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Taylor Bell
Assessment Plan
1. Enduring Understanding: The students will understand that Benjamin Franklin, Lewis
and Clark, and George Washington Carver have all made contributions to the United
States and our current way of life.
2. Goals:
a. The purpose of the unit is to introduce Benjamin Franklin, Lewis and Clark, and
George Washington Carver and discuss their importance to the United States.
b. The purpose of this unit is to increase students understanding of informative
writing and use of proper conventions.
c. The purpose of the lesson is to increase understanding of Benjamin Franklin and
his contributions to our society.
d. The purpose of the lesson is to increase understanding of Lewis and Clark and
their contributions to our society.
e. The purpose of the lesson is to increase understanding of George Washington
Carver and his contributions to our society.
3. Learning Objectives:
a. The student will be able to identify Benjamin Franklin, Lewis and Clark, and
George Washington Carver as historical figures.
b. The student will be able to describe the characteristics and accomplishments of
Benjamin Franklin.
c. The student will be able to describe the characteristics and accomplishments of
Lewis and Clark.
d. The student will be able to describe the characteristics and accomplishments of
George Washington Carver.
e. The student will be able to compare and contrast Benjamin Franklin, Lewis and
Clark, and George Washington Carver.
f. The student will be able to write including facts about the historical figures and
include a closing.

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g. The student will be able to demonstrate the appropriate us of correct capital
letters, punctuation, and organization in writings.
h. The student will be able to participate in whole class discussion appropriately.
4. Formative Assessments:
One way in which I will be assessing my students is through an exit ticket. The
students will be asked to write words they believe describe Benjamin Franklin. This
assessment will be assessing the students understandings on Benjamin Franklin and
whether or not they understand why he is important to the United States. Another way in
which I will be assessing my students is through a writing response to a sentence starter
about Lewis and Clark. This assessment will display the students writing and whether
they are able to include facts, details, and correct conventions. It will also assess their
understanding of Lewis and Clark and their contributions to our society. A third formative
assessment I will use is thumbs up/thumbs down. The students will be read sentences
containing true and false facts about George Washington Carver and they will put a
thumbs up for true, and thumbs down for false. This will assess the students
understandings of George Washington Carver's contributions to the United States.
5. Learning Needs:
The abilities in my classroom are of a wide variety. When planning assessments,
there are different learning needs I must take into account. My students reading abilities
range, so I must read any assessments to the class. I also must include pictures and not
just words on the sorts that, as there are students who still need the support of pictures.
Many of the words that go along with the unit are larger and more complicated words.
From this, I can see that I will need to include word banks when the students are being
assessed through writing samples.

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6. Meaningful Feedback:
I will provide meaningful feedback through conferences and student check-ins.
We will discuss the students writing during conferences and they will be able to go back
to their seat and apply what we have talked about in. The students will complete their
edits in another color, allowing them to see their growth. This way they will be able to
visually see the changes and improvements they have made. Each of the formative
assessments will be used as a check-in. I will look over the students exit tickets and look
for any misconceptions or incorrect answers as they turn them in. The students who need
further assistance can then be addressed and add or take away characteristics. Another
check-in I will be using is thumbs up/thumbs down. This will allow me to discover
misconceptions and generate class discussions about them.
7. Self-Assessment:
According to John Dewey, students must be invested in what they are learning.
Part of being invested is being able to assess yourself. The students will be encouraged to
self-assess through a writing goals checklists using red, green, and yellow cards. For the
writing goals check-list, the students will compare their goal checklist and writing sample
and be asked to evaluate themselves. This will be done for the writing on Lewis and
Clark. For the second self-assessment, the students will be given three colored cards. The
green will mean I got it!, the yellow will mean I am a little confused, and the red will
mean I do not get it. This self-assessment will be used after introducing what a
historical figure is.
8. KNOW/DO/BE Bridge:
Maria Montessori advocated for educating the whole child, not just some parts. To
educate the whole child, one must also decide what kind of person they want to craft.

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This area is more difficult to assess than just cognitive ability. A possible way of
assessing the KNOW/DO/BE bridge is through the creative part of my summative
project. The students will be instructed to make an award they could give to one of the
historical figures. The students will have to explain why their figures are receiving these
award and what they are for. This process will entail the students having to be inventive,
and it will show them the variety of ways in which you can better our society.