Randi Rhodes

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TWS 4 Assessment Plan Overview My showcase lesson was a social studies lesson on the Civil War and the H.L. Hunley. This lesson was part 2 of the standard being taught. The previous day my cooperating teacher taught the first part of the standard about the Confederacy and Fort Sumter. I used informal assessment for my pre and during assessment and a handout for my post assessment. The learning objective for my lesson was that learning through visual materials the students will demonstrate an understanding of the Civil War in SC, the blockade of Charleston, and the H.L. Hunley with 80% accuracy. The during and post assessment are designed to progress forward to achieve the learning objective set for this lesson, while the pre-assessment is designed to go back and review part 1 of the social studies standard. Students with IEPs will have the post assessment handout read to them and further assisted if needed. Pre-Assessment For my pre-assessment I will go back to the previous lesson on Confederacy and Fort Sumter and simply ask the students what they can tell me about these events. I will hold a class discussion about who the Confederate was and what they were fighting for. If the students are participating I will move on to the discussion on Fort Sumter and why it is important to SC. I will observe which students are staying on task and seem to know the content and which ones are struggling to answer the questions. I will ask the class to show thumps up or thumps down if they agree or disagree with a students answer. This will allow me to see who understands the question and the answer. The pre-assessment is an important part of the lesson because it shows me where the class stands on the knowledge of the previous lesson. I know that if my students are not able to answer eighty percent of my questions than I need to go back and reteach that lesson. During Assessment For my during assessment I will be doing another observational assessment. For the first part of the lesson about the Civil War I will be reading out of their social studies textbook. I will have a few students read sections out of their book to keep them paying attention. After each section there is a question about what they just read that I will ask the students to answer verbally. Again, I will ask if the class agrees or disagrees with a students answer. If some students disagree I will ask them to explain why and what they think the right answer is. At the end of the chapter there are three review questions that I will have the students write down and answer. While the students do so I will be walking around seeing how the students are answering the question. If the majority of the class is not answering the questions correct than I know I need to go back to the material and teach it in a new perspective. If the students are answering most of the questions right then I know I can move to the next material.

Randi Rhodes Post-Assessment

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After I read a book and show a video clip about the H.L. Hunley I will hand out my post assessment worksheet that I will have each student complete individually. This worksheet consists of questions about the Civil War, blockade of Charleston, and the H.L. Hunley. The post assessment is designed to determine the students progress. I will have the students work individually on the worksheet until they have finished it. While they are working on the worksheet I will walk around the classroom to see how the students are answering the questions and if they are staying on task. After the students have completed the handout I will go over it with the students to ensure them of the right answers. I will instruct the students to use a red pen to mark any answers they did not get right. This will allow me to go back and review the post assessment material to see if the students have met or moved further to accomplishing the objective. I will determine if I need to go back over the lesson another day by going back over the post assessment handout, and if there are an abundant amount of wrong answers that were corrected by a red pen then I know the students did not understand the subject of the lesson that was presented. I will reflect on my lesson procedures to see how I can alter my lesson to help the students better understand the material. Assessment Plan Table Lesson Objective Using visual materials the students will demonstrate an understanding of the Civil War in SC, the blockade of Charleston, and the H.L. Hunley with 80% accuracy. Assessments Format of Formative Assessment Pre Observational hold class discussion to allow students to brainstorm on ideas from the previous lesson. During Observational walking around to see how students are answering questions. Post Worksheet students work individually to answer questions about the Civil War and H.L. Hunley. Accommodations By holding class discussions the students with IEPs will be able to hear the answers that other students say so they are able to follow along with the lesson. They will also be able to answer or ask any questions they need to clarify confusion. For the post-assessment I will read the worksheet aloud so the students with IEPs will know the instructions and what the material says. I will explain that if

Pre-assessment During assessment Post-assessment

Randi Rhodes

ECED 329 they raise their hand I will work with them to answer a question.

Use of Formative Assessment I used my pre-assessment data to determine whether or not the students were ready to move on from the previous lesson about the Confederacy and Fort Sumter. Data gathered during the lesson was used to determine if the students understood the material that was being presented. At the end of the lesson, based on my data, I decided that some of the students benefited from watching a video clip and reading a book aloud while others benefit from working independently through the lesson. For a few of my students, I found that I needed to repeat the question and even restate the question in order for them to understand what I was asking. Attachments Post-assessment handout and answer key.

Randi Rhodes

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Name: _________________________________ Date: ___________________

Civil War and the H.L. Hunley

Place each statement under the correct category.

The Union

The Confederate

a. b. c. d. e. f.

set up a blockade in Charleston wanted to break away from the United States grew and sold cotton in return for medicine, clothes, and food won the war wanted a united country was against the Emancipation Proclamation

Fill in the correct word with each sentence.

a. George Dixon b. Confederate c. Charleston d. Housatonic e. Horace Hunley

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1. ______________ and his group of men planned to build a fish boat which would later become known as the H.L. Hunley. 2. The Hunley was shipped to _______________ so they could attack the Union. 3. The Hunley attacked the Union ship called _________________________. 4. The H.L. Hunley was named after _________________ because he helped pay for and build the submarine. 5. The Hunley was on the _______________ side of the war. Name: _________________________________ Date: ___________________

Civil War and the H.L. Hunley

Place each statement under the correct category.

The Union
a. Set up a blockade in Charleston d. won the war e. wanted a united country

The Confederate
b. Wanted to break away from the United States c. Grew and sold cotton in return for medicine, clothes, and food f. was against the Emancipation Proclamation

a. b. c. d. e. f.

set up a blockade in Charleston wanted to break away from the United States grew and sold cotton in return for medicine, clothes, and food won the war wanted a united country was against the Emancipation Proclamation

Fill in the correct word with each sentence.

g. George Dixon b. Confederate c. Charleston d. Housatonic e. Horace Hunley

Randi Rhodes

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1. George Dixon and his group of men planned to build a fish boat which would later become known as the H.L. Hunley. 2. The Hunley was shipped to Charleston so they could attack the Union. 3. The Hunley attacked the Union ship called Housatonic. 4. The H.L. Hunley was named after Horace Hunley because he helped pay for and build the submarine. 5. The Hunley was on the Confederate side of the war.