Beruflich Dokumente
Kultur Dokumente
Client Information
The actual assessment that the students will be tested on is below. The
formatting is a little off due to the fact that I copy and pasted it from another Google Doc
that we share with each student to complete. The setting of this lesson will take place in
the classroom with the teacher and paraprofessional facilitating in a collaborative
classroom. The teacher will conduct the lesson while the paraprofessional walks
around to answer questions or handle any discipline issues that may arise. There are
twenty students each seated at their own desk 4 groups of five desks. Each student will
have a Chromebook connected to the internet, and the teacher will use her desktop
thin-client along with the Smartboard located at the front of the classroom. The Smart
Board will be used to introduce the lesson, review the rubric and expectations, as well
as show the students a brief tutorial of how to create the comic. After the completion of
the lesson students will be given the test to demonstrate mastery of the content.
Famous Americans
Name____________________________
Use the word bank on the board to fill in the blanks below. (DOK 1)
A. Frederick Douglass
B. Franklin D. Roosevelt
C. Lyndon B. Johnson
D. Thurgood Marshall
A. Susan B. Anthony
B. Eleanor Roosevelt
C. Elizabeth Cady Stanton
D. Mary McLeod Bethune
12. Famous American leaders like Susan B. Anthony and Mary McLeod Bethune
probably faced challenges because they were
A. African Americans.
B. women.
C. Native Americans.
D. former slaves.
13. Who was the first African American to serve on the Supreme Court?
A. Martin Luther King, Jr.
B. Frederick Douglass
C. Thurgood Marshall
D. Franklin D. Roosevelt
The Measurement Tool for Comic
Scenes There are 4-6 There are 4-6 There are 4-6 There are less
or 8-10 (or 8-10) (or 8-10) than 4-6 (or
scenes. They scenes. They scenes. There less than 8-10)
list all the most list some the are important scenes. There
important most important events in are few
events that events that history, but important
occur in occur in either events in
history. history. highlights history, and
unimportant highlights only
events. unimportant
events.
Spelling There are no There are 1-3 There are 4-5 There are
Punctuation/ spelling, spelling, spelling, more than 5
Grammar punctuation, or punctuation, or punctuation, spelling,
grammar grammar and grammar punctuation,
errors. errors. errors. and grammar
errors.
Score ______/20
One Example of Student/Participant Submission with Teacher Feedback and
Grade
Scenes There are 4-6 There are 4-6 There are 4-6 There are less
or 8-10 (or 8-10) (or 8-10) than 4-6 (or
scenes. They scenes. They scenes. There less than 8-10)
list all the most list some the are important scenes. There
important most important events in are few
events that events that history, but important
occur in occur in either events in
history. history. highlights history, and
unimportant highlights only
events. unimportant
events.
Spelling There are no There are 1-3 There are 4-5 There are
Punctuation/ spelling, spelling, spelling, more than 5
Grammar punctuation, or punctuation, or punctuation, spelling,
grammar grammar and grammar punctuation,
errors. errors. errors. and grammar
errors.
Score15/16
Teacher Comments: WOW!! I am super impressed by your hard work! You obviously enjoyed
this project based on your final product. The landscapes you chose were well-aligned with the
Famous American you were tasked in representing, Franklin D. Roosevelt. Do you think you
could have done more slides? How could you improve your comic? Do you think that you could
make a comic about how FDRs contributions are still evident today? GREAT Job!!
Below you will see an analysis for subgroups of students. The first chart and pie graph
you see will be males compared to females. The one just below that compares special
education students versus regular ed. students.
As stated earlier, more time for collaboration and creation will be given. Research was
also a big time constraint. The students struggle with reading to locate the information
needed to create the comic. I think a research lesson would be beneficial to include in
the plan as well. It is hard to find the balance of enough time to allow students to create
and do so confidently, along with the constraints of making sure to stay on pace with
teaching all content during and by the appropriate time. To address the 20% of the
students that did not master the content through the teaching of this lesson we will focus
more on researching and locating content. We will also have students create questions
to use for a review game after person shares their comic with the class. Thus they are
taking notes, without actually taking notes. This is definitely a lesson that we will
attempt again with our next crop of students!!