M=Meets

PM=Partially Meets
DNM= Does Not
Meet
ABS=Absent

Lesson 1 Lesson 2 Lesson Lesson 4 Lesson

Learning Goals Learning Goal 3 3 Goals 1,2,3 5
1, 2, 3 Goal 2 Goals
1,2,3

Student Pre-a Civil Week Week Notes Graphic Week Week Plicker
Number ssess Convo 1 1 Diary (Forma Organiz 2 2 Diary (Forma
ment (Forma Questi (Summ tive) e Questi (Summ tive)
tive) ons ative) (Formati ons ative)
(Summ ve) (Sum
ative) mativ
e)

1: AB PM M M M M M M M M

2: KN PM M M M M M M M ABS

3: OC DNM M PM DNM M M PM M M

4: TA DNM PM DNM DNM M M M M M

5: KL DNM M M M ABS M M M M

6: FC DNM M M DNM M M M M ABS

7: SL PM M M M M M M M M

8: JB DNM M PM PM M M DNM DNM M

The graph above illustrates all major pre, formative, and summative assessments

conducted within this TWS. As stated in the Overview and Learning Goals sections, each lesson

specifically examines either a particular learning goal or several at the same time. Upon

completion of the pre-assessment, I adjusted my plan for the TWS in order to meet my student’s
needs. Further examining the table above reveals that nearly half the class met the objectives of

the Weekly Diary. I attributed this to the unfamiliarity students had in regards to completing an

assignment like this. Using this data, I decided that I would create a sample diary entry students

could use as an example. As evident in the second diary entry, the majority of students created

entries that met the standard. Student 8, who serves as the exception, had forgotten about the

assignment due to a family emergency and did not turn anything in. The example of the sample

diary provided can be found just below the results of the pre-assessment. The images following

the example diary are comments I made regarding student work in the Week 1 Questions, Week

1 Diary, Week 2 Questions, and Week 2 Diary.

Based on pre-assessment data, students demonstrated either did not meet or partially met

the criteria necessary to demonstrate proficiency. Student 4 did not surprise me as they are an

exchange student and have had very little exposure to US history. I knew I would have to

provide scaffolds for this student in regards to the segments of US history, as well as praise the

student for good work and provide constructive feedback for any apparent misunderstandings.

Below is one such example.

However, I was surprised that a number of students struggled with the questions relating to US

History. Student 7 is an incredibly gifted student in regards to social studies but still struggled

with questions surrounding the lead up to the Revolution. Upon re-teaching a brief portion of
Early American History, the majority of students consistently met the daily objectives laid out in

the above graphic.

Finally, in order to ensure that absent students could still receive the content they missed,

I created a resource page in the class Google Classroom that I consistently updated with each day

new content was discussed. This ensured that, for example, students 2, 5, and 6 could access the

content they missed on the corresponding days they were absent. This ensured that students had

the opportunity to view content in order to ensure they did not fall behind. The differentiation

also assists all students, given that students can refer to the page at any time to refresh

themselves on a particular topic or concept. An image of that resource page can be found at the

bottom of this tab.