Lisa Scumpieru.jpg
I am a 10th grade English teacher in Hagerstown, Md. I am a Flipgrid Ambassador, Formative Educator, Common Lit Advisory Member and Google Certified Trainer.
 

Check out some of Lisa's formatives! Standards are aligned with Common Core (9th & 10th Grade ELA).

  RL. 9.10.2   This assessment is checking if students can take several sources and understand the concept of universal theme and how the reader can draw from several sources to understand that theme.

RL. 9.10.2 This assessment is checking if students can take several sources and understand the concept of universal theme and how the reader can draw from several sources to understand that theme.

  RL.9.10.5, RL.9.10.7   Students will see how William Carlos Williams used the painting and his connection he wanted to make with the painting. They will be able to see both the painter and poet’s perspectives and how they were transformed.There are several mediums of the same story within the formative for students to see multiple perspectives and ideas on the one topic. 

RL.9.10.5, RL.9.10.7 Students will see how William Carlos Williams used the painting and his connection he wanted to make with the painting. They will be able to see both the painter and poet’s perspectives and how they were transformed.There are several mediums of the same story within the formative for students to see multiple perspectives and ideas on the one topic. 

  RL.9.10.3, RI.9.10.6   Students will look at the characters and question their motives, development, and how they advance plot and theme. The use of rhetoric and how the video is presented will be analyzed briefly.

RL.9.10.3, RI.9.10.6 Students will look at the characters and question their motives, development, and how they advance plot and theme. The use of rhetoric and how the video is presented will be analyzed briefly.

  RL.9.10.3, W.9.10.6   Students will look at the characters and question their motives, development, and how they advance plot and theme. Students will come up with a representation of the relationship between the characters. They can pull from a lot of sources or create their own.

RL.9.10.3, W.9.10.6 Students will look at the characters and question their motives, development, and how they advance plot and theme. Students will come up with a representation of the relationship between the characters. They can pull from a lot of sources or create their own.

  RL.9.10.1, RL. 9.10.2, RL.9.10.4,   W.9.10.3 a, b, c   There are several questions in this formative that ask students to answer the question through inference, analysis while continually using textual support. Students will focus on this standard primarily to see if they understand the message of the author.  This will change once the true subject is revealed. There are three key phrases used in this text: ceremony, ritual, and magic.  Students will determine what is being called each and we will discuss what each denotes to the reader.    Lisa’s tip:   "When you pause after students answer the first series of questions, you should explain to the students that Nacirema is American spelled backwards. Then have students go back through the text and make the connections.  You can also explain that since the story is told in the style of an ethnography, it makes one not realize the odd habits we have in our own culture."

RL.9.10.1, RL. 9.10.2, RL.9.10.4, W.9.10.3 a, b, c There are several questions in this formative that ask students to answer the question through inference, analysis while continually using textual support. Students will focus on this standard primarily to see if they understand the message of the author.  This will change once the true subject is revealed. There are three key phrases used in this text: ceremony, ritual, and magic.  Students will determine what is being called each and we will discuss what each denotes to the reader.

Lisa’s tip: "When you pause after students answer the first series of questions, you should explain to the students that Nacirema is American spelled backwards. Then have students go back through the text and make the connections.  You can also explain that since the story is told in the style of an ethnography, it makes one not realize the odd habits we have in our own culture."