Cumulative Performance Assessment
Cumulative Performance Assessment
Cumulative Performance Assessment
OVERVIEW
Unit Topic: Comparing & Contrasting with Folk & Fairy Tales
Content Area: ELA
Grade Level: 2nd
Standards Addressed:
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central
message, lesson, or moral.
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the
story and the ending concludes the action.
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot
CCSS.ELA-LITERACY.RL.2.9
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by
different authors or from different cultures.
Essential Questions:
1. Should we retell and change stories?
2. Why do we like stories that are similar?
3. How do similarities and differences in stories help us better understand our world?
Regardless of the medium selected, students will be required to share their fairy tale with the class as
well as peers who match their fairy tale topic and demonstrate through verbal means how their fairy tale
enlists the plot structures and dynamics typical of the genre. Another goal of peer interaction will be to
identify how they learned new cultural/elements/connections from listening to their peer(s) and to
explain why their peer’s version is valuable apart from their own. For example, what was similar to their
story? Why do they think there are similarities? Is there an underlining message that we all, as humans,
can relate to?
After sharing, students will submit a reflection (Wizer Worksheet) of their assessment, which will solidify
what they learned through the creation process, peer discussions, and, ultimately, demonstrate how it
helped them address the essential questions of the unit.
Part I: Create
1. Create their own fairy tale version on a selected topic, using one of the provided mediums –
drama, digital storytelling, or puppetry.
The artistic creation of their own fairy tale ensures that students must not only be able to identify the
fairy tale elements but manipulate them to work for their own means, which is a higher level of
understanding than simple identification.
Sharing their fairy tale will continue to reinforce compare and contrast methodology explored throughout
the unit, since they will need to relate their peer’s stories to their own as well as articulate fairy tale
storytelling techniques, since during peer interviews, they will be asked how their story meets certain
fairy tale requirements as well as why.
The final stage of the assessment – reflection – will tie all unit elements together through guided
questions that were asked throughout the unit as a class. Here, the onus will be on the individual student
to demonstrate their understanding after they have had interactive conversations with both their peers
and the teacher.
ASSESSMENT TIMELINE
The performance assessment will take place in Lessons Five through Seven.
Lesson 6: Sharing – Discuss and model expectations of performing in front of class before
students read/act out their completed fairy tales. Teacher will guide class discussion during the
sharing of fairy tales to the class. Readings/Performances will be followed with peer interviews,
where partnered students will both conduct and be on the receiving end of the interview. While
the interview process is underway, students will be completing their guided worksheet on
questions to ask/notes to record. Teacher will be circulating to guide interviews and ensure
genuine and meaningful conversations are taking place during the peer exchange. Lesson 6 may
be a two-to-three-day instruction period.
Lesson 7: Reflecting - Students will write and discuss how their classmates’ stories offered
different perspectives of the story and why their story is valuable because of the similarities and
differences through completion of Wizer worksheet. Afterwards, will conclude as a class to
discuss the importance of comparison and contrast and talk about how fairy tales help us
understand that stories may be similar, but offer different perspectives of important human
ideas.
The first component will be whole class sharing, where the student pairs will read their story aloud and/or
perform, depending on which medium they selected. The teacher will guide discussion during this stage
in order for the class to understand what particular elements of the student’s story was specific to the
fairy tale and/or different, possibly based on student’s experience and background. All discussion will be
positive reinforcements of the student’s creation.
The second component will be share/pair, where the student and their partner will take turns conducting
interviews. The interview questions will be provided by the instructor (link to document provided in this
narrative). The purpose of the peer interviews is twofold:
1. The student should be able to communicate why their fairy tale fits into the fairy tale genre by
utilizing key visual and written details in the text such as plot, character, morals and lessons.
2. The student should recognize similarities and differences in their story versus their peers. The
interview questions asking about their peer’s personal influences should encourage students to
see first-hand how stories change depending on different authors and/or backgrounds.
Because the assessment also asks students to create from their own personal experience as well as
reflect upon the differences of others, no assumed perspective is forced upon the students. Quite
opposite, students are expected to be more understanding of personal differences and cultural influences
that alter and change someone’s perspective of a particular story.
Moreover, using Wizer worksheets as the more formal reflection piece of the assessment allows the
teacher to differentiate the questions as needed for specific learners as well as monitor particular
students more closely and/or provide more individualized attention and feedback in a digital space. Wizer
worksheets also allows the student to answer through verbal means instead of written, should they
chose.
A PDF of the PowerPoint will be provided to the students to follow along and use as a reference during and
after of the presentation.