TWS 4 Lauren Kidd

Lesson 1 Assessment(s) of the Objectives:

Lesson Objective(s): Students Assessment(s) of the Objective(s): The dash notes are considered a formative assessment for the lesson to see if the students understood the region and its special characteristics. However, the students will also take a summative assessment at the end of the lesson. Use of Formative Assessment (TWS section 7): The pre-assessment for the lesson is for the students to write down as many facts about the region they already know. The dash notes the students take during the lesson are considered a formative assessment. I will also be observing the students as they underline and make the dash notes see if they understand the important facts of the region on their own. During the lesson I will continue questioning the students about the region 1

will memorize important facts (landforms, vegetation, and agriculture) of the Coastal Zone region through reading a news article, underlining important facts, coloring the Coastal Zone region on a SC map, and making a 3D map highlighting the important landforms of the region with 95% accuracy.

TWS 4 Lauren Kidd to know if the students comprehend. Another formative assessment that will be used in the lesson is the students writing Coastal Zone in the correct region on a small SC regions map. Under the map they will also write one important fact they learned that day about the Coastal Zone in a complete sentence. How will you use the assessment data to inform future instruction? If the students show an understanding of the Coastal Zone region through the dash notes and the final test I will know that the underlining, the reading of the news

TWS 4 Lauren Kidd article, and discussion of the region works well for the students. The labeling of the region on the mini map and writing a fact about the region under the map at the end of the lesson will help prepare the students for the summative test at the end of the unit.

Accommodations: Students with learning disabilities will receive some one on one help during the independent part of the lesson. I will also assign slow learners with partners to help them throughout the lesson. Early finishers will be asked to write a complete sentence about the Coastal Zone region including at least one important fact about the Coastal Zone region.

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Lesson 2

Assessment(s) of the Objectives:

Lesson Objective(s): Students Assessment(s) of the Objective(s): The dash notes are considered a formative assessment for the lesson to see if the students understood the region and its special characteristics. However, the students will also take a summative assessment at the end of the lesson. Use of Formative Assessment (TWS section 7): The pre-assessment for the lesson is for the students to write down as many facts about the region they already know. The dash notes the students take during the lesson are considered a formative assessment. I will also be observing the students as they underline and make the dash notes see if they understand the important facts of the region on their own. During the lesson I will continue questioning the

will memorize important facts (landforms, vegetation, and agriculture) of the Outer Coastal Plane region through reading a news article, underlining important facts, coloring the Outer Coastal Plane region on a SC map, and making a 3D map highlighting the important agriculture of the region with 95% accuracy.

TWS 4 Lauren Kidd students about the region to know if the students comprehend. Another formative assessment that will be used in the lesson is the students writing Outer Coastal Plane in the correct region on a small SC regions map. Under the map they will also write one important fact they learned that day about the Outer Coastal Plane in a complete sentence. How will you use the assessment data to inform future instruction? If the students show an understanding of the Outer Coastal Plane region through the dash notes and the final test I

TWS 4 Lauren Kidd will know that the underlining, the reading of the news article, and discussion of the region works well for the students. The labeling of the region on the mini map and writing a fact about the region under the map at the end of the lesson will help prepare the students for the summative test at the end of the unit.

Accommodations: Students with learning disabilities will receive some one on one help during the independent part of the lesson. I will also assign slow learners with partners to help them throughout the lesson. Early finishers will be asked to write a complete sentence about the Outer Coastal Plane region including at least one important fact about the region.

TWS 4 Lauren Kidd

Lesson 3

Assessment(s) of the Objectives:

Lesson Objective(s): Students Assessment(s) of the Objective(s): The dash notes are considered a formative assessment for the lesson to see if the students understood the region and its special characteristics. However, the students will also take a summative assessment at the end of the lesson. Use of Formative Assessment (TWS section 7): The pre-assessment for the lesson is for the students to write down as many facts about the region they already know. The dash notes the students take during the lesson are considered a formative assessment. I will also be observing the students as they underline and make the dash notes see if they understand the important facts of the region on their own. During the lesson I will continue questioning the

will memorize important facts (landforms, vegetation, and agriculture) of the Inner Coastal Plane region through reading a news article, underlining important facts, coloring the Inner Coastal Plane region on a SC map, and making a 3D map highlighting the important agriculture of the region with 95% accuracy.

TWS 4 Lauren Kidd students about the region to know if the students comprehend. Another formative assessment that will be used in the lesson is the students writing Inner Coastal Plane in the correct region on a small SC regions map. Under the map they will also write one important fact they learned that day about the Inner Coastal Plane in a complete sentence. How will you use the assessment data to inform future instruction? If the students show an understanding of the Inner Coastal Plane region through the dash notes and the final test I will

TWS 4 Lauren Kidd know that the underlining, the reading of the news article, and discussion of the region works well for the students. The labeling of the region on the mini map and writing a fact about the region under the map at the end of the lesson will help prepare the students for the summative test at the end of the unit.

Accommodations: Students with learning disabilities will receive some one on one help during the independent part of the lesson. I will also assign slow learners with partners to help them throughout the lesson. Early finishers will be asked to write a complete sentence about the Inner Coastal Plane region including at least one important fact about the region.

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Lesson 4 Assessment(s) of the Objectives:

Lesson Objective(s) Assessment(s) of the Objective(s) Students will memorize The dash notes are important facts (landforms, considered a formative vegetation, and agriculture) assessment for the lesson to of the Sand hills region see if the students understood through reading a news the region and its special article, underlining important facts, coloring the characteristics. However, the students will also take a Sand hills region on a SC map, and making a 3D map summative assessment at the end of the lesson. highlighting the important agriculture of the region with 95% accuracy. Use of Formative Assessment

The pre-assessment for the lesson is for the students to write down as many facts about the region they already know. The dash notes the students take during the lesson are considered a formative assessment. I will also be observing the students as they underline and make the dash notes see if they understand the important facts of the region on their own. During the lesson I will continue questioning the students about the region to know if the students comprehend. Another formative assessment that will be used in the lesson is the students writing Sand hills in the correct region on a small SC regions map. Under the map they will also write one important fact they learned that day about the Sand hills region in a complete sentence.
How will you use the assessment data to inform future instruction?

Objective 1

Assessment for Objective 1

If the students show an

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understanding of the Sand hills region through the dash notes and the final test I will know that the underlining, the reading of the news article, and discussion of the region works well for the students. The labeling of the region on the mini map and writing a fact about the region under the map at the end of the lesson will help prepare the students for the summative test at the end of the unit.

Accommodations Students with learning disabilities will receive some one on one help during the independent part of the lesson. I will also assign slow learners with partners to help them throughout the lesson.
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Early finishers will be asked to write a complete sentence about the Sand hills region including at least one important fact about the region.

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Lesson 5

Assessment(s) of the Objectives:

Lesson Objective(s): Students Assessment(s) of the Objective(s): The dash notes are considered a formative assessment for the lesson to see if the students understood the region and its special characteristics. However, the students will also take a summative assessment at the end of the lesson. Use of Formative Assessment (TWS section 7): The pre-assessment for the lesson is for the students to write down as many facts about the region they already know. The dash notes the students take during the lesson are considered a formative assessment. I will also be observing the students as they underline and make the dash notes to see if they understand the important facts of the region on their own. During the lesson I will continue questioning the

will memorize important facts (landforms, vegetation, and agriculture) of the Piedmont region through reading a news article, underlining important facts, coloring the Piedmont region on a SC map, and making a 3D map highlighting the type of soil and lack of farming in the region with 95% accuracy.

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TWS 4 Lauren Kidd students about the region to know if the students understand. Another formative assessment that will be used in the lesson is the students writing Piedmont in the correct region on a small SC regions map. Under the map they will also write one important fact they learned that day about the Piedmont in a complete sentence. How will you use the assessment data to inform future instruction? If the students show an understanding of the Piedmont region through the dash notes and the final test I will know that the underlining, the

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TWS 4 Lauren Kidd reading of the news article, and discussion of the region works well for the students. The labeling of the region on the mini map and writing a fact about the region under the map at the end of the lesson will help prepare the students for the summative test at the end of the unit.

Accommodations: Students with learning disabilities will receive some one on one help during the independent part of the lesson. I will also assign slow learners with partners to help them throughout the lesson. Early finishers will be asked to write a complete sentence about the Piedmont region including at least one important fact about the region.

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Lesson 6 Assessment(s) of the Objectives:

Lesson Objective(s): Students Assessment(s) of the Objective(s): The dash notes are considered a formative assessment for the lesson to see if the students understood the region and its special characteristics. However, the students will also take a summative assessment at the end of the lesson. Use of Formative Assessment (TWS section 7): The pre-assessment for the lesson is for the students to write down as many facts about the region they already know. The dash notes the students take during the lesson are considered a formative assessment. I will also be observing the students as they underline and make the dash notes to see if they understand the important facts of the region on their own. During the lesson I will continue questioning the students about the region

will memorize important facts (landforms, vegetation, and agriculture) of the Blue Ridge region through reading a news article, underlining important facts, coloring the region on a SC map, and making a 3D map highlighting the major landform in the region with 95% accuracy.

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TWS 4 Lauren Kidd to know if the students understand. Another formative assessment that will be used in the lesson is the students writing Blue Ridge in the correct region on a small SC regions map. Under the map they will also write one important fact they learned that day about the Blue Ridge

region in a complete
sentence. How will you use the assessment data to inform future instruction? If the students show an understanding of the region through the dash notes and the final test I will know that the underlining, the reading of

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TWS 4 Lauren Kidd the news article, and discussion of the region works well for the students. The labeling of the region on the mini map and writing a fact about the region under the map at the end of the lesson will help prepare the students for the summative test at the end of the unit.

Accommodations: Students with learning disabilities will receive some one on one help during the independent part of the lesson. I will also assign slow learners with partners to help them throughout the lesson. Early finishers will be asked to write a complete sentence about the Blue Ridge region including at least one important fact about the region.

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Lesson 7 Assessment(s) of the Objectives: Lesson Objective(s) Students will know the major river systems and cities of South Carolina and will be able to label them on a SC map with 100% accuracy. Assessment(s) of the Objective(s) Students will be asked to label a map, just like the one we labeled in class, correctly at the end of the unit. Use of Formative Assessment Pre-assessment: The students will be asked to label as many major cities and river systems as they can in the correct spot on the SC map. The students will be asked a variety of questions about the major river systems and cities as well as the regions as we read the newspaper. These questions will be more of discussion questions to see if the students understand what they read about the major

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river systems and regions in the newspaper as well as what they already know about the major rivers, regions, and the major cities. Objective 1 Objective 2 (if applicable) Assessment for Objective 1 Assessment for Objective 2 According to the data I gather through the questions I will know whether I need to go back and show the children pictures of the rivers and cities and discuss them in more depth. Also I will know whether I need to go back and read the selection they struggled with aloud. I would also know to go back and review what they struggled with, with the

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students.

Accommodations: Students with learning disabilities will receive some one on one help during the labeling of the map in the lesson if needed. I will also assign slow learners with partners to help them throughout the lesson. We will read and discuss the Newspaper as a class to accommodate those students that are unable to read well.

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Lesson 8 Assessment(s) of the Objectives:

Lesson Objective(s) Assessment(s) of the Objective(s) Pre-assessment: the students Use of Formative Assessment Pre-assessment: the students will decide which region they have on their ipad by looking at the group of pictures from one of the six regions on the ipad they are given. Post-assessment: The students will create a poster with pictures and words representing the region they received on their ipad and share their poster with the class. The students posters will need to represent the region well enough that the other students in the class can pick out the region without being told as well as know what

The students will demonstrate the

agriculture, vegetation, and will decide which region they landscape of the six regions through a group presentation with 95%
they are given. have on their ipad by looking at the group of pictures from one of the six regions on the ipad

accuracy.

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TWS 4 Lauren Kidd the pictures and the words stand for in the region. These pictures will need to represent things like the agriculture, vegetation, and landscape of the regions. Objective 1 Objective 2 (if applicable) Assessment for Objective 1 Assessment for Objective 2 How will you use the assessment data to inform future instruction?

If the students create a poster that represents their region well covering all aspects of the region that needs to be covered, I will know that the lessons were taught well and that the students were able to learn from them. This will also inform me that the lessons are well enough to use the next year with

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TWS 4 Lauren Kidd little to no tweaking.

Accommodations:
Students that are resource (learning disabled and autistic) will be placed in a group with higher level students. All students will be given ample time to complete their poster. As the students are working I will be walking around to help those groups that may need assistance.

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Lesson 9 Assessment(s) of the Objectives:

Lesson Objective(s): Assessment(s) of the Objective(s): The students will take a test answering questions that are connected to what they were taught about the six regions of SC as well as what the major Use of Formative Assessment: As the students are completing their test I will walk around to see that they are writing the correct answers and that they know what has been taught over the course of eight days.

The students will know the six SC regions along with a few important facts of each as well as the major river systems of SC and the major cities of SC and

river systems of SC are and

where they are located on a map with 100% accuracy.

what the major cities of SC are. They will have to label the six regions on a SC map and also label the major river systems and major cities on a SC map.

How will you use the assessment data to inform future instruction? Based on the results of the test I will know

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TWS 4 Lauren Kidd whether the students grasped what was taught during the unit. Whether I would need to go back and teach some of the major things missed. It will also tell me whether the way the lessons were taught were a good way to teach or whether the lessons should be taught in a different way the next time the unit is taught.

Accommodations: To benefit the entire class I will read the directions aloud. I will explain what they are to do on each page. For those lower level students I will assist them briefly during the test if they need it. The three students with learning disabilities will take their test with the resource teacher. Their test will be read aloud. For two of the learning disabled students they will receive a test with only ten of the questions from the original test.

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Lesson 1-6 Pre-assessment For lessons one through six the students will be studying SC regions. For each region each day the students will be asked to write down as many facts they know about that region in their Social Studies notebook. The students will share their facts with the class before we start the lesson. If the students give at least one fact about each region they will receive 100%. This fact has to relate to the region. If they receive a 100% they meet the criteria. If the student does not write anything about the region they will receive 0%. If the students receives 0% this will tell me that the student had not ever been introduced to the SC regions. If they receive 100% this will tell me that the student has been introduced to SC regions. Lesson 7 Pre-assessment The pre-assessment for lesson seven will require the students labeling as many major river systems and major cities on the SC map as they can. If the students name at least two of the major cities of SC and two of the major river systems of SC they will receive a 100%. If they cannot name any of the major cities or rivers of SC they will receive 0%. This tells me whether they have ever been introduced to major cities and river systems of SC. Lesson 8 Pre-assessment The students will look at the pictures that represent a specific region on their Ipad. They will determine which region the pictures on their Ipad represent. If the students can name the region from looking at the pictures they will receive 100%. If they cannot determine the region
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their pictures represent they will receive 0%. The students should be very familiar with things that represent each region; therefore this should have been very easy for all of the students.

Lesson 1-6 During Assessment For lessons one through six the students will write important dash notes they gather from underlining important facts from the region article. The students must have a total of five dash notes for the region. The dash notes must relate to the region. If the student has five dash notes or more and they relate to the region they will receive 100%. If the student has less than five dash notes or the dash notes are not related to the region they will receive 0%. The students underline important facts as we read through the news article. It should be fairly easy for the students to collect five dash notes or more. Lesson 1-6 Post-assessment The students will write the regions name in the correct region on a small SC regions map. Under the map they will also write one important fact they learned about each region in a complete sentence. The region name should be in the correct region on the map and the fact should be a fact from the dash notes they made throughout the unit. If they completed this correctly they receive 100%. If they were able to write the region name in the correct region but not write a correct fact they receive 50%. If they can write a fact but they do not write the correct region name in the correct region they receive 50%. If they cannot do either correctly they receive 0%.

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Lesson 7 Post-assessment The students must name and label at least five of either the major cities or rivers on the SC map. If the student names and labels five or more they will receive 100%. If they name or label two of the major cities or major river systems or less they receive 50%. If the students labels less than two of the major cities or major river system than the student will receive 0%. Lesson 8 Post-assessment The groups of students must create a poster representing their region from their Ipad. The group of students should have a number of pictures or words on their chart paper representing their region. The classroom should be able to name the region based upon the groups pictures and words. If the groups pictures and words represent the region well they will receive 100%. If they do not represent the region well but the region is still represented correctly they will receive 50%. If the pictures or words do not represent the region at all they will receive 0%. Lesson 9 Post-assessment The students will complete a summative assessment for the SC regions unit. The first page of the test will use riddles to describe a region. The student will need to name the correct region that the riddle describes. The second page of the test will be the same SC regions map the students have been labeling the regions on the entire unit. The students will need to label the correct region name in the correct regions area on the map. Last, the students will receive the same SC major river system and major cities map. They will need to label the entire map
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correctly with the SC major cities and river systems. This assessment was graded on a 23 point scale. Each question counted as one point. The students showed a very good understanding of the six regions of SC. Majority of the grades for the all of the post assessments were high grades. This told me that the students understood the important facts of the SC regions. They knew where the regions are located on a map. Lastly, the students showed that they knew the major cities of SC and the major river systems of SC, and also knew where these things are located on a SC map. I was very impressed with how well the grades were, and how well the students comprehended the content taught throughout the unit. For lessons one through seven most of the students made 100%. This told me that most of the students had heard of the six regions of SC and they knew a little about them or they had been to one of the regions and saw some important characteristics about the region. However, based upon the information I received from the pre-assessments I knew that I still needed to introduce the content throughout the unit in depth, but most students would catch on quickly and would understand what was being taught. It helped having a few students have knowledge on the content because I was able to use them to help explain something about the region if a student was not catching on with me explaining the content. For lesson eight pre- and post assessments almost all of the class made 100%. This told me that the students understood the content well and were able to use what they had learned to represent a region as well as pick out what region was being represented through pictures. The students showed a very good understanding of the agriculture, vegetation, and climate of the regions through their pictures and words on their posters. They were also able to explain their

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region and what it is like as they presented their regions poster. I was very impressed with the students and how well they did on these assessments.

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