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Summative Assessment

Formative Assessment for this week long unit will be in the form of a end of week quiz. Quiz will follow the following format:

-20 point value.

-5 Fill in the Blank questions (vocabulary and identification skills)

-10 Multiple Choice questions (identification, vocabulary, reasoning skills)

- Essay question (5 points) "Analyze the widespread destruction of the Black Death by detailing how it spread throughout Europe and Asia. What roles did the church, common folk, and noblemen have in allowing the Black Death to spread further?"

-Meets objectives by requiring the students to be familiar with the vocabulary and discussions held within class, as well as matches with the objectives being placed on the board at the beggining of the unit.

Formative Assessment

Globe Passing: One of my favorite formative assessment techniques, students stand around their desk area and are passed an inflatable Globe Ball as they answer questions about the content we just covered. Each correct answer rewards a point, and the winner gets a tally mark on the permenent board for the rest of the quarter. The end result winner gets a prize. This combines a bit of kinetic movement with a game for Trivia. Sometimes, the questions are "Act out how X interacted with Y" or "Role play this individual talking to this individual using vocabulary words". These aren't always straight trivia questions; they are a creative, out of the box, fun and entertaining method for students to remember content. I keep track of participants by ensuring the ball is passed an even number of times so everyone at least gets to go twice (I have small classes of 3-4 students maximum).

Needs and modifications: Presentation Format

Overview-I present material in a few different ways. Most notably, by taking notes, watching brief videos, role playing activities, and interactive work pages as we take notes or read as a class.

-For students that don't take notes to use, worksheets are provided with most of the notes and a few blanks left out.

-For students who don't pay attention to videos well, class review sessions to fill in the content post-showing are held.

-For students who have problems remember the content, some days are "flipped classroom" (Bergman and Sams, 2012) days, where the students read at home and we answer questions and do activities in class for the content.

Needs and modifications: Setting

-For lessons that are heavy in response and discussion, we migrate to the library, where desks are taken out and the chairs are available. This is a better environment for round-robin reading, a projector for showing material, and branching off into small groups for other work.

-Projects are sometimes worked on outside, where students can enjoy the weather, if permitting.

-"Zeus", an autistic student, is usually placed away from other students during exams, as he often likes to look at their tests and stims by flapping his hands repeatedly. This can distract students.

-My talkative students are placed in the front row as I lecture, for close observation.

-Students with eyesight problems are given the opportunity to move closer to the board and then return if desired during note taking sessions.

The Black Death

Education 531 Week 8 Assignment

C. J. Fitzgerald

American Public University

Unit Overview

Grade Level: 6th Grade World History

Length: 1 Week

West Virginia Curriculum Standards:

SS.S.06.05 / Students will:

organize, analyze and compare historical events, distinguish cause-effect relationships, theorize alternative actions and outcomes, and anticipate future application (Chronology).

use the processes and resources of historical inquiry to develop appropriate questions, gather and examine evidence, compare, analyze and interpret historical data (Skills and Application).

examine, analyze and synthesize historical knowledge of major events, individuals, cultures and the humanities in West Virginia, the United States and the world (Culture and Humanities).

use historical knowledge to analyze local, state, national and global interdependence (Interpretation and Evaluation).

examine political institutions and theories that have developed and changed over time; and research and cite reasons for development and change (Political Institutions).

Retrieved via: http://teachinghistory.org/teaching-materials/state-standards/west-virginia/6

Learning Objectives:

-Analyze the causes and effects of the Black Death on the economic, political, and religious atmosphere of the region.

-Analyze the failures of the church and how their religious hold over society was weakened as a direct result of the Black Death.

-Explain the anti-Semitic views that emerged due to this event.

-Identify the migration of the Black Death throughout the European / Asian continent and analyze how this occurred.

Needs and modifications: Response Format

-Students who need different methods of response for the main formative assessment are given opportunity to select a different question or method of answering the same criteria. Drawing, vocalizing, role playing, etc.

-Students are given opportunities during Essay writing to pull in other sources of information, and are encouraged to use scrap paper to create graphic organizers for everything that they know on the material to use as a resource.

-If students have completed vocabulary for the Unit, they are given the opportunity to use it as a help tool when they take their quiz's essay writing section.

Needs and modifications: Adaptive Devices and Supports

-"Zeus" is given scrap paper and notes to use, as his notes are often ineligible and he wastes them with writing.

-Handouts of the notes are given to all students after the weekly round up occurs, so they can use them for their upcoming test.

-Captions are provided on videos to give students text to use and read as viewed.

-Computer lab time is given for assignment for creating a small poster to present to class on a subject involving the Black Death. Materials provided, structure advised, and help is given where needed.

References

Bergmann, J & Sams, A. (2012) How the Flipped Classroom was Born. The Daily Riff. Retrieved from: http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforming-learning-536.php

West Virginia 6th Grade Standards. (2012) Teachinghistory.org. Retrieved from: http://teachinghistory.org/teaching-materials/state-standards/west-virginia/6

Garrison C. & Ehringaus M. (2003) Formative and Summative Assessments in the Classroom. Association for Middle Level Education. Retrieved from: http://www.amle.org/publications/webexclusive/assessment/tabid/1120/default.aspx

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