consumerism mobility Formative Assessments Summative Assessments (graded but not recorded) Traditional unit semester exams, end-of-course exam (multiple Entrance slip: written response to prompt based on learning target to be choice, true/false with corrections, matching, short answer, extended covered in previous lesson (to ensure comprehension before moving on) response; all tests should include many types of items) or the upcoming lesson (to assess prior knowledge) Analytical essays thumbs-down” by students to indicate their sense of Document-based essays “Thumbs-up, understanding Research-based essays (group or individual) Pose questions to individual students ongoing during course of lesson Oral presentations (group or individual) Whole class discussion of lesson with maximum participation; monitor Class debates for student understanding Class Socratic discussions Seek quick individual student responses on white boards SLO post-assessment Seek choral responses from the whole group of students Pair, Share”: students work in small groups to complete a prompt “Think, then report findings to class Exit slip: short written quizzes (may include multiple choice, “bell-ringer” short answer, etc.) at the end of the period Exit slip: responses to prompts at the end of the period Written homework tasks based upon learning targets, with option to make corrections based on feedback Quiz (graded but not recorded) SLO pre-assessment Resources Enrichment Strategies The American Vision by Glencoe, online edition available Spiral questioning: questioning on same topic with increasing levels of Visual media from school library complexity based upon quality of student responses and interest Connect current and past lesson content to current events in the news Students may be invited to read difficult and significant original sources to learn content more in-depth Student and teacher collaborate to create additional projects (historical newspaper, diorama) Students research and then teach a key part of the lesson Students may shadow or interview a professional or arrange for a guest speaker Integrations Intervention Strategies ELA: Historical background for works of literature and also when writing essays and research papers
consumerism mobility Formative Assessments (graded but not recorded) Entrance slip: written response to prompt based on learning target to be covered in previous lesson (to ensure comprehension before moving on) or the upcoming lesson (to assess prior knowledge) “Thumbs-up, thumbs-down” by students to indicate their sense of understanding Pose questions to individual students ongoing during course of lesson Whole class discussion of lesson with maximum participation; monitor for student understanding Seek quick individual student responses on white boards Seek choral responses from the whole group of students “Think, Pair, Share”: students work in small groups to complete a prompt then report findings to class Exit slip: short “bell-ringer” written quizzes (may include multiple choice, short answer, etc.) at the end of the period Exit slip: responses to prompts at the end of the period Written homework tasks based upon learning targets, with option to make corrections based on feedback Quiz (graded but not recorded) SLO pre-assessment Summative Assessments Traditional unit semester exams, end-of-course exam (multiple choice, true/false with corrections, matching, short answer, extended response; all tests should include many types of items) Analytical essays Document-based essays Research-based essays (group or individual) Oral presentations (group or individual) Class debates Class Socratic discussions SLO post-assessment Resources The American Vision by Glencoe, online edition available Visual media from school library Enrichment Strategies Spiral questioning: questioning on same topic with increasing levels of complexity based upon quality of student responses and interest Connect current and past lesson content to current events in the news Students may be invited to read difficult and significant original sources to learn content more in-depth Student and teacher collaborate to create additional projects (historical newspaper, diorama) Students research and then teach a key part of the lesson Students may shadow or interview a professional or arrange for a guest speaker Integrations ELA: Historical background for works of literature and also when writing essays and research papers Intervention Strategies
Soc%20St%20American%20History.docx