unit plan 1-assessments (ela and social studies)

5/28/2018 Unit Plan 1-Assessments (ELA and Social Studies)

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Articles of Confederation Test

Name:_______________________________ Date:________________

1. _________________ headed the committee that wrote the Articles of Confederation.

A. James Madison

B. John Dickinson

C. George Washington

D. Daniel Shays

2. The Articles of Confederation empowered Congress to do all these things except

_________________

A. hold sessions once a year.B. levy war and conclude peace.

C. tax the states and the people.

D. admit new states to the United States by a vote of nine states.

3. Under the Articles of Confederation, ______________________ had the most power.

A. the executive

B. the legislature

C. the courts

D. the states

4. What argument did James Madison make about taxes in his criticism of the Articles of

Confederation?

A. The national government should have the right to tax the states.

B. The states could not be taxed without their own consent.

C. Congress had the right to seize land for nonpayment of taxes.

D. The amount of tax should be determined by the states, not the Congress.

5. Congress established that a new territory would become a state when ________________A. its population reached 5,000.

B. its population reached 60,000.

C. its constitution received at least nine votes in Congress.

D. it sent a nonvoting delegate to Congress.

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6. Which best describes the governments of the individual states?

A. a strong central executive and a weak legislature

B. a weak central executive and a strong legislature

C. an even balance of powers between the executive and the legislature

D. a strong legislature with no executive

7. All of these are considered major weaknesses of the Articles of Confederation, except

___________________.

A. No executive or judicial branch

B. each state got one vote, regardless of size

C. Congress could not declare war

D. Congress could not tax or regulate trade.

8. Which best describes the purpose of the Articles of Confederation?

A. to apportion representation in the legislature according to each states population

B. to fix the amount of the debt from the Revolutionary War

C. to provide a strong central government for the United States

D. to create a loose association of the individual states

9. Which best describes a constitution?

A. Conflict between states

B. A set of principles or rules

C. A list of ideas

D. Conflict between a country

10. In which year were the Articles of Confederation written?

A. 1749B.

1760

C. 1862

D. 1777


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Answers

1. B2. C3. D4. A5. A6. C7. C8. D9. B10.D


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1.

5. 2.

4. 3.

Weaknesses

of the Articles

of


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Political Cartoon Rubric

6 5-4 3-2 1-0

Meets Basic

Requirements

Students project

follows all five

instruction points.

Students project

is missing a minor

point from

instructions (for

example: date or

title)

Students project

is missing a major

point (for

example: paper is

not 8.5X11) but is

still completed

Students project

does not conform

to more than one

major point.

Organization &

Preparation

The political

cartoon is of

excellent quality

and it is apparent

that the student

spent time in

preparing it.

The political

cartoon is of good

quality and it is

apparent that the

student spent

some time.

The political

cartoon is of fair

quality and seems

rushed.

The political

cartoon appears to

have been hastily

created and

appears messy or

disorganized.

Knowledge &

Concept of the

Topic

The political

cartoon

demonstrates

higher level

understanding of

an issue.

The political

cartoon

demonstrates an

understanding of

an issue.

The political

cartoon

demonstrates

recognition of an

issue but not a

clear

understanding.

The political

cartoon

demonstrates that

the student is still

struggling to

understand the

issue.

Creativity of the

Product

The political

cartoons style,

color, and impact

align perfectly

with the students

ideas.

The political

cartoons style,

color, and impact

align well with the

students ideas.

The political

cartoons style,

color, and impact

do not align well

with the students

ideas.

The political

cartoons style,

color, and impact

seem disjointed

and rushed.

Visual Expression

of Ideas

The political

cartoon is rich

with symbolism.

The message goes

beyond a

statement and

The political

cartoon is rich

with symbolism.

The message goes

beyond a

statement and

The political

cartoon

demonstrates little

symbolism. The

message does not

really go beyond a

The political

cartoon

demonstrates little

to no symbolism.

The message does

not really go


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reflects an in-

depth opinion

answering more

than one of the

questions to

answer.

reflects an in-

depth opinion

answering one of

the questions to

answer.

statement (for

example people

in Africa are

starving) and

does not reflect an

in-depth opinionanswering more

than one of the

questions to

answer.

beyond a

statement (for

example people

in Africa are

starving) and

does not reflect anin-depth opinion.


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Extended Response Scoring Rubric Grades 3 8 Updated 10/23/2008

SCORE 4 3 2 1

CONTENT /

DEVELOPMENT

Presents a clear central ideaabout the topic

Fully develops the central ideawith specific, relevant details

Sustains focus on central ideathroughout the writing

Presents a central idea aboutthe topic

Develops the central idea butdetails are general, or theelaboration may be uneven

Focus may shift slightly, but isgenerally sustained

Central idea may be unclear Details need elaboration to

clarify the central idea Focus may shift or be lostcausing confusion for the

reader

There is no clear central Details are sparse and/ o

confusing There is no sense of focu

ORGANIZATION

Has an effective introduction,body, and conclusion.

Provides a smoothprogression of ideas by usingtransitional devicesthroughout the writing.

Has an introduction, body,and conclusion.

Provides a logical progressionof ideas throughout thewriting.

Attempts an introduction,body, and conclusion;however, one or more ofthese components could beweak or ineffective.

Provides a simplistic,repetitious, or somewhatrandom progression of ideasthroughout the writing.

Attempts an introductionbody, and conclusion;however, one or more of components could be absconfusing.

Presents information in arandom or illogical orderthroughout the writing.

VOICE

Uses precise and/or vividvocabulary appropriate for thetopic

Phrasing is effective, notpredictable or obvious

Varies sentence structure topromote rhythmic reading

Shows strong awareness ofaudience and task; tone isconsistent and appropriate

Uses both general and precisevocabulary

Phrasing may not be effective,and may be predictable orobvious

Some sentence variety resultsin reading that is somewhatrhythmic; may be mechanical

Shows awareness of audienceand task; tone is appropriate

Uses simple vocabulary Phrasing is repetitive or

confusing Shows little or no senten

variety; reading is monot

Shows little or no awarenaudience and task; tone be inappropriate


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CONVENTIONS

Provides evidence of aconsistent and strongcommand of grade-levelconventions (grammar,capitalization, punctuation,and spelling).

Provides evidence of anadequate command of grade-level conventions (grammar,capitalization, punctuation,and spelling).

Provides evidence of a limitedcommand of grade-levelconventions (grammar,capitalization, punctuation,and spelling).

Provides little or no evidehaving a command of gralevel conventions (grammcapitalization, punctuatiospelling).

NOTE: This rubric MUST be used in conjunction withspecific grade-level skillsas outlined in the Composite Matrixfor the Conventions of

Grammar, Mechanics of Editing, Revision and Organizational Strategies, and Writing Products (Appendix B of ELA Standards, 2008).

Blank B

Off Topic OT

Insufficient IS

Unreadable UR

Not Original NO


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Poetic Elements Test

Name:_______________________________ Date:________________

Directions: Mark S for Similes and M for Metaphors.

_____ She was slow like a turtle.

_____ The mountain was a fortress.

_____ Love is a flower that gently blooms.

_____ The road wound like a snake.

_____ Hate is water on a stove.

_____ She danced like a leaf in a stream.

_____ Red as a tomato.

_____ Raining like a waterfall.

_____ Life is a box of chocolates.

_____ Her hair was a sea of mahogany.

Write your own sentence for each of the following elements: simile and metaphor.

11.Simile:____________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

12.Metaphor:_________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

13. I was so hungry that I even ate the plate. What type of figurative language is used in this sentence?

A) simileB) hyperboleC) metaphor

D) personification

14. My father was the sun and the moon to me. What type of figurative language is used in this sentence?

A) simileB) hyperbole

C) metaphorD) personification


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15. The rain seemed like an old friend who had finally found us. What type of figurative language is usedin this sentence?

A) personification

B) onomatopoeiaC) simile

D) metaphor

16. "Smash", when the cup fell off the table. What type of figurative language is used in this sentence?

A) metaphorB) onomatopoeia

C) personificationD) hyperbole

17. He was a library of information about baseball. What type of figurative language is used in this

sentence?

A) simileB) metaphorC) hyperbole

D) personification

18. The curtain was waving to everyone every time the wind blew through the open window. What typeof figurative language is used in this sentence?

A) onomatopoeia

B) personificationC) metaphor

D) hyperbole

19. The tree shook its branches angrily. What type of figurative language is being used in this sentence?

A) personificationB) onomatopoeia

C) hyperboleD) metaphor


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Read the following poem and answer the questions below.

My Family

My brother is a dragon

My moms like a teddy bear.

I am a shaggy sheepdog

With a ton of tangled hair

My father is silly as a monkey

He likes to make us laugh

Especially my sister

Who is a tall giraffe

We are a busy family

With many things to do

Our home is always happy

But sometimes its a zoo.

20. Write one of the similes that is used in the above poem.

_____________________________________________________________________________________

_____________________________________________________________________________________

21. Write one of the metaphors that is used in the above poem.

_____________________________________________________________________________________

_____________________________________________________________________________________

22. Which sentence is a hyperbole?

_____________________________________________________________________________________

_____________________________________________________________________________________


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oetry RubricCharacteristics 4 3 2 1Content and

Ideas

Content of poem

is clearly relatedto the topic.

Engages reader

immediately and

continuously.

Ideas are very

well focused and

detail is

powerful.

Content of

poem relatesto the topic.

Engages

reader.

Ideas are

focused and

clear to the

reader with

sufficientdetail.

Content of

poem relatesto the topic

only minimally.

Partially

engages

reader.

Focus is not

clear and

ideas are notwell

developed.

Content of this

poem does notrelate to the

topic.

Reader is not

engaged.

No clear focus

or

development.

Organization and

Transitions

Flows

exceptionally

well and has

smooth

transitions from

beginning to end.

Poem clearlyfollows

appropriate

format.

Flows and has

a transition

from beginning

to end.

Poem follows

appropriateformat with

minimal errors.

Flows poorly

and attempts

to transition

from

beginning to

end.

Poem follows

appropriate

format with

multiple

errors.

Lacks flow and

transition.

Poem does not

follow

appropriateformat.

Voice and Style Vivid and

expressive

Exceptional

emotion and

style

Some vivid

language and

expression.

Evidence of

emotion and

style.

Attempts

vivid language

and

expression.

Lack of

emotion and

style.

No vivid

language and

expression.

No emotion or

style.

Conventions Conventions

contribute to the

Only a few

lapses of

Lack of

conventions

Lack of

conventions


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effectiveness of

the writing.

conventions. are

distracting.

make writing

unable to read.


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unit plan 1-assessments (ela and social studies)

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