate some of
their thinking in preparation for the work they’re
doing. Here’s where we assess the CI practice; in
this unit. As we move into the next unit, although
you’ll see it pop up in Unit 2, at a pretty high level,
the focus of assessment overall starts to shift.
Comment [CK10]: Here’s where the curriculum
introduces a new reading focus—character. It
doesn’t come up on the first couple of lessons, but
here is where it’s central enough to begin to
examine deeply.
New York State Common Core
Unit /
Lesson
Standards
Assessed
Standards
Addressed
Text
Assessment
Unit 2
Lesson 4
RL.11-12.3
W.11-12.9.a
L.11-12.4.c
Julius Caesar
(Act 1.2: lines 225–334)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
Comment [CK11]: Here’s the character through
line again.
Analyze how Shakespeare’s choice to relate events through Casca
in Act 1.2, lines 225–334 impacts the plot of the drama.
Unit 2
Lesson 5
RL.11-12.2
W.11-12.9.a
L.11-12.4.c
L.11-12.5.a
Julius Caesar
(Act 1.3: lines 42–169)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How do two central ideas develop and interact in Act 1.3, lines 42–
169?
Unit 2
Lesson 6
RL.11-12.3
W.11-12.9.a
L.11-12.4.c
L.11-12.5.a
Julius Caesar
(Act 2.1: lines 1–93)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
Comment [CK12]: And again…you get the idea.
How does Brutus’s statement “It must be by his death” (line 10)
reflect his reasons for killing Caesar?
Unit 2
Lesson 7
RL.11-12.2
W.11-12.9.a
L.11-12.4.c
L.11-12.5.a, b
Julius Caesar
(Act 2.1: lines 123–205)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How do two central ideas develop and interact over the course of
the passage?
Unit 2
Lesson 8
RL.11-12.2
RL.11-12.3
W.11-12.9.a
L.11-12.4.c
Julius Caesar
(Act 2.1: lines 253–333)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How do the interactions between Portia and Brutus develop a
central idea of the text?
March 2015
©2014 Public Consulting Group. All rights reserved.
Comment [CK13]: Look at how this assessment
prompt is able to combine two standards. This
doesn’t always work, and don’t force it. Here,
though, it’s an important idea in the text and it
makes sense to assess both.
New York State Common Core
Unit /
Lesson
Standards
Assessed
Standards
Addressed
Text
Assessment
Unit 2
Lesson 9
RL.11-12.3
W.11-12.9.a
L.11-12.4.c
Julius Caesar
(Act 2.2: lines 1–137)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How does Shakespeare develop Caesar’s character in Act 2.2, lines
1–137?
Unit 2
Lesson 10
RL.11-12.5
W.11-12.9.a
Julius Caesar
(Act 3.1: lines 1–91)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How does Shakespeare’s treatment of Caesar's death relate to the
full title of the play, The Tragedy of Julius Caesar?
Unit 2
Lesson 11
RL.11-12.2
W.11-12.2.a-f
L.11-12.1
L.11-12.2.a-b
Unit 2
Lesson 12
RL.11-12.6
Unit 2
Lesson 13
RL.11-12.5
Mid-Unit Assessment: Student learning is assessed via a multiparagraph response. Students respond to the following prompt,
citing textual evidence to support analysis and inferences drawn
from the text.
Is Caesar’s death a "sacrifice" or a "butchery"?
W.11-12.9.a
SL.11-12.1.c
L.11-12.4.c
L.11-12.5.a
Julius Caesar
(Act 3.1 lines 163–230)
W.11-12.9.a
L.11-12.4.a, c
Julius Caesar
(Act 3.1: lines 231–301)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
Analyze Antony's point of view of Caesar's death in Act 3.1, lines
163–230.
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How does Antony's soliloquy advance the plot of the play?
March 2015
©2014 Public Consulting Group. All rights reserved.
Comment [CK14]: A great example of an
assessment prompt that is NOT really in standards
language (unless there’s a Caesar standard I’m not
aware of). Because this mid-unit is assessing
multiple skills, you’ll find more of the standards
language in the instructions for the mid-unit, not
the prompt. To put several standards into a prompt
can make the language pretty messy if you stick to
that “language of the standards” rule too strictly.
That’s why you see it most frequently (and you
should!) in the daily assessments.
New York State Common Core
Unit /
Lesson
Standards
Assessed
Standards
Addressed
Text
Assessment
Unit 2
Lesson 14
RL.11-12.2
CCRA.R.6
W.11-12.9.a
L.11-12.4.a
Julius Caesar
(Act 3.2: lines 1–67)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How does Brutus justify Caesar’s death to the plebeians?
Unit 2
Lesson 15
RL.11-12.6
W.11-12.9.a
SL.11-12.1.c
L.11-12.5.a
Julius Caesar
(Act 3.2: lines 82–117)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
Reread Act 3.1, lines 270–272. To what extent does Antony’s
speech in Act 3.2, lines 82–117 meet or fail to meet Brutus’s
conditions for speaking at the funeral?
Unit 2
Lesson 16
RL.11-12.3
SL.11-12.1.b
L.11-12.5.a
Julius Caesar
(Act 3.3: lines 1–40)
RL.11-12.4
W.11-12.9.a
SL.11-12.1
SL.11-12.6
L.11-12.4.c
Julius Caesar
(Act 4.3: lines 317.1–
355.1)
W.11-12.9.a
SL.11-12.6
L.11-12.4.c
L.11-12.5.a
Julius Caesar
(Act 5.1: lines 1–71)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
Who is responsible for Cinna’s death and why?
Unit 2
Lesson 17
Unit 2
Lesson 18
RL.11-12.3
RL.11-12.2
RL.11-12.3
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How does the appearance of Caesar’s ghost refine your
understanding of his death as either “butchery” or “sacrifice”?
March 2015
©2014 Public Consulting Group. All rights reserved.
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How do the interactions among characters in this scene contribute
to the development of the central idea of the exercise of power?
Comment [CK15]: This is a good example of a
prompt that is clearly about a standard but does not
have the language of the standard as fully baked in.
Sometimes these can be terrific prompts. Caveats:
• Use sparingly.
• Explain—be explicit—about how this language
connects to the standard you’re assessing.
• Try to use only after students have become
very familiar (VERY) with prompts about this
standard that are written in the language of the
standard.
New York State Common Core
Unit /
Lesson
Standards
Assessed
Standards
Addressed
Text
Assessment
Unit 2
Lesson 19
RL.11-12.3
W.11-12.9.a
SL.11-12.6
L.11-12.5.a
Julius Caesar
(Act 5.3: lines 1–79)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How does Cassius’s death contribute to the tragedy of Julius
Caesar?
Unit 2
Lesson 20
RL.11-12.5
W.11-12.9.a
SL.11-12.6
Julius Caesar
(Act 5.5: lines 1–87)
Student learning is assessed via a Quick Write at the end of the
lesson. Students respond to the following prompt, citing textual
evidence to support analysis and inferences drawn from the text.
How do Shakespeare’s choices about how to end Julius Caesar
provide a tragic resolution?
Unit 2
Lesson 21
Unit 2
Lesson 22
RL.11-12.4
SL.11-12.6
L.11-12.1
Student learning in this lesson is assessed via student participation
in the following task:
Perform a dramatic reading of one scene from Julius Caesar,
demonstrating comprehension through the use of affect, diction, and
movement.
RL.11-12.3
W.11-12.2.a-f
L.11-12.1
L.11-12.2.a, b
March 2015
©2014 Public Consulting Group. All rights reserved.
Student learning is assessed via a formal, multi-paragraph response
to the End-of-Unit Assessment. Students respond to the following
prompt, citing textual evidence to support analysis and inferences
drawn from the text.
Explain how the title The Tragedy of Julius Caesar is appropriate for
the play, or propose a new title and explain why it is more
appropriate.
Comment [CK16]: Here’s where the CI standard
is assessed at a pretty high level. The key to making
assessments like this work is in the rubric and the
instructions. Without both, this assessment could go
off the rails pretty quickly.
New York State Common Core
Unit /
Lesson
Standards
Assessed
Performance
Assessment
CCRA.R.9
RL.11-12.11
W.11-12.2.a-f
W.11-12.9.a, b
SL.11-12.4
L.11-12.1
Standards
Addressed
Text
Assessment
Performance Assessment: Students engage in an in-depth
discussion of three prompts and then choose one prompt as the
focus of a multi-paragraph written analysis.
Prompts:
• Is democracy “the last improvement possible in government”
(Thoreau, Part 3, par.19)?
• What is the role and responsibility of government?
• Who should have the power to make decisions in a society?
Comment [CK17]: There are threads here you
should be able to trace in the lesson. However, a
quick note about CCRA.R.9 and
RL.11-12.11 R.9 is about addressing how two or
more text address similar topics. Since this has been
taught in grades 9-11, this assessment tests out how
well students do this, but it’s not the “end”
assessment. They’ll be practicing with this more.
RL.11-12.11 deals with making connections to texts,
ideas, self, etc. The nature of the performance
assessment engages students in this work, and,
although this is the first time the standard has been
named explicitly in this module, students have been
doing this work throughout the first two modules of
the curriculum in different ways.
March 2015
©2014 Public Consulting Group. All rights reserved.
Module Assessment Map Template (__.__)
Note: Most assessment prompts are short, on-demand writing tasks that have the following instructions: "Students answer the following prompt, citing textual
evidence to support analysis and inferences drawn from the text." On any day with a different type of assessment, we have included the specific instructions
for that day
Unit /
Lesson
Standards
Assessed
Standards
Addressed
Text
Unit 1
Lesson 1
March 2015
©2014 Public Consulting Group. All rights reserved.
Assessment
New York State Common Core
Unit /
Lesson
Standards
Assessed
Standards
Addressed
Text
March 2015
©2014 Public Consulting Group. All rights reserved.
Assessment