4.

Assessment Plan for Three Consecutive Lessons

A. Overview of the Assessment Plan
Mini-Unit
Objective
The students will
be able to
explain how the
Stamp Act, the
Tea Act, and the
Intolerable Acts
lead to the
American
Revolution, as
well as
American
resistance to
these acts.

Pre-Assessment

Accommodations/
Modifications
The students will If the students are
take a short quiz all approaching
that has five
the standard, the
questions on it.
lessons will be
The questions
more in depth. If
will show their
there are a few
knowledge of
students who are
the Stamp Act,
not at standard
the Tea Act, and while the rest of
the Intolerable
the class is, then
Acts. The
those students
students will be
will be pulled for
exceeding
small group
standard, at
instruction. This
standard, or
small group
approaching
instruction will
standard.
give them further
information to
help with their
understanding. If
there are a few
students who are
exceeding the
standard and
already know the
information that
is being taught to
the rest of the
class, then they
will be given an
additional
assignment to
complete during
the lesson.

Lessons

Post-Assessment

Lesson 1
The objective of
this lesson is:
The students will
be able to
summarize the
effects of the
Stamp Act.
During this
lesson, the
students will
listen to a short
exert about the
Stamp Act.
After that, they
will view a
PowerPoint on
the Stamp Act.
After the
PowerPoint, the
students will
write a short
summary about
the Stamp Act
and how the
Americans felt
about it.
Lesson 2
The objective of
this lesson is:
The students will
write a letter
describing the
Tea Act. In this
lesson, the
students will
learn
information
about the Tea
Act. After they
know what the

The students will

be given the
same quiz for
the postassessment that
they were given
for the preassessment.
They will be
given the same
five question
quiz to show that
they learned the
information
from the lessons.
If there are still
students who do
not know this
information,
they will be
pulled for small
group
instruction. This
small group
instruction will
give them a
small lesson on
the three acts
combined to
help with their
understanding of
the content.

Tea Act is, they

will write a letter
to a friend or
family member
explaining it to
them.
Lesson 3
The objective for
this lesson is:
The students will
paraphrase
information
about the
Intolerable Acts
for a partner.
During this
lesson, the
students will
learn about the
Intolerable Acts.
They will be
assigned a
partner, with
whom they
should
paraphrase what
the Intolerable
Acts are and
how they came
to be. They will
make a bulleted
list of important
points from their
discussion.
B. Description of Pre- and Post-Assessments
The pre-assessment for this mini-unit will consist of a five question quiz. These questions will
be used to see what the students already know about the Stamp Act, the Tea Act, and the
Intolerable Acts. There are four multiple choice questions and one statement for the students to
mark either true or false. If the students get all five questions correct, they will be marked as
exceeding standard. If the students get three to four questions correct, they will be marked as at
standard. If the students get zero to two questions correct, they will be marked as approaching
standard.

The post-assessment will be the same five question quiz. The students will be scored the same
way as the pre-assessment. The information collected from the post-assessment will be
compared to the scores of the pre-assessment to show what knowledge the students gained from
the mini-unit.
C. Plan for Determining Student Progress During Lessons
One assessment that will be used during the mini-unit is the summary from the first lesson. The
students will summarize the Stamp Act and how the Americans felt about this. I will view these
summaries to make sure the students understand the Stamp Act completely. It is important for
them to realize how the Americans felt about this and how it led to the American Revolution. If
there is any information that is incorrect, it will be addressed before the beginning of the second
lesson. A second assessment that will be used is the letter the students write about the Tea Act.
They will write a letter to a friend or family member describing the Tea Act and the response it
received. I will review the letters and make sure the information is correct and the students
understand the Tea Act completely. If there is any information that is not correct, it will be
addressed at the beginning of the third lesson. A third assessment that will be used during the
mini-unit is the list the students make with their partners during the third lesson. The students
are to paraphrase the Intolerable Acts, showing their understanding of this lesson. I will observe
them as they are working to make sure they are on task and understand the Intolerable Acts.
When they are finished with their partner work, I will evaluate the lists that are made to make
sure all the information is correct and complete. If needed, clarifications can be made the next
day for the students.

Pre- and Post-Assessment

1. Which act placed a tax on all papers, such as legal documents and newspapers?
a. The Tea Act
b. The Intolerable Acts
c. The Stamp Act
d. The War Act
2. Which act closed the Boston Harbor and took away the right of the colony of
Massachusetts to govern itself?
a. The Tea Act
b. The Intolerable Acts
c. The Stamp Act
d. The War Act
3. Which act gave the British East India Company exclusive rights to sell tea in the
colonies?
a. The Tea Act
b. The Intolerable Acts
c. The Stamp Act
d. The War Act
4. After which act did the colonists protest with the cry, No taxation without
representation?
a. The Tea Act
b. The Intolerable Acts
c. The Stamp Act
d. The War Act
5. True or False:
Parliament passed the Intolerable Acts because of the Boston Tea Party. ___________