Students will manipulate text in a graphic organizer

presented. Students will manipulate text in a graphic organizer to sort details and main idea
statements. Non-fiction passages will be used because this is the current type of literature being
studied. Students will use Reading Notebooks so that they can refer to the material at a later
date. An exit ticket and final summary will be used to check for understanding and gather data
for reteaching.
4. ASSESSMENT/EVALUATION
A
SSESSMENT
O
PTIONS
☐ ☐
Application Exam
Standard:
Objective:
☐ ☐
Objective Test
Standard:
Objective:
☐ ☐
Concept Mapping
Standard:
Objective:
☐ ☐
Observation
Standard: RI 5.2
Objective: 1, 2, 3, 4, 5
☐ ☐
Parent Evaluation
Standard:
Objective:
☐ ☐
Contract
Standard:
Objective:
☐ ☐
Peer Evaluation
Standard: RI 5.2
Objective: 8
☐ ☐
Checklist
Standard:
Objective:
☐ ☐
Self-Evaluation
Standard:
Objective:
☐ ☐
Performance Task
Standard: RI 5.2
Objective: 6
☐ ☐
Inventory
Standard:
Objective:
☐ ☐
Portfolio
Standard:
Objective:
☐ ☐
Quantitative Scale
Standard:
Objective:
☐ ☐
Rating Scales
Standard:
Objective:
☐ ☐
Rubric
Standard: RI 5.2
Objective: 6,7,8
☐ ☐
Scored Discussion
Standard:
Objective:
☐ ☐ Journal
Standard:
☐ ☐ Problem-Solving Assessment
Standard:
11

Motivating and Engaging Lesson Plan
Objective: Objective:
☐ ☐
Other (Please specify): Exit-Ticket
Standard: RI 5.2
Objective: 2
Why did you choose this assessment(s)? How do the chosen assessment(s) help you determine
if your students met the goals/objectives? What do your pre-assessment, formative
assessments, and summative assessments tell you about the learning of your group of P-12
students?
I choose to begin this lesson with a diagnostic assessment. Students will participate in a rotation
activity where they will be given a bag of details and determine the main idea from the contents.
Beings this activity is done prior to teaching it is a diagnostic assessment that will guide my
instruction.
I also choose to use formative types of assessments as well, because they allow me to quickly
gauge the level of understanding by students.
I created a rubric for a summative assessment that will allow me to determine if students have
met the objectives 6-8. A rubric provides students with the exact requirements of the
assignment. It also helps me in determining in what specific areas students are excelling or
where students may need some more clarification.
How will you use this assessment data to inform your instruction? Use current literature (within
the last five years) to support your rationale.
I will use the exit ticket, evaluated main idea bag, and individual summary to guide me for my
next lesson. The grades on these assessments will determine if I move forward with
comprehension instruction. The formative assessments that I planned for will allow me to adjust
the lesson if needed based on student’s abilities to manipulate the concepts presented.
Formative assessment should form the backbone of day to day assessing in the classroom
(Laureate Education, 2010).