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Learning Goal/

Objectives

Type of
Assessm
ent

Description
Entrance/Exit
Tickets

LG 1: Students will be
Preable to identify/
Assessme
categorize various
nt
Government relief
Lecture/Notes
programs of the
Formative Sticky Note Activity
1930s and 40s.
Assessme Alphabet Soup
nt
Students will be able
Chart
to understand the
Fire Side Chat
impact of the New
Wheel
Deal.
Students will be able
Poster Project
to craft and defend
Summativ Gallery Walk
a P.O.V. of
e
Fire Side Chat
Roosevelts New
Assessme
Wheel
Deal
nt
Quiz Open Notes
Persuasive Essay
LG 2: Students will
consider Roosevelts
use of executive
power and public
opinions of New Deal
program.

PreAssessme
nt

Mind Map (Doodle)


Quick Write

Lectures/ Notes
Formative Project Proposal
Assessme Check Lists
nt
Poster Project
Students will be able
Fact and Opinion
to closely read a
variety of primary
Chart
texts to gather key
Comment Cards
ideas and effectively
Poster Project
be able to
Summativ Gallery Walk
summarize those
e
Fire Side Chat
ideas.
Assessme
Wheel
nt
Self- Reflection

LG 3: Students will
identify and form
connections between

PreAssessme
nt

Informal Questions
KWL Chart

Adaptations

1. Some students
might work
better with help
of graphic
organizers and
study guides.
2. Extra time will
be allowed for
students who
need it.
4. Students can
meet with me
after school so I
can give them
additional aid.
5. Several
students do
better when
working in
groups and
require several
check-ins to
make sure they
maintain focus
and on task.
6. Students
should be given
time during the
lesson to ask
clarifying
questions.
6. Student will
be given multiple
means of

events leading up to
WWII
Students will be able
to effectively draw
conclusions

Formative
Assessme
nt

Lecture/Notes
Timeline
Group Discussion

Concept Map
Summativ Discussion
e
Assessme
nt

analyzing the
information.
7. . Students will
be given longfocusing
activities (notetaking, pair
activities, etc.)

Assessment Plan
Pre-Assessment:
Entrance and Exit Tickets will be given on a single note
card to each student. Students will then write down an
answer to a particular prompt, once at the start of class and
again at the end of the class. The questions will be: What is
the New Deal? I will have students give an educated guess
and write it down on a note card.
The KWL chart will be given to students to fill out prior to
the lesson, during the lesson and at the end of the lesson.
Student will fill out What I Know, What I Want To Know
and What I Learned on the KWL chart. The purpose of this
activity is to see what Students are engaging in, what they
know prior to the lesson and what they have learned at the
end of the lesson.
The Mind Map/ Quick Write will be given to the student as
a questioning prompt such as: What do you think might have
been possible criticisms of the New Deal? Students will write

down their reply this this time being given the option to
draw a diagram or jot down a few words. Again at the end of
class I will ask a similar question of: What did you learn?
What were some issues people have with FDRs New Deal?
With FDR himself?
Informal Questions, which is when I will ask students
prompting questions about the material, will sometimes be
used as a means to review information due to the students
in the class often being absent. This is make those that are
absent be able to seamlessly be included into the lesson and
review to those who attended previously.
Formative Assessment:
The Sticky Notes Activity will be an activity where several
different New Deal Programs will be written down on sticky
notes. Students will have to put those sticky notes under the
appropriate types of program such as Relief, Recovery,
Reform.
Lectures will be given in each lesson, although these will be
done in sync with the various activities and graphic
organizers so as to scaffold and differentiate the learning
process. I will be using the online program of Prezi, using this
program accomplishes a few things, primarily allowing my
students to have quick and easy access to the information
from class. Secondly, using this program allows for a range
of audio, visual, and infographic displays to the students to

improve understanding of information. Link to Prezi:


http://prezi.com/z-6odgf8jguq/?
utm_campaign=share&utm_medium=copy&rc=ex0share
The Alphabet Soup Chart is a graphic organizer that
students will fill in a variety of ways, the act of writing down
the answer to the prompting questions in regarding to the
New Deal program prompts cognitive growth, personal
opinion and practice writing notes. Students will work in
pairs using the textbook with me facilitating to gather
information from the secondary source as well as from my
lectures.
The Time Line is a graphic organizer that students shall fill
out while I give a mini lecture on some basics of the events
leading up the Second World War I will be prompting the
students as first as how to construct the timeline and slowly
drawing back my explicit instruction. This helps this
particular group of students focus on the information given
to them and this Time Line will be used again in creating the
Concept Map and sparking group discussion.
Group Discussion is when the students will use their prior
information and their timelines as notes for a group
discussion that I will be facilitating. I will be using a taking
item to help the students with not speaking over each other
as has been noted in other cases. I will begin with some
prompting questions and try to spark discussion between all

the students. For those students that struggle in speaking in


groups, I will be suggesting they at least try, but if they
cannot due to anxiety I will have them write down some
thoughts on a notecard that came up during discussion.
Project Proposal is where students will write down a brief
paragraph for homework, telling which New Deal program
they would like to learn more about as well as the type of
model for the Poster Project (see below for more information)
they might consider creating for said project. This will be a
decision that comes after some research and discussion
between the students and I.
Project Checklist will be used to measure how far the
students are on a given day, halfway through project
timeline. This will measure the students progress and make
it so I offer feedback or suggestions during the process.
(Reflective Note: I had a few students even schedule a time
to come and meet with me so we could work one-one-one
either to research or for ideas on what model they could
possibly create.
Comment Cards will be given to students to give feedback
to their peers, this will show that the students are critically
thinking about the projects information themselves and are
able to effectively give feedback, which we shall review prior
to starting presentations.
A Fact and Opinion Chart will be used by students when
they read through two primary documents outlining criticism

of the New Deal and FDR himself. This chart will be having
students think critically about primary resources as they find
core ideas and then give personal reflection on those core
ideas. This graphic organizer will be used to prepare
Students for writing a persuasive essay, practicing their
ability to form a point of view on a given historical event.
Summative Assessment:
Poster Project is a project where Students will be given a
list of New Deal programs in which to choose from, the list
being generated based on student interests gathered
through early interest survey. Students will have to create
models or physical representations of that model.
(Reflective Note: Some were allowed to create digital
presentation due to preference) For example, a student
could do a project on the Federal Writers project and write a
poem to accompany an 8.5X11 Poster, which answer
prompted questions.
Fire Side Chat Wheel is a graphic organizer that will be
used by students while there are listening to or reading the
transcript to President Roosevelts Fire Side Chat number one
chat about the Banking Holiday. This will have a variety of
questions that requires the student to do an analysis of the
primary resource in light of prior knowledge about the New
Deal.

The Open Notes Quiz will be given to students to primarily


test the students note-taking ability, which is a reoccurring
theme throughout the Unit that I have taken minutes here
and there to review how to take good notes and have given
feedback on graphic organizer to help each student learning
how well they really take notes, which is an important skill
for a College Prep class.
The Persuasive Essay is a twofold assessment, firstly it will
be used to measure the various analysis of primary and
secondary resources that students have done on top of small
group discussions and their Poster Project research. The
second use of this assessment is for me to get a solid piece
of writing from the students to help them grow in their
formal writing skills, particularly in the area of Social Studies.
I will be giving them a rubric of how I will be assessing this
and then use a proficiency-based rubric to measure their
performance.
Concept Map is something that the students and I will
create during the course of our group discussion. This
concept map will be a visual representation of the
connections between the events leading up to the Second
World War. This will use a combination of words, images, and
measure how well students can use information to form
connections.

Student Self Reflection will be used in reference to the


Poster Project, as each student will reflect on their poster,
their model and the connection between the two during the
presentation. This will give students the means and
opportunity to improve and begin the habit of reflecting on
their own work instead of me simply giving them feedback
although I will be doing this based on a rubric.

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