AT+LaCasse+Charmaine

Samples of unit [|assessment timeline]. Reflection || Battle Map ||  ||
 * Assessment Timeline **
 * Select the appropriate level - Elementary or Secondary
 * Select a sample unit and scroll down to the assessment timeline.
 * Use the information from your Stages 2 and 3 and create your assessment timeline using the tables below.
 * **Before project will begin** || **Students work on projects and complete tasks** || **After project work is completed** ||
 * Discussion/Debate || Persuasive Letter to Mr. White || Newspaper ||
 * Poster || Role Play/Interview ||  ||
 * "What I Have learned Today"
 * || Wiki Space use and notes ||  ||
 * || Feature News Article ||  ||
 * || "Thinking at Right Angles" - graphic organizer ||  ||
 * || Semantic features chart ||  ||
 * || Checklist ||  ||


 * **Assessment** || **Process and Purpose of Assessment** || **Formative/Summative** || **Qualitative/Quantitative** || **Value** ||
 * Discussion/Debate || Students will discuss and debate the conflicts of the era throughout the unit. I will be keeping track of student participation. This activity increases student interpersonal skills and helps them understand that their opinions are valued and that all people do not think alike; not do they need to. || Formative/Summative || Qualitative/Quantitative || 1% ||
 * Poster || Students discuss student rights and develop slogans. Students create posters to demonstrate their understanding of need for students' right. || Summative || Quantitative || 5% ||
 * "What I Have Learned Today' Reflections || Students will record their learning daily in order to self-assess their own learning. || Formative/Summative || Qualitative/Quantitative || 1% ||
 * Persuasive Letter || Students write a persuasive letter to convince Mr. White to either be a Patriot or a Loyalist on order to gain empathy for the dilemma that Mr. White faces. This also helps the students gain skill in decision making. || Summative || Qualitative || 10% ||
 * Role Play/Interview || Students research an important person from the Revolutionary War Era, make costumes and role play that person in an interview setting. The students will develop empathy and gain comprehension of the life of that person. || Summative || Qualitative || 10% ||
 * Battle Map || Students will research a battle and find the location, size of area, people involved, results of the battle, and create a three dimensional scale map of the battle field. Students will gain an elementary understanding of strategies used in battle. Students will be applying mathematical measurements to improve their spacial reasoning. || Summative || Qualitative and Qualitative || 10% ||
 * Wiki space and Notes || Throughout the unit students will put notes of their research on the wiki in order to keep notes in one place to help keep them organized. I will be checking their wiki to make sure that they are in fact adding information to the wiki. || Formative/Summative || Qualitative and Quantitative || 1% ||
 * Feature News Article || Students will research an important event of the Revolutionary War and put notes on the wiki to answer the who, what, where, when, why, and how of the event. Students will then write an article where they summarize the event in order to practice writing summaries and as practice for their newspaper. || Summative || Qualitative || 10% ||
 * "Thinking at Right Angles" - graphic organizer || After researching causes and consequences of the Revolution students will fill in the organizer describing life before, and during the war. Finally, students make connections to life today and answer the question of how the Revolution changed life for us today. || Summative || Qualitative and Quantitative || 5% ||
 * Semantic Features Chart || Students use this organizer to help them organize research. || Summative || Qualitative and Quantitative || 1% ||
 * Checklist || The checklist is a daily reminder of tasks to be completed while students work on the newspaper. I will be using this as a check for student progress along with the wiki. In addition the checklist will help students manage their time efficiently to meet production deadline. || Formative/Summative || Quantitative || 1% ||
 * Newspaper || In groups students will take their collected information and through group discussions make choices as to which pieces they will use as their group's contribution to the virtual newspaper they are creating. || Summative || Qualitative and Quantitative || 45% ||