JasonAssessmentTimeline


 * Assessment Timeline **


 * FINAL VERSION, IMPLEMENTED 1/22/13 - 2/14/13**

Dear Dr. Grace and Dr. Theresa,

Although I followed the key Stage One and Two expectations of my unit and had the kids complete a GRASP that closely resembled my initial plan, the content and thus unit had to change dramatically in order to accommodate the realities of my curriculum and this particular calendar year. Rather than a “Disunion” Unit it had to become “Growth & Disunion,” a hybrid that incorporated an entire additional content unit from my district curriculum. The lesson sequence was thus completely different.

Additionally, at OHCHS we must grade within standard areas on a rolling basis and so the actual impact value of any given assignment would require a PhD in calculus to determine. This makes the “Value” column difficult. Relative points are identified along with the standards addressed: Behaviors that Support Learning (BSL), History (HIST), and Process/Application (P/A).

My original timeline is still available on this page for your review.


 * **Lesson Number** || **Assessment** || **Process and Purpose of Assessment** || **Formative/Summative** || **Value** ||
 * 1.1 || Journaling in response to prompt, some classes completed survey || Students will complete pre-Assessment survey to find out what they already know about the understandings of the unit. || Diagnostic || n/a ||
 * 1.1 || Whip Around the Room || Students will report out the ideas they already have regarding Westward expansion. || Formative || n/a ||
 * 1.1 || Document analysis || Students will work in groups to complete document analysis that includes paintings, articles and primary sources regarding westward expansion 1800-1835. || Formative || BSL

5 ||
 * 1.1 || At Home Journal Reflection || Students will write a reflection on the appropriateness of Native American names as high school mascots, in response to an article with SAT style comprehension questions. || Formative || BSL

5 ||
 * 1.2 || "Check-In" Quiz || Students will complete (and self-correct) a basic "check-in" quiz over key terms from the previous class. || Formative || n/a ||
 * 1.2 || Conflicting Sources || Students will complete a graphic organizer comparing and contrasting two conflicting sources regarding the Mexican American War. || Formative || BSL

10 ||
 * 1.2 || T Chart arguments for and against || Students will complete a T Chart identifying arguments for and against American expansion. Discussion and debate follows. || Formative || n/a ||
 * 1.2 || At Home Content Review || Students will complete reading comprehension and reaction questions in response to further content reading. || Formative || BSL

10 ||
 * 2.1 || In-class reflective journaling || Students write in response to the prompt, “How does growth impact relationships?” Whip around, gallery walk and discussion follows. || Formative || n/a ||
 * 2.1 || Primary document analysis, evaluate an argument || Students evaluate the arguments of John C Calhoun and James Henry Hammond regarding slavery by applying current sources highlighting slave conditions today. || Formative || n/a ||
 * 2.1 || Independent Research || Students use electronic resources to research and write a “perfect C/E/W paragraph” summarizing the work of a key abolitionist. || Formative || BSL

10 ||
 * 2.2 || Venn Diagram || Still testing the Southern arguments supporting slavery, students compare and contrast the experiences of slaves vs that of mill workers by using primary and secondary sources in a venn diagram. || Formative || BSL

10 ||
 * 3.1 || Graphic Organizer (unique format designed for this unit) || Students will be able to describe how growth necessitated sectional compromise over time, thereby impacting the relationship between the states, the national government, and citizens. || Formative || n/a ||
 * 3.1 || Vote with your body || Students will participate in a vote with your body discussion responding to questions stemming from the sectionalism and expansion. || Formative || n/a ||
 * 4.1 || Written Quiz || Students will complete a written quiz with a variety of question styles. || Summative || HIST

100pt ||
 * 5.1 || T Chart arguments for and against || Students will use the think-pair-share protocol to compare and contrast arguments regarding the cause of the Civil War. || Formative || n/a ||
 * 5.2 || Script Development || Students will gather the primary and secondary sources from throughout the unit, as well as the T Charts to begin to develop a script that argues both sides of three different issues stemming from Growth & Disunion. || Formative/Summative || P/A

100pt ||
 * 6.1 || Video Development || Students will use Xtranormal to create a video debate using their script. This performance should exhibit the gestures, timing and tone of effective debate. || Formative/Summative || P/A

50pt ||
 * 6.2 || Self-Assessment || Students will complete a self assessment after watching each others videos and getting peer feedback. || Reflective || n/a ||

Original Timeline based on Stage 3 (grade is for group contributions) || 15 ||
 * **Lesson Number** || **Assessment** || **Process and Purpose of Assessment** || **Formative/Summative** || **Value** ||
 * 1 || Questionnaire on Survey Monkey || Students will complete pre-Assessment survey to find out what they already know about the understandings of the unit. || Diagnostic || n/a ||
 * 1 || Whip Around the Room || Students will report out the ideas they already have regarding causes of the Civil War. || Formative || n/a ||
 * 1 || Idea Rake || Students will work in groups to complete and present an idea rake for one cause of the Civil War (with teacher feedback). || Formative || 10 ||
 * 1 || At Home Journal Reflection || Students will write a reflection on likelihood of another Civil War happening on our lifetime (in response to the rap song) OR Investigate Historic Norway Downtown. || Formative || 10 ||
 * 1 || "Check-In" Quiz || Students will complete (and self-correct) a basic "check-in" quiz over key terms from the previous class. || Formative || n/a ||
 * 1 || Debategraph || Students will combine information from Idea Rakes to form an overarching digital brainstorm. The class will begin to analyze and interpret the findings in class discussion. || Formative
 * 1 || At Home Journal Reflection || Students will compare and contrast two different theories on what caused the Civil War (must incorporate key vocabulary into the composition and use information from the Debategraph) || Summative || 25 ||
 * 2 || Gallery Walk Notes || Students will rotate in small groups to comment on civil war era documents posted around the room. || Formative || n/a ||
 * 2 || Fact/Opinion Chart || Students will complete a second "gallery walk" rotation using the Fact/Opinion graphic organizer to compile a list of what seems to be corroborating fact rather that opinions expressed in the documents. || Formative || 10 ||
 * 2 || Group-to-whole discussion || Students will participate in a whole class brainstorm of what is fact verse opinion thereby reviewing the charts the students completed in the second gallery rotation. || Formative || n/a ||
 * 2 || Xtranormal || Students will develop a position regarding the main cause of the Civil War in xtranormal referring to the sources collaboratively reviewed by the class. || Summative || 25 ||
 * 3 || KWL || Students complete a KWL about their rights and responsibilities as they explore dilemmas regarding citizenship using the Partners protocol. || Formative || 10 ||
 * 3 || Verbal check ins || Students will be able to describe the relationship between the states, the national government, and citizens. || Formative || n/a ||
 * 3 || Showme video || Students individually develop a Showme video explaining the dilemma and Supreme Court Case they were assigned. || Summative || 15 ||
 * 4 || Vote with your body || Students will participate in a vote with your body discussion responding to questions stemming from the lesson's hook. || Formative || n/a ||
 * 4 || Venn Diagram || Students will use the think-pair-share protocol students to compare and contrast the causes of the Civil War with today's political turmoil by using a Venn Diagram. || Formative || 10 ||
 * 4 || Blogger || Students will blog under a pseudonym reflecting on the likelihood of another impending Civil War, applying learning from previous lessons. || Summative || 15 ||
 * 5 || Persuasion Map || Students will use the Three-step interview protocol to interview a partner and complete a Persuasion Map of the other's opinion from the previous lesson || Formative || n/a ||
 * 5 || Exit Slip || Students will complete a final draft of the persuasion map after several steps of feedback || Summative || 10 ||
 * 5 || Google Docs || Student will review articles uploaded into Google Docs and place digital comments to interpret for bias, unsupported claims and to demonstrate "reading between the lines." || Summative || 10 ||
 * 6 || Fish Bowl || Students will participate in a fish bowl discussion to tease out ideas about the relationship between the individual and society, and matters of allegiance. || Formative || n/a ||
 * 6 || Sense Chart || Students will use the Talking Chips protocol to debate and discuss the issues raised in the previous lesson's critique activity while using a Sense Chart to note what is communicated by a peer they are assigned to observe. || Formative || 10 ||
 * 6 || Edmodo || Students will then take the debate "digital" by continuing the discussion using Edmodo being sensitive of what from the Sense Chart is no longer conveyed due to a digital environment. || Formative || 10 ||
 * 6+ || [[file:Jason Long Product Digital Forum Rubric 1.pdf|Digital Forum]] || GRASP || Summative || 65 ||
 * 6+ || [[file:Jason Long Presentation Rubric (Schoolwide) 1.pdf|Final Presentation]] || GRASP || Summative || 50 ||