Part IV: Assessment Plan My first lessons learning objectives were: L.O.

1 Students will be able to distinguish among important figures of history (pirates) and their effect on the economy of South Carolina as a newly formed colony. L.O.2 Students will be able to write a paragraph on a Pirate, assigned to them by the instructor, based off of computer research done in the lab and the PowerPoint given by the instructor. The students progress was based off of three assessments for each learning objective: pre-assessments, during-assessments, and post-assessments. For the pre-assessment for the first learning objective, students completed a warm-up question. What is a pirate? For the during-assessment: students were watched to make sure they were taking notes and answering questions given by the instructor. The post-assessment was given after the PowerPoint and students answered a five question quiz based on the information given to them in the PowerPoint. The questions were: (1) Who was Blackbeard? (2) Why did the colonists dislike the Pirates? (3) What were the Pirates trying to get? (4) Did the Pirates affect the economy of South Carolina? (5) What is a privateer? The pre-assessment for the second learning objective was: Students answered the post-assessment from the previous lesson objective. The during-assessment was: The instructor walked around the lab to make sure each student is conducting research properly and answering the questions assigned by the teacher for their research. Finally, the post-assessment was: Students will write a paragraph based off of their research pirate and the questions presented to them by the teacher. The paragraph was turned in to the instructor for further assessment. For my second lesson, my learning objectives were: L.O.1 Students will be able to identify the four members of the 1787 Constitutional Convention from South Carolina. L.O.2 Students will work in groups to form understandings of how the Three-Fifths Compromise and

the Great Compromise led to the ratification of the United States Constitution and the difficult task the delegates faced when determining how to count slaves for purposes of government representation. The students were graded based on pre, post, and during assessments. The first learning objectives pre-assessment was a bell ringer question: How many delegates did SC send to the Constitutional Convention? For the during-assessment, students answered questions based off of the lecture given to them by the instructor. The post- assessment was six questions given by the instructor for the students to answer during the lecture. They were: (1) Who were the four South Carolina men at the Constitutional Convention? (2) How was the Great Compromise formed? (3) What compromise dealt with the issue of slaves in population count? (4) What did the Three-Fifths Compromise do? (5) Which plan did the bigger states favor? (6) Which plan did the smaller states favor? For learning objective 2, the pre-assessment was: Students will be asked two bell ringer questions pertaining to this information. 1) The three-fifths compromise deals with what? The answer is slavery. 2) The Great Compromise resolved issues between which two plans? The answer is: New Jersey Plan and the Virginia Plan. The during assessment for this learning objective was the instructor will walked around the room during the class activity to make sure groups were working diligently and cooperatively. The post-assessment for this learning objective was questions provided to the class by the instructor. These questions included: (1) According to the tally sheet, which states favored the Virginia Plan? Which state favored the New Jersey Plan? (2) According to the tally sheet, were the states divided about slavery? How did you determine that? (3) At the Constitutional Convention, how did the slave compromise attempt to settle the different opinions regarding slavery? (4) Was there a noticeable difference on the issue between large and small states? How about between southern and

northern states? (5) How did the Great Compromise settle differences between the New Jersey Plan and the Virginia Plan? For my third lesson, the learning objective was: After listening to a PowerPoint lecture as well as hearing a primary account from a former slave, and reading a newspaper article on the cotton gin students should be able to write a journal entry as if they were a slave on a plantation in the Antebellum South. In their journals, students should reference the treatment of AfricanAmerican slaves pre-Civil War as well as the cotton gin and how it institutionalized slavery in the Deep South. Students were assessed based on pre, post, and during assessments. For the preassessment, students wrote down any information they already knew about slavery on a sheet of paper. For the during-assessment, students answered questions given to them by the instructor to aid in understanding the material after the PowerPoint lecture. For the post-assessment, students wrote a journal entry that included experiences slaves had on plantations in the South. Students were instructed to include treatment and personal lives of slaves in their journal entries. My fourth lessons learning objective was: After taking notes on a PowerPoint lecture, watching two videos, and listening to the Star Spangled Banner, students should be able to write 1-2 sentences summarizing the importance of the War of 1812. Students were assessed on pre, post, and during assessments. The pre-assessment was a bell ringer containing the questions: a. Who fought the War of 1812? And b. T/F The War of 1812 was also known as the Second War for Independence? The during-assessment was students will answer questions at the end of the PowerPoint and videos. For the post-assessment, students wrote 1-2 sentences summarizing the importance of the War of 1812 on the United States.

My fifth lesson was also my showcase lesson. The learning objective for this lesson was: After listening to and taking notes on a PowerPoint lecture, reading slave codes pre-Civil War, and watching a short video on the growth of the abolitionist movement, students should be able to act as an abolitionist in order to write a letter to the governor of South Carolina explaining why these codes are unfair and what should be done about them. Students were assessed with three assessments. They were: pre, post, and during assessments. For the pre-assessment, students divided a piece of notebook paper in half and wrote slave codes on the left and abolition on the right. Students had two minutes to write down everything they knew about each subject. The instructor then went over what the students had written down. The during-assessment for this lesson was probing questions asked by the instructor to the students after looking at Southern slave codes. The students also helped the instructor write a sample letter to the governor about slave codes for which the students could use as an example when completing the postassessment. The post-assessment activity was for students to write their own letter to the governor of South Carolina explaining why they believe slave codes are harsh and what should be done about them. All assessment pieces for each lesson were taken up and looked over by the instructor. For the showcase lesson, the pre-assessment was graded based on a table created by the instructor and post-assessments were graded with a rubric. The during-assessment was assessed based on student performance during the lecture. The rubrics used to grade this lesson are below. Pre-Assessment Table: 5-Has at least 2 examples for each column. 4- Has at least 1 example for each column. 3- Has 2 examples in at least one column. 2-Has at least 1 example in at least one column. 1-Had no idea what either or the words meant.

Post-Assessment Rubric:

Letter-Writing : Letter Writing Rubric

Teacher Name: Ms. Cheek

Student Name: ________________________________________

CATEGORY Salutation and Closing

4
Salutation and closing have no errors in capitalization and punctuation.

3
Salutation and closing have 1-2 errors in capitalization and punctuation.

2
Salutation and closing have 3 or more errors in capitalization and punctuation.

1
Salutation and/or closing are missing.

Grammar & spelling (conventions)

Writer makes no errors Writer makes 1-2 in grammar or spelling. errors in grammar and/or spelling.

Writer makes 3-4 errors in grammar and/or spelling

Writer makes more than 4 errors in grammar and/or spelling.

Ideas

Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about. Sentences and paragraphs are complete, wellconstructed and of varied structure.

Ideas were expressed in a pretty clear manner, but the organization could have been better.

Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about. Most sentences are complete and wellconstructed. Paragraphing needs some work.

The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about. Many sentence fragments or run-on sentences OR paragraphing needs lots of work.

Sentences & Paragraphs

All sentences are complete and wellconstructed (no fragments, no run-ons). Paragraphing is generally done well.

Content Accuracy The letter contains at

least 5 accurate facts about the topic.

The letter contains 3-4 The letter contains 1-2 The letter contains no accurate facts about the accurate facts about the accurate facts about the topic. topic. topic.

Assessment Tables: (see next page)

LESSON 1 Lesson Objective(s) Assessment(s) of the Objective(s) Pre-Assessment: Students will begin with a warm-up question. What is a pirate? During-Assessment: Students will be watched to make sure they are taking notes and answering questions given by the instructor. Post-Assessment: Students will answer a short 5 question quiz based on the information given to them in the PowerPoint. Use of Formative Assessment This assessment will be used in the future because the information the students researched will be on their Chapter test. Students will be questioned on a pirates economic impact on the South Carolina colony. Accommodations

L.O.1 Students will be able to distinguish among important figures of history (pirates) and their effect on the economy of South Carolina as a newly formed colony.

Accommodations for students will be made as needed. If the pairs are not acting as a whole, the students will be split up and the students will work individually. Power Points will be given for the visually impaired and/or visual learners. PowerPoint lecture slides will be given to those students with IEPs. Any other accommodations will be made if needed.

L.O.2 Students will be able to write a paragraph on a Pirate, assigned to them by the instructor, based off of computer research done in the lab and the PowerPoint given by the instructor.

Pre-Assessment: Students will answer the postassessment from the previous lesson objective. During-Assessment: The instructor will walk around the lab to make sure each student is conducting research properly and answering the questions assigned by the teacher for their research. Post-Assessment: Students will write a paragraph based off of their research pirate and the questions presented to them by the teacher. The paragraph will be turned in to the instructor for further assessment.

LESSON 2 Lesson Objective(s) Assessment(s) of the Objective(s) Pre-Assessment: Bell ringer question: How many delegates did SC send to the Constitutional Convention? During Assessment: Students will be asked questions during the lecture. Post-Assessment: Students will answer questions as a class provided by the instructor after the activity. (See attachment A) Use of Formative Assessment This data will be used for the purpose of the instructor to make the learning objectives and assessments are appropriate for the students based on their contextual factors. Accommodations

Lesson Objective 1: Students will be able to identify the four members of the 1787 Constitutional Convention from South Carolina.

Accommodations for students will be made as needed. If the pairs are not acting as a whole, the students will be split up and the students will work individually. Power Points will be given for the visually impaired and/or visual learners. PowerPoint lecture slides will be given to those students with IEPs. Any other accommodations will be made if needed.

Lesson Objective 2: Students will work in groups to form understandings of how the Three-Fifths Compromise and the Great Compromise led to the ratification of the United States Constitution and the difficult task the delegates faced when determining how to count slaves for purposes of government representation.

Pre-Assessment: Students will be asked two bell ringer questions pertaining to this information. 1) The three-fifths compromise deals with what? The answer is slavery. 2) The Great Compromise resolved issues between which two plans? The answer is: New Jersey Plan and the Virginia Plan. During Assessment: The instructor will walk around the room during the class activity to make groups are working diligently and cooperatively. Post-Assessment: Students will answer questions as a class provided by the instructor. (See attachment B)

LESSON 3 Lesson Objective(s) Assessment(s) of the Objective(s) Pre-Assessment: Students will write down all information they have previous knowledge of about slavery in the Antebellum South. During-Assessment: Students will answer questions given to them by the instructor to aid in understanding the material after the PowerPoint lecture. Post-Assessment: Students will write a journal entry that includes experiences slaves had on plantations in the South. Students should include in their journal, treatment and personal life. Use of Formative Assessment This assessment will inform the instructor of student writing skills as well as students ability to understand and appreciate primary text. Accommodations

After listening to a PowerPoint lecture and short video on slavery in the Antebellum South, students should be able to write a journal entry as if they were a slave on a plantation in the Antebellum South. In their journals, students should reference the treatment of African-American slaves pre-Civil War.

Accommodations for students will be made as needed. Power Points will be given for the visually impaired and/or visual learners. PowerPoint lecture slides will be given to those students with IEPs. Any other accommodations will be made if needed.

LESSON 4 Lesson Objective(s) Assessment(s) of the Objective(s) Pre-Assessment: Students will answer questions for a bell ringer. a. Who fought the War of 1812? b. T/F The War of 1812 was also known as the Second War for Independence? During-Assessment: Students will answer questions at the end of the PowerPoint and videos. Post-Assessment: Students will write 1-2 sentences summarizing the importance of the War of 1812 on the United States. Use of Formative Assessment I will look at this data to see how my students are performing on their writing abilities. This data will also be used to see if students comprehend the information. Accommodations

After taking notes on a PowerPoint lecture, watching two videos, and listening to the Star Spangled Banner, students should be able to write 1-2 sentences summarizing the importance of the War of 1812.

Accommodations for students will be made as needed. If the pairs are not acting as a whole, the students will be split up and the students will work individually. Power Points will be given for the visually impaired and/or visual learners. PowerPoint lecture slides will be given to those students with IEPs. Any other accommodations will be made if needed

LESSON 5 (SHOWCASE LESSON)

Lesson Objective(s)

Assessment(s) of the Objective(s) Pre-Assessment: Students will write down everything that comes to mind with the expressions: SLAVE CODES and ABOLITION. During-Assessment: Students will view slave codes and answer probing questions by the instructor. The students will also help the instructor write a sample letter to the governor about slave codes. Post-Assessment: Students will write a letter to the governor of South Carolina explaining why they believe slave codes are harsh and what should be done about them.

Use of Formative Assessment The data gathered from this lesson will help the instructor write the Teacher Work Sample. The instructor will also see how students writing skills have progressed throughout the clinical.

Accommodations

After viewing a documentary on slave codes, and taking notes on a PowerPoint lecture, reading slave codes preCivil War, and watching a short video on the growth of the abolitionist movement, students should be able to act as an abolitionist in order to write a letter to the governor of South Carolina explaining why these codes are unfair and what should be done about them.

Accommodations for students will be made as needed. If the pairs are not acting as a whole, the students will be split up and the students will work individually. Power Points will be given for the visually impaired and/or visual learners. PowerPoint lecture slides will be given to those students with IEPs. Any other accommodations will be made if needed. If students finish early, I have an extra activity in which students can complete.

Attachment A: 1. Who were the four South Carolina men at the Constitutional Convention? 2. How was the Great Compromise formed? a. 3. From which two plans?

What compromise dealt with the issue of slaves in population count? 4. 5. 6. What did the Three-Fifths Compromise do? Which plan did the bigger states favor? Which plan did the smaller states favor?

Attachment B: 1. According to the tally sheet, which states favored the Virginia Plan? Which states favored the New Jersey Plan? 2. According to the tally sheet, were the states divided about slavery? How did you determine that? 3. At the Constitutional Convention, how did the slave compromises attempt to settle the different opinions regarding slavery? 4. Was there a noticeable difference on the issue between large and small states? How about between southern and northern states? 5. How did the Great Compromise settle differences between the New Jersey Plan and the Virginia Plan?