AT+Fuller+Kimberly

Samples of unit [|assessment timeline].
 * 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** ||
 * Read Aloud/Discussion || Creating maps of immigration routes || Share out to class ||
 * KWL || Story maps || Peer Feedback/Criteria Sheets/Share ||
 * View teacher video || Story retelling on video || Self Evaluation of video/Next Step Planning Sheet ||
 * Read mentor texts || Immigrant Journal Entries || Review Rubrics/Share ||
 * Discussion/ Chart || Venn Diagrams || Peer Feedback/Criteria Sheets/Rubric ||
 * Share/discussion || "Learning Mural" || Share out to class ||
 * ||  || **All leads up to the final iMovie project** ||

and use Smart Board Software to draw a typical route immigrations took when immigrating to America in the late 1800's. || Formative || Qualitative || N/A || created to show significant parts of the story. Students work with peers and use the oral presentation rubric to get feedback. Students will have the opportunity to redo the video based on feedback. || Formative || Qualitative || N/A || journal entries based on what they have learned about immigrant experiences. Students will use journal entry criteria sheets for feedback. || Formative || Qualitative || N/A || experiences of the past and today. Students will share diagrams with peers and get feedback. Students will use diagram criteria sheets to get feedback. || Formative || Qualitative || N/A || experiences from leaving their homeland, traveling the the United States, processing at Ellis Island and adapting to their new life in America. Students will follow the iMovie rubric. || Summative || Qualitative/Quantitative || 100% || the historical society. Students will follow the oral presentation rubric. || Summative || Qualitative/Quantitative || 100% || mural. The mural will consist of illustrations by students, text generated by students, photos printed from the internet and any additional information the students want to add to the mural. The mural will be a reference tool the students can use through- out the unit as they work on assignments and projects. || Formative || Qualitative || N/A ||
 * **Assessment** || **Process and Purpose of Assessment** || **Formative/Summative** || **Qualitative/Quantitative** || **Value** ||
 * Immigration Maps || Students will investigate immigration routes
 * Storytelling Video || Students will retell an immigrant story using props
 * Journal Entries || Students will assume a role of an immigrant and write
 * Venn Diagrams || Students will use the Venn Diagram to compare immigrant
 * Digital Story Book || Students will create an iMovie showing an immigrant's
 * Oral Presentation || Student will share their project with the class and members of
 * Learning Mural || Throughout the unit, students will add new learning to a class