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Technology Example 1

The document outlines two days of a performance assessment project for a unit on the regions of the United States and Canada. On day 5, students will be assigned to groups based on a region and work on creating a poster about that region. The teacher will provide differentiated support. On day 6, students will continue working on their posters and present them for grading before completing peer evaluations of their group members.

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45 views

Technology Example 1

The document outlines two days of a performance assessment project for a unit on the regions of the United States and Canada. On day 5, students will be assigned to groups based on a region and work on creating a poster about that region. The teacher will provide differentiated support. On day 6, students will continue working on their posters and present them for grading before completing peer evaluations of their group members.

Uploaded by

api-356578047
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Unit 5: U.S.

and Canada
Day 5: Performance Assessment

Objectives:
1. TSW analyze information on the region they are given for their performance
assessment (DOK 4)
2. TSW create a poster with their performance group based on their region for their
project (DOK 4)

Materials:
1. Pen/Pencil
2. Paper
3. Big Posterboard
4. Markers
5. Colored Pencils
6. Google Chromebook
7. Directions

Opening (Set):
Bellringer- After studying the four regions of the U.S., which region interest you the
most and why? Write 3-4 sentences detailing why. Points will be taken off at end of week
if there arent 3.

Learning Tasks (Procedures):


A. Students will enter the classroom and sit with their ASSIGNED GROUP
MEMBERS. They will complete the bellringer. (5-10 min.)
B. Following the bellringer, the students will work on their performance
assessments in their groups (40 min.)
***The teacher will rotate throughout the classroom to provide assistance, clear
misconceptions, and help students who are in the intervention or accommodation tier.
Closure:
With 5 minutes left in the class, each individual region group will clean up their space
and turn in their projects for the teacher to keep.This will be done one at a time so the
entire class is not standing up and walking around all at once. This keeps the classroom in
order and without disruption.

Differentiated Instruction:
Enrichment: The students who need enrichment will be the ones who are
assigned #7 from part 2. This should provide writing to the students and also
allow them to persuade the teacher on why their region is the best. Also, the students
who need enrichment are placed specifically in leadership roles to lead their groups
in the project.
Intervention: The teacher will rotate the classroom to assist the students who
need help or have questions.
Accommodation: For our accommodation students, they will have shortened
research work to still contribute to their group. They will be challenged, but in
the right way.

Unit 5: U.S. and Canada


Day 6: Performance Assessment

Objectives:
1. TSW analyze information on the region they are given for their performance
assessment (DOK 4)
2. TSW create a poster based with their performance group based on their region for their
project (DOK 4)

Materials:
1. Pen/Pencil
2. Paper
3. Big Posterboard
4. Markers
5. Colored Pencils
6. Google Chromebook
7. Directions

Opening (Set):
Bellringer-Based on the region group you are in, what is the most interesting fact you
have learned about your region?
***This allows the students to come in and refocus on their project. This lesson
will fall on a Monday, and is similar to Fridays. However, the students will need to
be put back on task because of the two-day weekend.

Learning Tasks (Procedures):


A. Students will enter the classroom and sit with their ASSIGNED GROUP
MEMBERS. They will complete the bellringer. (5-10 min.)
B. Following the bellringer, the students will work on their performance
assessments in their groups (40 min.)
***The teacher will rotate throughout the classroom to provide assistance, clear
misconceptions, and help students who are in the intervention or accommodation tier.
Closure:
With 5 minutes left in the class, each individual region group will clean up their space
and turn in their projects for the teacher to grade. Today is the last day for the students to
work on their project. This will be done one at a time so the entire class is not standing
up and walking around all at once. This keeps the classroom in order and without
disruption. Finally, each group will complete their peer review assessments on each group
member.

Differentiated Instruction:
Enrichment: The students who need enrichment will be the ones who are
assigned #7 from part 2. This should provide writing to the students and also
allow them to persuade the teacher on why their region is the best. Also, the students
who need enrichment are placed specifically in leadership roles to lead their groups
in the project.
Intervention: The teacher will rotate the classroom to assist the students who
need help or have questions.
Accommodation: For our accommodation students, they will have shortened
research work to still contribute to their group. They will be challenged, but in
the right way.

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