Animal Farm Creatures in Conflict

1. Animal FarmCreatures in Conflict Educ 3900, Assessment Policy and Practice Ivy Bryant, Sarah Lovett, and Natalia Barker

2. Learning Targets Enduring Understanding Animal Farm incorporates a variety of elements that demonstrate how groups exert power and control over other groups. • How do literary structures work together to develop different conflicts in Animal Farm? • What varieties of conflict are developed throughout the novel? • How does propaganda work to manipulate people and groups of people? • How do individuals change in relationships with and because of power?

3. Targets Learners • Hutchison School, 7th grade girls: homogenous population, shared values, limited life experience, technology available • Developmentally appropriate: What better group of people to discuss conflict than middle school girls? • Connection to history: Cross-curricular collaboration with history teacher, build understanding of concepts in the novel in conjunction with concepts covered in history class

4. Learning Target Feedback Flow Chart

5. Pre-Assessment (Formative) • Goal: sample student learning based on literary and conceptual topics discussed in The Hunger Games while supporting students by tying in background knowledge before reading and discussing Animal Farm • Gives students the opportunity to display prior knowledge and supports future learning • Not graded

6. Formative Assessment: T-Chart • Goal: Link history instruction, the novel, and personal experiences while informing the teacher of where students’ knowledge lies so that instruction can be adjusted to improve performance if necessary. • Not graded

7. Formative Assessment: Character Analysis • Goal: For students to see how their ideas, mechanics, voice and so forth achieve and overall effect in a paper. • Graded with holistic rubric

8. Summative Assessment: Digital Essay • Goal: For students to display their 21st century literacy skills while expressing their deeper understanding of political and societal issues discussed while studying Animal Farm. • Graded with trait-analytic rubric to provide students with organized, reachable goals and descriptive grading criteria to attain those goals.

9. How We Collaborated • Wiki’s are awesome! • Hard to get all together at the same time. • When two of us would meet, we’d make notes of our work on the wiki. The other person would look over the notes later and make comments. • A main page for brainstorming, page for each part, and a page for final documents. • When we started making documents, we’d upload them to the wiki for other group members to revise, review, etc. Using the wiki enabled us to stay in sync with what was going on with the work. Even though we separated out many of the project requirements, we shared responsibility by checking over each other’s work. Assessproject Wiki