Julia Khader

EDUC 377 – Teaching in the Content Area

Sister Mary Ann Jacobs

5 November 2021

Learning Experience Assessments

 Day 1 informal assessment based on student response to the question “What are the
two most important causes of WWI and why?”
 Day 2 formative assessment of student timelines.
 Day 3 formative assessment of the creative writing assignment
 Day 4 and 5 summative assessment of propaganda posters students must design to
reflect Unit topics *

*It is important to make obvious that there is no assessment taking place on Day 4 of the lesson plan
because the lesson on the Russian Revolution is split across two days, Day 4 and 5. Therefore, the
assessment will take place when learning has been complemented on Day 5 but will also measure Day 4.

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Day 1: Located in the Independent Practice!!!

The assessment on this day is an informal assessment measured by students response to “What
are the two most important causes of WWI and why?” Students will have the opportunity to
answer this question with their group and then contribute to whole class discussion.

Located in INDEPENDENT PRACTICE of five day lesson plan.

Evaluate Criteria:
Students will be evaluated based on their participation in discussion as dictated below:
Exemplary Minimal Unsatisfied
 Student contributed  Student participated  Student made no
to group discussion occasionally in group significant
on the question discussion contribution in class
 Student contributed  Student had no or group discussion
to class discussion participation
OR
 Student had no
participation in group
 Student participated
occasionally in group
discussion

Day 2: Located in the Guided Practice!!!

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Students will be assessed by evaluation of their collaborative timelines. Students will be
working in groups of 3 to 4 on this activity.

Located in GUIDED PRACTICE of five day lesson plan.

Evaluative Criteria:
This timeline will be collected, and will those be assessed on a check plus, check, check minus
system:
✓+ ✓ ✓-
Timeline featured five or Timeline featured less than Timeline featured less than
more notable events of WWI three to four notable events three notable events of WWI
(1914-1919). of WWI (1914-1919). (1914-1919) OR more than
one events listed in the
timeline is incorrect.

Day 3: Located in the Independent Practice!!!

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Students will be assessed by their homework creative writing assignment. Students will be
writing this assignment on the topic they explored with their groups (Women, African
Americans, Native Americans) but this will be evaluated as an individual assignment.

Located in INDEPENDENT PRACTICE of five day lesson plan.

Evaluative Criteria:
This homework assignment will be collected at the beginning of class the next day and graded
by a check plus, check, check minus system:
✓+ ✓ ✓-
 Creative writing  Creative writing  Creative writing
assignment assignment refers to a assignment does not
concretely refers to vague refer to ANY
one specific time/event/region event/time/region to
event/time that that affected their provide context for
directly affected the group. the group they are
group they are writing  The letter tries to writing as.
as. portray a tone that is  The letter is
 The letter accurately not descriptive. descriptive, like an
portrays a tone  The letter is 5-6 essay, and not
(whether sad, tired, fragmented creative in portraying
excited, etc.) sentences or less than tone or style.
 The letter is one full 5 sentences.  The letter is only a
paragraph (5-6 missive, a couple of
sentences) short sentences long.

*Bonus points can be

awarded to elevate a check
student to check plus if
student made the stylistic
effort to format their letter
on a postcard or designed to
look aged.

Day [4 and] 5: Located in detail in the Independent Practice!!!

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Students will be assigned a summative project that requires students to design and execute a
propaganda poster of their own creation. Students will be required to make two posters, but
they will be assigned partners to brainstorm, collaborate, and work together to complete the
project. Students will have learned about propaganda posters in the first days of the lesson plan
and looked at popular examples. Students will be tasked with creating posters to reflect what
they learned about World War I and the Russian Revolution.

Located in INDEPENDENT PRACTICE of five day lesson plan.

Evaluative Criteria:
Student posters will be evaluated separately, and the total grade will be the average of the two.
Grades will be dictated by the following rubric:
3 2 1
Instructions Students have Students attempted to Students made no
followed every follow directions but attempt to follow the
instruction exactly were just short. instructions and were
(due date, two averse to guidance.
posters, content
relaxant, equally
divide the work, etc.)

Content Students made an Students aimed for Students made a

accurate portrayal of accuracy but historically false
their topic. incorrectly portrayed interpretation with
some details or other both of their posters.
part of one of their
posters that hindered
its impact as a
plausible propaganda
poster.
Structure Students designed a Students created a Students used loose-
poster on a cardboard structurally sound leaf or other
or other cardstock poster but lacked inappropriate material
paper that was vibrancy. for their poster and did
colored and not attempt to bring
stylistically appealing. life to their poster or
color it.
Purpose Students clearly Students spent some Students spent little
thought critically time thinking and time thinking about or
about their posters planning purposeful planning their poster
poster. which lacked purpose.