Assessment
o Students are aware of the meaning of their assessments as they are tied to clear learning targets and essential questions
 |
| Essential Questions for the Civil Rights unit that were communicated to the students during the unit activator |
 |
| Students were well aware of exactly how they would be graded at the beginning of the Civil Rights Unit |
 |
| Students learn about Greek pottery and daily life and will use their knowledge during a performance with members of the Greek community as an audience |
 | |
| Students read each others blog entries and discuss them in small groups in class |
o Students complete many formative assessments and receive helpful feedback to attain learning targets
Example: I can describe the culture of three City States
Example: I can describe the culture of three City States
 |
| Students research the City States and draw pictures to represent them. We go over it as a class on the overhead so everyone can share their information |
 |
| Students use their knowledge of the City States and compare and contrast them. Again, we go over their thinking on the overhead so the entire class shares their thinking |
 |
| Finally, after two formative assessments my students are ready for the summative writing assignment. Students are successful because they have been thoroughly prepared |
o Students are informally assessed on a daily basis to gauge future instruction
 |
| Above: Class roster I created to take notes on individual student's attainment of the day's learning target Below: An example of my daily class notes  |
o Students have a choice of final products when prudent
