This assessment photo album covers a variety of subjects: Literary theme, figurative language, natural disasters, weather, weather tools, and government plan of actions for natural disasters.

1. Thunder Rose: The
Good, The Bad,
and the Ugly
MS. CHRISTINA SMITH
EDUC 6731

2. What is an
assessment album?
Like a picture album, the assessment
photo album highlights great
moments. It showcases the tests you
will be taking from the upcoming
unit. We will be reading Thunder
Rose, which is about a young girl who
saves her town from being destroyed
by twin tornadoes. We will also
discuss weather, weather tools,
natural disasters, theme, figurative
language, and learning about how
government officials respond to
natural disasters.

3. Common Core State Standards
5th Grade ENGLISH/LANGUAGE ARTS
 R.L.5.2 - Determine a theme of a story, drama, or poem from details in the text,
including how characters in a story or drama respond to challenges or how the
speaker in a poem reflects upon a topic; summarize the text.
 L.5.5 - Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
5th Grade SCIENCE - EARTH AND SPACE SCIENCE
 4c Summarize how weather changes.
 1. Weather changes from day to day and over the seasons.
 2. Tools by which weather is observed, recorded, and predicted.
SOCIAL STUDIES
 5. Assess and describe how governments and people prepare for natural disasters.
(DOK 2)

4. Enduring Understandings
 Themes are present in every piece of literature
 Themes can often be applies to every day life
 Figurative language comes in many forms
 Figurative language is used to enhance presentations, both written and
oral
 There are several types of natural disasters with distinct characteristics
 Government officials help prepare citizens for natural disasters
 Changes in weather contribute to the formation of some natural
disasters
 There are a variety of weather tools; each tool serves a specific
purpose

5. Essential Questions
English
What are the advantages of using
figurative language?
What are the different types of
figurative language?
Why is being able to determine a
story’s theme important?
How are themes and main ideas
similar? Different?
Science
What weather changes can
cause natural disasters?
What are some of the most
common weather tools?
What are the functions of those
weather tools?
Which tools could be used to
measure wind speed?
Social Studies
What are natural disasters?
What are the names of
characteristics of natural
disasters?
What types of natural disasters are
prone to my area?
Who is responsible to preparing
citizens for natural disasters?
Why is important to have a plan in
place for natural disasters?

6. Diagnostic Assessments
 Interest Inventory Survey – You will be given a
questionnaire containing 15 items. This will be
used to determine your students learning
preferences, learning styles, what conditions
you learn best in, your community knowledge,
and your views on allowing your parent to help
with one of our projcts!

7. Diagnostic Assessments

Barely Sometime
s
Most Times Almost
Always
1. I read for enjoyment
at home.
1 2 3 4
1. I learn better when I
listen to the teach talk.
1 2 3 4
1. I learn better by
watching the teacher
demonstrate the
lesson.
1 2 3 4
1. I prefer to work alone
in the classroom.
1 2 3 4
1. I prefer to work in
learning groups.
1 2 3 4
1. I talk to my parents or
guardian every day
about school.
1 2 3 4
1. My parent would
agree to help me with
a school project.
1 2 3 4
1. I often see or talk to
community leaders
around town.
1 2 3 4
1. I know where the city
library is located, and
can give others
directions on how to
get there.
1 2 3 4
1. I enjoy drawing. 1 2 3 4

8. Diagnostic Assessments
1. I feel confident about how
well I’m learning in
English/Language Arts
1 2 3 4
1. I understand that Reading
will be found in all
subjects?
1 2 3 4
1. I work best in total silence. 1 2 3 4
1. I don’t mind having some
noise in the background
when I study.
1 2 3 4
1. I work best with hands-on
projects.
1 2 3 4

9. Diagnostic Assessments
The K-W-L will be used in the beginning to show what we know and want to
know about our unit. You will use it in the middle and end to record what
you’ve learned about figurative language, theme, natural disasters, weather
tools, and government plan of actions.

10. Diagnostic Assessments
You will be taking a pretest that has 20 questions on it. You may not
know all of the answers, but that’s okay! After we learn all about our unit,
this test will seem like a piece of cake!

11. Pretest
 1. In your own words, explain what a literary theme is.
 2. Which of the following choices is an example of a common theme?
 Jack and Jill went up the hill.
 Treat others the way you want to be treated.
 The author’s purpose is sometimes to inform.
 Include a clear beginning, middle, and end when you write.

12. Pretest
 3. Read the following short story and determine the theme of the text.
The blaring alarm clock went off, and Derrick jumped out of his bed. Normally, Derrick would have turned off the alarm and gone back to
sleep, but today was a special day. Derrick found his favorite old sneakers, searched for his "good luck" shirt, and packed the items in his
overnight bag. Derrick was finally going fishing with his dad and older brother. Every year his dad and older brother went for a weekend
fishing trip, but they always told him that he was too young. Now, one year later, he would be given the chance to show that he could fish
with the big guys. Not only did he have his gear ready, he practiced the fishing techniques that he had learned in his fishing magazines.
Since they didn't live near any water, he pretended his backyard was a lake filled with fish. He didn't need water to learn how to cast his
rod. Even in his mind, he visualized how he would catch the biggest fish. In fact, in his dream last night, he snagged a big bass on his hook.
Fighting to release itself from the deadly hook, the bass pulled their boat a few yards. What a dream! Now, he was determined to make his
dream into reality, so he carefully picked up his fishing pole and gear. At 5:15 a.m. he was in the car and ready to go. There was only one
problem. Where were his fellow fishing buddies? Slowly his fishing buddies dragged themselves to the car. How could they be asleep at
such an exciting time like this? His big brother questioned, "Derrick, where are all your fishing magazines? You know it won't do you any
good." "We will see who catches the most fish," Derrick confidently replied. Derrick knew in is heart that his dream would come true.
 The theme of the passage is ____________.
a. Never give up on your dreams.
b. You should have a close relationship with your sibling.
c. You need to learn about your hobby.
d. It is important to start everyday early in the morning.
 4. Cite evidence from the text, or use details from the story, to justify your answer to #3
 5. _______ The summary of a text and the theme are the same thing. (True or False)

13. Pretest
 6. Each of the following items is an example of figurative language except _______________.
 Simile
 Personification
 Argumentative
 Metaphor
 7. In your opinion, why do some author’s choose to use figurative language in their writing?
 8. Which of the following is an example of hyperbole?
 The sun was smiling all day after it rained.
 The cluttered, messy room looks like a tsunami hit it.
 I have watched this movie a million times.
 Peter Piper picked a patch of pickled peppers.
 9. A _______________ is used to compare two unlike things using the words ________ or __________.
 10. Create 4 different examples of figurative language using the following topic.
 The glass of water was freezing cold.

14. Pretest
 11. A mudslide is an example of a natural disaster. (True or False)
12. Hurricanes and tornadoes have similar effects on the areas in which they strike. (True or False)
13. Each of the following weather changes can cause a tornado, except ___________.
Instability
Wind shear
Cold Fronts
Freezing Fronts
14. Which of the following scales is used to measure tornadoes?
 Richter
 Fujita
 Mohr’s
 Perpendicular
15. Which of the following scales is used to measure earthquakes?
 Richter
 Fujita
 Mohr’s
 Perpendicular

15. Pretest
 16. Which of the following assists in preparing people for natural disasters?
 Architects
 Mayors
 Investigators
 News Producers
 17. How do residents in our city prepare for natural disasters?
 18. Write an informative paragraph explaining why natural disasters plans are beneficial.
 19. Create a 6- step natural disaster plan for a level 1 hurricane.
 20. Which of the following weather tools is used to measure wind speed?
 Wind gauge
 Anemometer
 Barometer
 Weather satellites

16. Formative Assessments
You will be able to use these techniques to quietly let me know how well you
understand each day.

17. Performance Task
 At the end of the lesson, you and your
group members will act as
meteorologists. You will deliver a
weather report, which discusses one
particular natural disaster. You will
include the type of disaster, its
characteristics, weather changes that
caused it, the type of weather tools
used to gauge the disaster, several
examples of figurative language to
capture your audience, one theme
about safety, and the particular
government plan of action your
audience should follow.

18. Performance Task (Details)
 Goal: Identify and characteristics of natural disasters,
figurative language, themes, weather tools, and
government plans of action
 Role: Meteorologists
 Audience: Classmates
 Situation: Reporting a live natural disaster
 Product: accurate weather report that includes,
characteristics of the disaster, names of specific
weather tools, figurative language, safety themes, and
an appropriate government plan to follow.

19. Performance Task Rubric
1. Unsatisfactory 2 - Emerging 3 - Effective
Tangible Script Script is incomplete
and has major flaws. It
is not always clear
what the group
members are to say
and do. Script shows
an attempt at
planning, but is
incomplete.
Script is mostly
complete. It is clear
what each member
will say and do. The
script depicts planning.
Script is complete and
it is clear what each
group member will say
and do. Script is
complete, and
demonstrates proper
planning with input
from all members.
Duration of Weather
Segment
The newscast was
between 1.5 and 2
minutes. It was hurried
and did not meet the 3
minute length
requirement.
The newscast was
between 2 minutes
and 2 minutes 59
seconds long, but
seemed hurried.
The newscast was 3
minutes long, and it
was not hurried.
Research Group researched the
subject and integrated
1-2 findings from their
research into their
newscast.
Group researched the
subject and integrated
3-4 findings from their
research into their
newscast.
Group researched the
subject and integrated
5 or more findings from
their research into their
newscast.
Use of Figurative
Language and Sensory
Details
Used no examples of
figurative language
and sensory details in
presentation. Does not
demonstrate the use of
vivid language.
Used 1-2 examples of
figurative language
and sensory details in
presentation. Partially
demonstrates the use
of vivid language.
Used 4 or more
examples of figurative
language and sensory
details in presentation.
Fully demonstrates the
use of vivid language.
Explanation of
Government
Plans
The group failed
to mention the
appropriate
plan of action to
the audience.
The group
vaguely
described an
appropriate
plan of action.
The group
described an
appropriate
plan of action in
great detail.
Description of
Weather Tools
The group failed
to mention the
weather tools
that were used
to gauge the
weather
conditions
leading to the
natural disaster.
The group
mentioned a
few weather
tools that were
used to gauge
the weather
conditions
leading to the
natural disaster.
The group
mentioned and
described all of
the weather
tools that were
used to gauge
the weather
conditions
leading to the
natural disaster
with accuracy,
in great detail.
Description of
Natural Disaster
Displayed
The student
accurately
identified the
natural disaster
and reported 1-
2 of its
characteristics.
The student
accurately
identified the
natural disaster
and reported 3-
4 of its
characteristics.
The student
accurately
identified the
natural disasters
and reported 5
or more of its
characteristics.

20. Additional Figurative Language Assessments
 Examine authentic writing
samples from newspapers
in order to determine
whether informal or formal
language is being used.
After selecting the formal
writing sample, you will
edit and revise the sample
in order to include vivid
figurative language.

21. Additional Figurative Language Assessments
A Parent, guardian, or adult of your choice will help you create an
informational pamphlet about the different types of figurative
language, 3 examples of each, and graphics to accompany the
information within the brochure.
CATEGORY 4 3 2 1
Content - Accuracy All facts about figurative
language in the brochure
are accurate.
Nearly all of the facts about
figurative language in the
brochure are accurate.
Some of the facts about
figurative in the brochure
are accurate.
None of the facts about
figurative language in the
brochure are accurate.
Attractiveness &
Organization
The brochure has
exceptionally attractive
formatting and well-
organized information.
The brochure has attractive
formatting and well-
organized information.
The brochure has well-
organized information.
The brochure's formatting and
organization of material are
confusing to the reader.
Writing - Organization Each section in the brochure
has a clear beginning,
middle, and end.
Almost all sections of the
brochure have a clear
beginning, middle and end.
Most sections of the
brochure have a clear
beginning, middle and
end.
Less than half of the sections of
the brochure have a clear
beginning, middle and end.
Graphics/Pictures Graphics go well with the
text and there is a good mix
of text and graphics.
Graphics go well with the
text, but there are so many
that they distract from the
text.
Graphics go well with the
text, but there are too
few and the brochure
seems "text-heavy".
Graphics do not go with the
accompanying text or appear
to be randomly chosen.

22. Additional Theme Assessments
 The story that our unit is based off of is
entitled Thunder Rose. It’s
about a young girl who saves her
town from twin tornadoes. Using a
skeleton outline, you will determine
parts of the text: the spine is the
theme and the limbs are the details
such as how characters respond to
challenges. Under the skeleton you will
write a brief summary of the story.

23. Additional Theme Assessments
 This is a paper and pencil quiz regarding determining the theme in literary
text. You will be given 5, short Aesop’s Fables. You will determine the
theme of each one after you read them. View the example below:
 . Fable Theme(s) Events, details, and Character
Actions That Helped Me
Determine the Theme
The Wolf in Sheep's Clothing A Wolf
found great difficulty in getting at
the sheep owing to the vigilance of
the shepherd and his dogs. But one
day it found the skin of a sheep that
had been flayed and thrown aside,
so it put it on over its own pelt and
strolled down among the sheep. The
Lamb that belonged to the sheep,
whose skin the Wolf was wearing,
began to follow the Wolf in the
Sheep's clothing; so, leading the
Lamb a little apart, he soon made a
meal off her, and for some time he
succeeded in deceiving the sheep,
and enjoying hearty meals.

24. Additional Weather Tools and
Government Plans Assessments
 Disaster Dilemmas: You will act as
government officials and design a 6-
step plan for a natural disaster of your
choice.
 Plan Persuasion: The class will assess
one official government plan for
natural disasters. Next, you all will form
two groups to discuss whether the
plan is sufficient as it is, or whether it
should be revised.

25. NOW THAT WE’VE COVERED THE
BASICS, LET’S DIVE IN!!!!