TWS 3 (Assessment Plan) The types of assessments used for my showcase lesson were a pre and post assessment.

The pre and post assessment were a test-retest assessment. I used the same question both times for the students to answer. I also used an assessment during the lesson that involved the students in paying close attention to the text as I read. This assessment was called a bookmark. The students were asked to record character traits for both characters on this bookmark. For the pre and post assessment I gave the students a blank piece of paper. I posted the question for the assessment on the SmartBoard as well as said the question to the students aloud several times. The students were asked to write their answer to the question on their paper. For the assessment during the lesson I gave the students a piece of paper that looked like a book mark. I explained the rules of what they should do with the paper two to three times to make sure all of the students understood. As we read the literature I also reminded the students what they were to be doing as they listened. Due to contextual factors of the class I repeated instructions and the question for the assessments at least twice. I also wrote the question to the assessments on the board for the students to see. Since a few of the students were absent for the pre-assessment I was forced to explain the post assessment in more depth than had planned. However, this also helped some of the students who were in class for the pre-assessment to understand the question better as well. Most of all the implementation of the assessments went very smooth. Description of Pre, During, and Post Assessments In lessons one, two and three we focused on WWII and the many events that took place, the key figures, and how the events that took place affected the American Home Front. However,

a lot of focus was placed on the key figures of WWII. For my pre-assessment and post assessment for these lessons I gave the students a quiz with ten questions on it, all relating to the key figures of WWII. The students were given an adequate amount of time to answer the questions to the best of their ability. There was not an assessment that took place during the lessons, for these lessons. For the assessments I used a quiz key to score the test. The quiz and key I used for the assessments are Attachment 3.1. For lessons three and four (showcase lesson) the lessons main focus was comparing and contrasting character traits of characters from literature using supporting evidence from the book. For the pre and post assessment I asked the students a question relating to how they would compare and contrast characters from a story and to answer the question to the best of their knowledge. The question was Tell me how you would compare and contrast two or more characters with in a story. The students were able to tell me and or show me their answer to the statement. During the lessons the students were assessed based on whether they kept up with recording the character traits on their book mark to help them when they completed the learning activity. The students were given a piece of paper that looked like a book mark and were asked to record the character traits of the characters from the story on the book mark. After the story was complete I used a check list to assess the students book marks to see if they had recorded all of the different traits we had discussed during the story. For the pre and post assessments I used a rubric to score the students. The rubric for the pre and post assessment is Attachment 3.2. Attachment 3.3 is the rubric used for the mid-assessment.

Attachment 3.1: World War II

Name: _________________________

Date: _____________

1. Who was Franklin D. Roosevelt? a. The dictator over the Soviet Union b. President during the Great Depression c. The 32nd president d. Both B and C 2. How did Roosevelt feel at the beginning of the War?

3. Who was Benito Mussolini? a. Italys leader during the early 1920s b. The leader of the British government c. The 32nd president

4. Was Mussolinis country apart of the Axis or Allies?

5. What was the United States apart of when the joined and became a part of the war? Axis or Allie? 6. Who was Adolph Hitler?

7. Who was Winston Churchill? a. A dictator b. Leader over the British Government c. Leader over Italys Government d. An Allied power

8. Who was Joseph Stalin?

9. Who did Stalin make an agreement with not to attack one another?

10. What important place did the Japanese planes bomb during WWII?

Key: 1. D 2. He did not want the US to be a part of the war. 3. A 4. Axis 5. Allie 6. Leader over Germany. 7. B 8. He was dictator over the Soviet Union. 9. Hitler 10. Pearl Harbor

Attachment 3.2 3 Points Character and character traits Students mention that they will state the main character from the story. Student states that they will find and write out character traits, also how the characters interact with people. 2 Points Students do not mention anything about stating the main characters from the story. The student does not state what information they will use to compare the characters. (E.g. character traits, interaction with other characters, etc.) The student mentions less than three graphic organizers they can and/or will use when comparing and contrasting characters. The student does not mention that they will use supporting details to support their characters traits. The student does not mention any graphic organizers they can and/or will use when comparing and contrasting characters. 1 Point

List of character traits

Compare and Contrast characters with list, Venn diagram, or chart/table

The student gives three or more graphic organizers they can and/or will use when comparing and contrasting characters. The student states that they will use supporting details to support their character traits.

Supporting Evidence

Attachment 3.3: During Assessment checklist rubric Characters Marcie At Target The students had 3 or more character traits recorded on their book mark. Rosa Parks The students had 5 or more character traits recorded on their book mark. Unacceptable The students had less than three character traits recorded on their book mark. The students had lesson than 5 character traits recorded on their book mark.

Assessment Plan Table Lesson Objectives Lesson Objective: After completing several learning activities students will be able to compare and contrast characters from a story and support the character traits with evidence from the book. Assessments Pre-Assessment During Assessment Post Assessment Format of Formative Assessments Pre: A rubric is used to score whether the students know the elements to use and the steps to go through to compare and contrast characters in a story using supporting details from the book. During: A checklist will be used to determine whether the students are picking up on the character traits in the book and supporting them with details from the book. Post: A rubric is used to score whether the students know the elements to use and the steps to go through to compare and contrast characters in a story using supporting details from the book. Accommodations The instructions will be placed on the SmartBoard as well as repeated three times. They will also be modified if there is a need. Students will receive and adequate amount of time to complete their response to the question/statement they were given. Students with learning disabilities will receive extra time if there is a need. The students will be allowed to sit closer if they need to as I read the story. Students of higher academic level will be placed with those of lower academic level for the group activity. I did not have any students with special needs; therefore there is not a need for any special accommodations for that circumstance.