Formative Assessment Plan
Grade/ Subject: 10/English
Common Core Standard: CCR.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
SL.3.9-10 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying fallacious
reasoning or exaggerated or distorted evidence.
Learning Target
Criteria for Success
Collecting Evidence
Documenting Evidence
1. I can identify and evaluate a
speaker’s point of view (how the
speaker looks at, or views, an idea or a
situation) and reasoning for that point of
view.
1. I will actively listen to a speaker
by writing down the main points as he
or she speaks.
1. Students will post the main points
they identify on wallwisher.com while
the speaker speaks. This will allow the
teacher to see what each student thinks
is a main point at a glance. It will also
allow students to share ideas.
1. The teacher will be able to observe
and assess the student’s understanding of
the main points and evidence by glancing
at wallwisher.com. This can be saved
and compared to the student’s work
during the next presentation to document
progress.
2. I can identify the speaker’s use of
evidence. (Identify what was used as
evidence to prove his or her point.)
2. I will use the main points to
identify the speaker’s point of view
and reasoning for that point of view
by stating how the speaker looks at or
views the situation being presented.
3. I can determine how a speaker uses
his or her evidence, rhetoric, and/or
factual information.
3. I will identify and evaluate the
evidence the speaker uses to make his
or her point.
4. I can be an active listener to
determine if any statements are false
and if the speaker’s reasoning is
misleading.
4. I will reflect on this evidence by
using outside sources to determine if
the evidence is factual, fallacious,
exaggerated, or distorted.
5. After a discussion on how factual
information can be used in many ways
(i.e. correctly or in a misleading or
biased way) to create points, I will
review the use of evidence and
rhetoric in the speech to determine
how the information is used to express
and validate the speaker’s point of
view.
6. I will identify and explain how a
speaker uses misleading information
in his or her evidence.
North Carolina Department of Public Instruction
2. Students will use a chart to record
the points, evidence, the validity of the
evidence and/or facts, and how
evidence and rhetoric are used to prove
the speaker’s point.
3. The teacher will walk around the
room and monitor students as they write
in the charts.
(see attached)
4. The teacher will provide
independent coaching when necessary
by asking:
 What point are you focusing on?
 What evidence did the speaker use to
prove this?
 Is this accurate? How do you know?
How was the information used? Was
it used correctly/incorrectly, biased, to
appeal to logos, pathos, ethos?
 Was the speaker misleading?
5. The class will discuss what students
put in their charts. Students will defend
2. The teacher will make note of those
who struggle with identifying the main
points and will be sure to coach them
after the presentation while reviewing
the main points selected. Calling on
these students and thinking out loud will
assist in addressing their struggles.
3. The “Evaluating Speakers” chart that
students complete will document the
students’ understanding of this objective.
4. The teacher will document the degree
of mastery during whole class discussion
and during student independent work on
the “Evaluating Speakers” chart. (See
attached Objective Document)
5. Ticket out the door with each
presenter’s point of view written on it
will allow documentation of POV
understanding and allow the teacher to
see if reteaching is needed.
their ideas and give new ideas. Students
7. I will evaluate how the speaker uses may modify their charts at this time.
rhetoric in their speech.
6. Ticket out the door: What was each
8. Based on feedback and discussion, speaker’s point of view today?
I will adjust my reflections to be sure
they are accurate.
1. What misconceptions do you think students might have?
Students may feel they are rating the speaker: Was the speaker good or not? Students may not be able to determine which points are important and which
ones are not. Students may think that the main points are the evidence and may not be able to match the evidence to the point made. Students may confuse
the evidence and the main points. Students may assume that all points are valid or that just because the information is true it is being used correctly. They
need to become active listeners and be able to evaluate how and why the specific evidence and facts are being presented as well as understand the use of
and reasoning behind rhetoric within a speech.
2. What will you do to address the misconceptions to move learning forward (e.g., how will you adjust instruction, what descriptive feedback will you
provide)?
Prior to the presentations, the teacher should hold a whole class discussion about the purpose of evaluating the speakers. The teacher should model how to
identify the main points and how the main points are backed up by evidence. There will be a discussion on how speakers use factual information. Classes will
discuss bias, logos, pathos, ethos, and how factual information can be used in an inappropriate way. This will help them become active listeners. The teacher
will provide descriptive feedback for the good examples of student choices of evidence and main points when reviewing the wallwisher.com posts. “This is a
good point because….here is the evidence to back it up….” Students who continue to be confused will need more one-on-one coaching by the teacher,
leading them through the questions: What point are you focusing on? What evidence did the speaker use to prove this? Is this accurate? How do you know?
Was the speaker misleading? How?
North Carolina Department of Public Instruction
Evaluating Speakers
Speaker: _______________________________
Point of View (how the speaker looks at, or views, an object or the situation being presented):
________________________________________________________________________________________________________________
Reasoning for this point of view (Why do they feel this way? Was there an underlying reason for their point of view?):
________________________________________________________________________________________________________________
Main Points
Evidence (The way the speaker
elaborated on their main points
and supported their ideas.)
North Carolina Department of Public Instruction
Was the information
factual, fallacious,
exaggerated, or distorted?
Where did you find the
proof?
How was the
evidence/rhetoric
used? (Ethos, pathos,
logos, biased)
Was this speaker
misleading in any way?
Objective SL.3.9-10 CHART
STUDENT
DATE____________
Evaluates the
speakers POV
Identifies evidence
and facts being used
to support a point
Evaluates a
speaker’s use of
evidence and
rhetoric—HOW it is
used
Determines if the
speakers reasoning is
misleading
Is an active
listener
4 Met goal 3 Almost there/needs more independent practice 2 Needs some reteaching/prompts 1 Needs direct instruction reteaching
North Carolina Department of Public Instruction