English Language Arts, Reading Literature
Material Type:
Lesson Plan
High School
  • Grade 12 ELA
  • Poetry
    Creative Commons Attribution Non-Commercial

    Culminating Assessment (Writing Portion)

    Culminating Assessment (Writing Portion)


    Today, students will take the writing portion of the culminating assessment.

    They will reflect on all the material they have read in this unit, and they will use their understanding of all the material presented to them to write an essay. You will evaluate their work in both reading comprehension and writing.


    • Read the lesson and student content.
    • Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
    • If you have students on an IEP or other accommodations, check to see whether they receive extended time or need an alternative test setting. Work with the professional supporting SWDs to make sure student needs are met.

    Introduction to Writing Assessment

    • Encourage a positive attitude by facilitating a discussion about the prewriting skills students have learned and the step-by-step process of writing.


    • Have a brief discussion about timed writing strategies.

    Writing Assessment

    • Tell students that they will have 45–55 minutes to complete the assessment (this will need to be adjusted according to the length of your class period). Put the start and end time on the board for students to see.
    • Direct students to start the writing portion of the culminating assessment.
    • Answer any questions that are not of a substantive nature.
    • Do a quick check-in to ensure that students understand what they need to do.
    • Remind students when half their time is up.
    • Remind students to check their work for accuracy.
    • If students finish before time is up, direct them to other activities.

    Work Time

    • Follow your teacher’s instructions and start the assessment.


    • Explain that students have completed the writing portion of their culminating assessment.
    • If time permits, give students the opportunity to discuss what was easy and what was challenging about the assessment.
    • Emphasize any points students make that could be used by other students as helpful test-taking strategies, and encourage students to identify both their strengths and areas they could work on to improve their test-taking skills.
    • After class, evaluate each student’s writing assessment. For assistance on how to use the rubrics and score the assessments, refer to the English Language Arts Assessments Teacher Resource Guide for this unit.


    Think about the assessment you just completed.

    • What was easy about the assessment?
    • What was challenging?

    Share your ideas with the class.