TWS 4 Overview of Assessment Plan for your Showcase Lesson (You also need to include your pre-, during,

and post assessment instruments along with scoring rubrics/answer keys.) Lesson Objective(s) When given a clock, 85% of students would be able to correctly tell the time by the nearest five minutes and know the difference between a.m. and p.m. Assessments Pre-Assessment During Assessment Post-Assessment Format of Formative Assessments Before the lesson, I asked students what they think of when they hear the word time. During the lesson, I had the students answer clock questions I showed on my clock and word problems that I had on the SmartBoard. After the lesson, I then asked the students to talk about their favorite time of the day and what they like to do during that time. Accommodations To accommodate for students, I gave each student their own clock to work out the time problems I did with my clock and the questions I had on the SmartBoard. For the IEP students in the classroom, I made sure to show them how to put the correct time on their clock so they are at the same pace as the other students in class.

For my Showcase Lesson, I used a Math lesson about telling time and presented multiple hours and time on a clock and questions about different durations of time to assess my students. I believe this assessment is valid because it involved critical thinking, hands-on activities, and problem solving. The criteria that I used to decide if my students had the pre-requisite knowledge to complete this lesson was that we had been talking about how to tell time and how to work out problems that have to do with duration of time by minutes and hours. Description of Pre-, During, and Post Assessments During this lesson, I incorporated several formative (and/summative) assessments. For the preassessment, I used a critical thinking question. This assessment was aligned to the lesson objective because it got the students interested in the subject and influenced them to think about the critical question I asked them. For this assessment, the students needed to tell me what they thought about when they heard the word Time. This assessment was valid because it gave them the opportunity to tell me their own opinion of what the word time meant to them. I made adaptations to meet the individual needs of my students or the contextual factors by giving everyone an opportunity to think about the word time and what they thought it means.

The assessment that I used during instruction was I had the students answer clock questions I showed on my clock and word problems that I had on the SmartBoard. This assessment was aligned to the lesson objective because it helped the students understand the different hours of the day and how to figure out the durations of time. For this assessment, the students needed to follow along with each time I showed and the questions I presented in order to do the work correctly and proficiently. All of the students completed the work presented to them, even the few students that had returned to the classroom from their resource time. This assessment was valid because it got them involved both visually and it was also a hands-on activity. It also followed along with the curriculum for their grade. I made adaptations to meet the individual needs of my students or the contextual factors by letting them each use a clock so that they could work out the different times that I was showing with my clock and the questions on the SmartBoard. The assessment that I used after instruction was finding out their favorite part of the day (morning, noon, or night) and what they enjoy doing during that particular part of the day. This assessment was aligned to the lesson objective because it gave the students the opportunity to think about the time of day they liked the most. For this assessment, the students needed to write down a couple of sentences describing which part of the day they enjoyed the most and what activities/hobbies they enjoyed doing during that part of the day. This assessment was valid because it had to do with the time of day. I made adaptations to meet the individual needs of my students or the contextual factors by letting them think individually and tell the others about their favorite part of the day. Use of Formative Assessment I used my pre-assessment data to find out what the students thought of when they heard the word time. Data gathered during the lesson was used to see how much the students understood with the time shown on the clocks and the word problems I put up on the SmartBoard. At the end of the lesson, based on my data, I decided that some of the students could follow directions efficiently and knew the different hours of the day, while others were on an Average level on following along and answering questions. For a few of my students, I found that I needed to repeat the time that I was showing on the clock so that they could follow along and keep up with the rest of the class. Attachments Pre and During Assessment Questions and answer key

Lesson Questions: With your clock, tell me what time is shown: 1. 10:00 2. 4:30 3. 1:00 4. 5:30 5. 8:30 6. 12:00 7. 7:30 8. 6:00 9. 3:30 10. 2:00

Word Questions: 1. Charles is going to the zoo with his friend at 3:00 PM. If it is 2:00 PM, how long until Charles goes to the zoo? 2. The class starts on their Science lesson at 12:30 PM. After two hours, they pack up to go home. What time do the students start to pack up? 3. Mark finishes his chores at 2:10 PM. Jeff finishes his chores an hour later. What time does Jeff finish doing his chores? 4. Sam woke up at 8:20 AM. He needs to leave for school one hour later. What time does Sam leave for school? 5. In the morning, Ms. Jeffersons class changes activities every half hour. Math starts at 9:30 AM. Her students go to four more activities. When does each of the activities begin?

Word Questions: 1. Charles is going to the zoo with his friend at 3:00 PM. If it is 2:00 PM, how long until Charles goes to the zoo? a. 1 hour 2. The class starts on their Science lesson at 12:30 PM. After two hours, they pack up to go home. What time do the students start to pack up? a. 2:30 PM 3. Mark finishes his chores at 2:10 PM. Jeff finishes his chores an hour later. What time does Jeff finish doing his chores? a. 3:10 PM 4. Sam woke up at 8:20 AM. He needs to leave for school one hour later. What time does Sam leave for school? a. 9:20 AM 5. In the morning, Ms. Jeffersons class changes activities every half hour. Math starts at 9:30 AM. Her students go to four more activities. When does each of the activities begin? a. 10:00 AM b. 10:30 AM c. 11:00 AM d. 11:30 AM