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Marvaye Payton

4. Assessment Plan for Three Consecutive Lessons (LO 2.3) (APS 39)
A. Overview of the assessment Plan

Mini-Unit
Objective(s)

Pre-Assessment

Accommodations/
Modifications

Students will
demonstrate an
understanding of
life in ancient
Greek civilizations
and their
contributions to
the modern world.

The preassessment I used
is a worksheet
that has six short
answer questions.
When grading
students’ preassessment, I
created a grading
rubric to help
place students in
three different
learning groups.
Those groups are
students that
exceeded
standard, students
at standard, and
students that are
approaching
standard.

After looking at the
data from my preassessment, I will
use the data as a
guide when planning
my first lesson.

.

While teaching my
lessons, I will
observe my students’
reactions. For
example, if students
appear confused, I
will stop and spend
more time and give
more examples or
ask more questions.
When teaching the
most missed
questions from my
pre-assessment I will
make sure every
student understands
before moving on.
Since students’ preassessments will
categorize them in
groups, I will
establish
opportunities within
the lessons that will
further advance
students’ learning in
each group.

Lessons
Include
objective for
each lesson
Lesson 1
Demonstrate an
understanding of
life in ancient
civilizations and
their
contributions to
the modern
world.
Objective:
Students will
explore how
Athens
blossomed under
Pericles and the
reasons Athens
and Sparta went
to war.
Lesson 2
Demonstrate an
understanding of
life in ancient
civilizations and
their
contributions to
the modern
world.
Objective
Students will
discuss the
culture of the
ancient Greeks
as expressed in
their religion,

Post-Assessment

After teaching my
three consecutive
lessons along with
during
assessments, I
will use my post
assessment to
analyze and
measure students’
learning. By
looking at the post
assessment, I will
look at the growth
of the whole class
and the growth of
the sub groups
based on gender.

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literature, and
art. Students will
also be able to
describe Greek
contributions to
the study of
philosophy and
the writing of
history.
Lesson 3
Demonstrate an
understanding of
life in ancient
civilizations and
their
contributions to
the modern
world

Objective
Students will
discuss
Alexander the
Great, his widereaching empire,
and how his
conquest spread
Hellenism
throughout
southwest Asia.

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B. The pre and post assessments that are aligned with mini-unit goal(s)

On the pre-assessment, students were given clear directions on how and why I wanted
them to complete the assessment. The pre-assessment consists of six short answer
questions (attached). The questions were all pulled from each section in chapter five.
The questions introduce vocabulary words, main ideas, and important people. When
answering the questions, students will need to depend on their prior knowledge and
critical thinking. When determining if students exceeds standard, is at standard, or is
approaching standard I created and used a rubric (attached). If students answer 5-6
questions correctly they will be identified as exceeding standard. If students answer
3-4 questions correctly they will be identified as at standard. If students answer 0-2
questions correctly they will be indentified as students approaching standard. For
the post assessment, students will receive the same worksheet as the preassessment. Hopefully, after teaching the three consecutive lessons, students will be
knowledgeable enough to answer all the questions with accuracy. I will also be
using the same rubric created for the pre-assessment to grade students’ post
assessment.

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C. The plan for determining student progress during each of the three lessons.

When teaching my three consecutive lessons, there will be opportunities where I
will need to stop teaching and check my students’ progress. Here are some ways I
will monitor my students’ learning throughout lessons.

Immediately after each lesson is taught, I plan to check my students’
progress by allowing students the chance to reflect on what they learned by
turning in written reflections. They will have to answer questions like what
was the most important topic you learned today, what was the most
confusing topic you learned today, and what important questions they have
that are left unanswered. Doing this allows me to see if I can continue with
the lesson or if I need to revisit this lesson before continuing.

Throughout each lesson, I will stop at different times to check for students
understanding. After introducing each new concept within lessons, I will
pause and ask questions to see whether students are understanding and
making connections. Before continuing to teach, students will have to
verbaly show they comprehend what has been taught.

I will also use class activities to measure students learning. Activities that
allow students to work in small groups or pairs. When students are working
together, there is an opportunity for peer teaching and learning. While
students are peer learning and teaching, I will have the chance to walk

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around the classroom and observe students and help students who get stuck
and also redirect students if they are going in the wrong direction.

Marvaye Payton

Attachment 1
Students Do Not Stress!
This worksheet will NOT be graded. This worksheet will allow me to understand
your level of knowledge of chapter 5 before I teach it.
Disclaimer: You may not know all the answers, but answer ALL to your best ability.
-Mr. Payton 
1. How and why did the Greeks honor their gods?

2. What do you know about philosophy?

3. Who is Alexander the Great and what did he do for the Greeks?

4. What are some things we use today that came from the Greeks?

5. What is the Hellenistic Era?

6. Why is Ancient Greece the birthplace of Western Civilization?

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Attachment 2
Pre-Assessment Rubric

Exceed the standard

At standard

Approaching standard

Student answered 5-6
questions correct
showing prior
knowledge of the
content.

Student answered 3-4
questions correct
showing some prior
knowledge of the
content.

Student answered 0-2 questions
correct showing very little prior
knowledge of the content.