Formative Assessment Activity Samantha Linnell

Part One - Planning:

Planning Notes:
- I will teach on Thursday, October 20
- I will teach the French and Indian War as a part of the Revolutionary War Unit
- The lesson I will teach will focus on how the French and Indian War was a cause of the
American Revolution
- My lesson needs to cover the Proclamation of 1763 and why it is important to the
American Revolution
- The teacher will reserve a laptop/Ipad cart so I can use PearDeck in my lesson
- The students are familiar with many different forms of formative assessment, so I am
flexible in which type of formative assessment I choose

Meeting Information

Date: 10-12-16
Time: 8:30am
Location: Martin Middle School (Mrs. Harringtons Classroom)

Planning Information

Date: 10-20-16
Time (including duration): 50 minutes
Class: 8th Grade Social Studies
Topic: How the French and Indian War affected the American Revolution

Standards for NCSCOS/Essential Standards:

- 8.H.1 Apply historical thinking to understand the creation and development of North
Carolina and the United States.
- 8.H.2 Understand the ways in which conflict, compromise and negotiation have shaped
North Carolina and the United States.
- 8.G.1 Understand the geographic factors that influenced North Carolina and the United
States.

Activities for lesson:

1) Introduction of the French and Indian War

2) Video that covers the war and its effects on the American Revolution
3) Discussion of the video and addition of all other information
4) Discussion questions that assess if the students understand the material
5) Discussion about why the war was important to the American Revolution
6) Exit ticket activity
Formative Assessment Activity Samantha Linnell

Lesson Outline:

The French and Indian War

Also called the Seven Years War
What is it?
The French and their Native American allies fought the British for control of land
in North America
It began in 1754 with battles over land borders
Britain officially declared war against France and the Native Americans in 1756
The Video:
Summary of the French and Indian War:
The British tried to stop the French from fortifying the buffer territory in-between
their lands and claiming it for their own
The British lost most of the early battles, but they became more successful as the
war continued
The video doesnt really cover this but when fighting in North America became a
stalemate in the middle of the war, fighting in other parts of the world
(Mediterranean, India) between the French and the British continued
The war ended in 1763 with the Treaty of Paris which divided up the land. In
North America the settlers were freed from the constant tensions of European
powers because now most of the land belonged to Britain
The proclamation of 1763 was an attempt by the British government to appease
the Native Americans who were not happy with the British settlers
Q) John Green gives one reason for why the war started. What was it?
The Ohio Company asked the French to recognize their land Claims
Q) Who "won" the French and Indian War?
The British
Q) What was the Proclamation of 1763?
A document that forbids settlement west of the Appalachian Mountains

Why is the French and Indian War relevant to the American Revolutionary War?

1)Taxes: The British began taxing the colonists to pay for the expensive war which caused the
colonists to resent the British government for trying to control them

2)The Proclamation of 1763 limited where the colonists could settle, which again caused
resentment towards the British Government

Exit ticket:
On a piece of paper, to be turned in, briefly describe how the French and Indian war was a
cause of the American Revolution. This can be done is any format such as flowchart, bullet list,
sentence
Formative Assessment Activity Samantha Linnell

Methods of formative assessment to be included:

1) Questions to be answered while in the Peardeck presentation, specifically the what did
you know before vs. what is something you learned today
2) Exit ticket where students will explain the effects of the French and Indian War that lead
to the American Revolutionary War

Date when lesson plan will be submitted to cooperating teacher for review: 10-17-16

Other information discussed:

2. Lesson Plan (Include in your lesson plan EXACTLY what you will say to introduce
the formative assessment).
a. Standards:
- 8.H.1 Apply historical thinking to understand the creation and development of
North Carolina and the United States.
- 8.H.2 Understand the ways in which conflict, compromise and negotiation have
shaped North Carolina and the United States.
- 8.G.1 Understand the geographic factors that influenced North Carolina and the
United States.
b. Context and Logistics Statement:
I will be using Peardeck questions and an exit ticket as my formative
assessment.
The Peardeck will allow me to see whether or not the students understand the
information presented to them in a video. Because the Peardeck is instant I can
quickly see what I need to cover more fully or what the students understand. The
exit ticket will be a little more broad. I will ask the students to explain the effects
of the French and Indian War that were part of the causes of the American
Revolution. This will be a formative assessment that I will have to look at in order
to evaluate how well the students understood the cause and effect taught during
the lesson.
c. Plan (used the approved plan in your program):
The French and Indian War Lesson Plan

Grade: 8th

Unit Topic: The Revolutionary War

Course/Discipline: Social Studies

Approximate Time Required: 50 minute class period

Formative Assessment Activity Samantha Linnell

Central Focus of the Unit: Students will be able to explain the French and Indian War including
its causes, the major events that took place and the results of the war. Students will be able to
demonstrate their understanding of how the French and Indian War was a cause of the
American Revolutionary War.

General Standards:
- 8.H.1 Apply historical thinking to understand the creation and development of North
Carolina and the United States.
- 8.H.2 Understand the ways in which conflict, compromise and negotiation have shaped
North Carolina and the United States.
- 8.G.1 Understand the geographic factors that influenced North Carolina and the United
States.

Measurable Student Learning Outcomes: S WBAT = Students will be able to

1. SWBAT describe the events of the French and Indian War
2. SWBAT explain how the French and Indian War relates to/ was a cause of the American
Revolution

Lesson Outline:

The French and Indian War

Also called the Seven Years War
What is it?
The French and their Native American allies fought the British for control of land
in North America
It began in 1754 with battles over land borders
Britain officially declared war against France and the Native Americans in 1756
The Video:
Summary of the French and Indian War:
The British tried to stop the French from fortifying the buffer territory in-between
their lands and claiming it for their own
The British lost most of the early battles, but they became more successful as the
war continued
The video doesnt really cover this but when fighting in North America became a
stalemate in the middle of the war, fighting in other parts of the world
(Mediterranean, India) between the French and the British continued
The war ended in 1763 with the Treaty of Paris which divided up the land. In
North America the settlers were freed from the constant tensions of European
powers because now most of the land belonged to Britain
The proclamation of 1763 was an attempt by the British government to appease
the Native Americans who were not happy with the British settlers
Q) John Green gives one reason for why the war started. What was it?
Formative Assessment Activity Samantha Linnell

The Ohio Company asked the French to recognize their land Claims
Q) Who "won" the French and Indian War?
The British
Q) What was the Proclamation of 1763?
A document that forbids settlement west of the Appalachian Mountains
Why is the French and Indian War relevant to the American Revolutionary war?

1)Taxes: The British began taxing the colonists to pay for the expensive war which caused the
colonists to resent the British government for trying to control them

2)The Proclamation of 1763 limited where the colonists could settle which again caused
resentment towards the British Government

Exit ticket:
On a piece of paper to be turned in briefly describe how the French and Indian War was a cause
of the American Revolution. This can be done is any format such as flowchart, bullet list,
sentence

Procedures and Activities:

1) Introduction of the French and Indian War
2) Video that covers the war and its effects on the American Revolution
3) Discussion of the video and addition of all other information
4) Discussion questions that assess if the students understand the material
5) Discussion about why the war was important to the American Revolution
6) Exit ticket activity

Instructional Aids or Resources:

1) Peardeck
2) Youtube video: https://www.youtube.com/watch?v=5vKGU3aEGss

Formative Assessments:
- Questions to be answered while in the Peardeck presentation specifically the what did
you know before vs. what is something you learned today
- Exit ticket where students will explain the effects of the French and Indian War that lead
to the American Revolutionary War

How will you MONITOR, EVALUATE, and RECORD?

I will use the data gathered from the PearDeck responses and the exit ticket to
know what the students understood and what needs to be reviewed. During the class
session I will rely on the PearDeck responses to monitor the student's progress. After
the class I will review the exit ticket responses to evaluate how well the class understood
Formative Assessment Activity Samantha Linnell

the material. I will record the data from the exit ticket to use as a data point in the
learning process.

Part Two - IMPLEMENTATION:

My footage is in two different videos, but I have included both links below:

https://drive.google.com/a/ncsu.edu/file/d/0BzqTDIH3lL4iMkEyT1lKY3FjX1k/view?usp=sharing

https://drive.google.com/a/ncsu.edu/file/d/0BzqTDIH3lL4icGhTS1BWdjNQYXc/view?usp=sharin
g

Part Three - REFLECTION

1. Analyzing Student Learning

a. 8.H.2 Understand the ways in which conflict, compromise and negotiation have
shaped North Carolina and the United States.
8.G.1 Understand the geographic factors that influenced North Carolina and the
United States.
b. I used the Peardeck responses to see how well the students understood the
content we had covered. I looked at the details they provided in their short
answer responses. For the multiple choice questions, I looked at how the majority
of the class responded. I looked at whether the majority of the class chose the
right or wrong answer and clarified the information from there depending on if it
was needed or not.
c. I have posted the graphics below, but what I found in the formative data in class
was that the students were understanding the concepts well. In the
pre-assessment of the students knowledge about the French and Indian War,
most of the students were not able to explain what the war was. Because I had
this baseline of zero knowledge, I was able to pretty accurately measure how
much the students learned during my lesson. In the exports from Peardeck, the
evidence shows that the majority, if not all, of the students could remember
information from the video and the information we discussed about the war. My
first response to the fact that all the students answered correctly was that they
may have seen others responses on the board and changed their answer. While
this may have been the case for some students, I made sure to pause the
answers as soon as everyone had voted so they could no longer change their
answers. The students were working in pairs because there were not enough
computers for everyone. So I think that the fact that they were able to discuss
their answer before submitting it helped them get the right answer. For the exit
ticket I asked students to explain how the French and Indian War was a cause of
the American Revolution specifically in terms of the war debt and the
Proclamation of 1763. If the student was able to tie both elements into the cause
for the American Revolution, then I can assume they understood the concepts. If
they were able to relate at least one of these elements to the American
Revolution then I said that they understood some of the information but needed
Formative Assessment Activity Samantha Linnell

more time on the topic. If they were not able to relate the two events I
detedrmined that the student was not able to communicate the relationship
between the two events in this format.
Formative Assessment Activity Samantha Linnell

d. Because Peardeck does not record data for specific students, I can not look at
one individual's learning pattern through the Peardeck presentation. However,
because the class answered the multiple choice questions similarly, I can
compare those responses with the responses I got from the exit ticket short
answer question. Student 1s response to the exit ticket assignment lead me to
believe that she understood what I had taught. Her response included both of the
elements I was looking for, and she explained the relationship between the
French and Indian War and the American Revolution. From the Peardeck
presentation responses, I gathered that Student 1 was able to understand the
information and reproduce the knowledge in her own terms. Student 2 had me
concerned that she did not understand the information I taught. Her exit ticket
response was very vague and parts of it were incorrect. The response also only
covered one of the elements of the French and Indian War that we discussed.
From this evidence I can guess that Student 2 relied on her partner to help her
answer the questions in the Peardeck and for understanding. It may be possible
that this student was not able to communicate the information in written format
but did understand the content and could have connected the two historical
events in another format.
Formative Assessment Activity Samantha Linnell

Student 1 Worksample:

Student 2 Worksample:

2. Feedback to Guide Further Learning

a. Feedback to student 1: Your response is very thorough! It not only includes the 2
elements that we talked about in class, but you also drew on previous
knowledge. For your journal entry, I would like you to create a question you
would like to explore further about the French and Indian War. What do you want
to know more about? What would you have to do to answer this question?

Feedback to student 2: Your response is somewhat vague and does not include
all of the elements of the French and Indian War that we discussed in class. We
will review this topic in class today, but I would also like for you to tell me what
you know about the French and Indian War in your journal entry for today. You
can write this however you choose (bullets, paragraph, chart...), but write
everything you know about this war. I would also like for you to write at least 2
questions that you have about the war, and I will answer these for you when I
review journals.
Formative Assessment Activity Samantha Linnell

I gave feedback to my two focus students by writing on their exit ticket which I will
return to them. I chose to use written communication so that it was individualized
to their specific response. Also, by writing it under their response to the question,
they are able to review what they wrote when they reflect on it in their journal
entries. The feedback I provided can be found above.

b. The goal of this lesson was for students to be able to connect the French and
Indian War to the American Revolutionary War. The feedback I gave to the two
sample students helped them either make this connection or elaborate on the
knowledge they already have. For student 1, I saw that she understood the
material well and was able to make the connection between the wars using the
Proclamation of 1763 and the debt that the war caused. Because of this I asked
this student to think deeper and come up with a question that they would like to
explore more about this topic. This helps the student move up Blooms
Taxonomy of thinking and learning.

For student 2 I saw that they were not able to make the connection between the
two historical events. In the feedback I asked them to write what they do know
and 2 questions they have about this topic. This helps the student think about
what they already know and recall what they learned previously. It also helps me,
as the teacher, see what they are confident in and the foundation of knowledge
they have. By having the student create 2 questions, I want the student to
consider what they do know and realize what they want to know. This will help
me see the areas that need improvement and what interests the student.

c. To make sure the feedback is used and so that the student knows that it is
important, I will have the students respond to the feedback in their daily journal
entry. This allows me to give individual feedback to each student, and it gives the
student the chance to respond in an individualized setting. Each student's
feedback will be different, so they will each have the chance to reflect on the
question that was asked and improve on what they did the previous day.
Because student 2s response was so concerning, I may also try to do a quick
conference with them to see if there is a problem that needs to be solved. This
would give me the opportunity to help her if there is a specific need or find out
what needs to be done to help her understand the material.
3. Using Assessment to Inform Instruction

After reviewing the video and student responses, I can see that there is a variety
of understanding of the topic among the students To address the class as a
whole, I would use the next class to review the material in a different format. I
could find a good article written about the topic that would present the information
in a different way than I had previously presented it. After this I would try to find
any holes or gaps in the students learning that I could fill in during that class
period.

For student 1, I would not have to be very concerned about her understanding
the
Formative Assessment Activity Samantha Linnell

content. However, I would want to continue to encourage her to grow in her

knowledge on the subject. I would find ways to help her grow that appropriately
challenge her. This could be done through an individual research project or more
in depth learning. For student 2 I would be very cautious about moving forward
before I knew for certain that she fully understood the material. I would find
methods that fit her specific learning preferences such as online WebQuest or
working with a group. I would do a follow up of the same exit ticket question after
I
had retaught the material to look for improvement.