J.+Assessment+Plan



** 1. **** Geography of Ancient Egypt ** ** 2. Cultural life of Ancient Egyptians ****
 * Formative Assessments: **
 * Successful mastery of the unit objectives will be assessed upon completion of daily lessons and activities. Worksheets and daily assignments will be turned in for credit and used for assessment to make sure that students are achieving the objectives. Some of the assessments will be acquired through discussions, visual observations, analysis of student response, and collection of student work. **
 * 3. Government of Egypt**
 * 4. Accomplishments in Math, Art, Language**
 * 5. Economics** **


 * // A brief explanation of each day’s activities is listed below. The asterisks indicate how assessment will be achieved that day: //**

Discussion/KWL Chart about Ancient Egypt Discussion/Chart what we learned about Ancient Egypt from the video (Assess student verbal responses) Place chart on the classroom wall and continue to add information each day with new information **This serves as an ongoing assessment for both the students and teacher. This will be used to determine the amount of knowledge on Ancient Egypt students started with, and what knowledge they gain daily throughout the unit.
 * DAY 1 **

Vocabulary chart consisting of the vocabulary word, a picture, a definition and use in a sentence. Each group displays their vocabulary chart on wall for student reference and study material **This serves as a resource material and formative assessment piece. Accurate depiction and explanation of these terms will be assessed for a group grade.
 * DAY 2**

Read about civilization long ago: Ancient Egypt culture-Economics, accomplishments and beliefs Compare and contrast now versus long ago that supports permanent settlement and civilization Bulletin Board- locate, draw physical settings on a map and name regions that would have help permanent settlement **Assessment will take place throughout the reading and discussions of civilization long ago. The discussion and assessment of discussion on economics addresses objectives 4 and 5 for the unit. The map portion directly relates to unit objective #1 -geography of Ancient Egypt.
 * DAY 3**

Understanding social and political order [] , Bulletin Board- match vocabulary word to social and political order **This lesson and bulletin board time will be geared towards unit objective #3 -understanding the Egyptian government. The rubric provides an explanation as to how this lesson will be assessed.
 * DAY 4**
 * Social Studies Lesson Plan **Roles of Social Classes**

Read a literature book about Ancient Egyptian accomplishments in writing and its evolution Discussion Write name using hieroglyphs Bulletin Board- Write a letter explaining the different items in a tomb and translate eight words **These activities demonstrate assessment that will be collected through student work. Their samples of writing their name and writing a letter about what they see in the tomb, and translating words. Also, observational assessment will take place through the discussion.
 * DAY 5**

Read a literature book about Ancient Egyptian pyramids and architecture Discussion Begin to write a letter to the editor
 * DAY 6**
 * Language Arts Lesson Plan
 * This lesson and bulletin board time will be geared towards unit objective #4-accomplishmetns. The rubric provides an explanation as to how this lesson will formally be assessed.

Discuss Ancient Egyptian pyramids, architecture and __builders__ Finish writing letter to the editor **This continues to develop mastery of unit objective #4. The rubric for this lesson plan provides the formal assessment rubric. Observations will informally assess student knowledge through the discussion.
 * DAY 7**
 * Language Arts Lesson Plan

Discuss Ancient Egyptian Pyramids their accomplishments Geometry: Construct a pyramid Bulletin Board- Measure a square pyramid and a triangle prism using math formula. *Math Lesson Plan [] **The math lesson plan provides the formal rubric that will be used to assess student mastery of objective #4 in relation to mathematics.
 * DAY 8**

Culminating Unit**:** Ancient Egyptian Art Read and discuss Ancient Egyptian Artifacts Divide class into groups Begin to create Two Artifacts **The lessons and activities for today address unit objective #2 -cultural life of ancient Egyptians. For today, visual observations will serve as the informal assessment by watching students create their work, and noting student mastery of concepts through discussion.
 * DAY 9**

Technology: Computer Lab-Researching Egypt and engaging in interactive websites. Students must research the mummification process and write down 5 interesting facts learned from these sites. When finished, peruse the websites to gain knowledge on all aspects of Ancient Egypt. Field Trip to Museum: Ancient Egypt Activity during the field trip visit: Write about the process of mummification. **Assessment for today will consist of the student work that will be turned in tomorrow. Students will record eh mummification process while touring the museum. This along with their pre and post field trip activities will be turned in for credit. The mummification process and other aspects of Egyptian culture students found through research or learned at the museum will be discussed tomorrow as well. This will serve as another informal observational assessment. This pertains to unit objective #2 -cultural life of Ancient Egyptians.
 * DAY 10**
 * The assessment for today will consist of the student work that will be turned in. When we return from the field trip, the notes taken during today’s trip to the computer lab will be collected along with their “during” and “post” field trip activities. This assessment is geared towards all five unit objectives because students are reading about all aspects of Egyptian culture in their research.
 * DAY 11**

Egyptian Beliefs and Religion Mummies and Physical Mummification [] Review for Ancient Egypt test Jeopardy/File Folder Games **Assessment will consist of observation as the students practice reviewing for the test. The way they perform on their file folder games will also demonstrate how much of the material they have retained and how prepared they are for the test. The review will address all five unit objectives, just like the test will.
 * DAY 12**
 * Social Studies Lesson Plan #1**: Mummification**
 * Assessment for today will consist of the recording and reviewing of student findings both in their research and from the field trip. Along with discussion, students will turn in their work from their pre-field trip activity and during field trip activity. Lastly, students will be assessed for their mummification projects. The rubric for this assessment is included in the taskstream lesson plan.
 * DAY 13**

Mini-Review for Ancient Egypt Test Assessment: Test on Ancient Egypt Bulletin Board-review bulletin board activities **The student responses during the review will serve as an observational assessment. The student answers on their test will serve as a summative assessment that addresses all five unit objectives.
 * DAY 14**

Culminating Unit**:** Ancient Egyptian Art Present Ancient Egyptian Artifacts Share food and culture **The presentation of the Ancient Egyptian artifacts through the culminating unit will serve as a summative assessment for this unit.
 * DAY 15**

These will be presented in class on Museum Day. Members of the groups will act as docents to their projects to answer questions as students go through the museum. Each piece will need to be displayed in a Museum fashion to showcase their work. ** Remediation Plan
 * __ Summative Assessments __**** : **
 * 1. Final Ancient Egyptian Artifacts (Culminating Synthesis Project)** **
 * 1. Final Ancient Egyptian Artifacts (Culminating Synthesis Project)** **
 * - **** The students will work in groups of 4 to form 2 different museum items. Each group will create 2 artifacts that would have been discovered by archeologists in the ruins of ancient Egypt. Each group will be given several choices to pick from to work on together. Time will be given in class over the course of the unit. Students will also write a 2-3 paragraph report on their item describing what it was used for and why it was important to Egyptian people.
 * 2. Ancient Egyptian Test-Multiple choice, fill in the black, True/False and short answer** **
 * 2. Ancient Egyptian Test-Multiple choice, fill in the black, True/False and short answer** **
 * -This test will be written according to state academic content standards and will cover the entire unit of study. Student responses on this examination will serve as a summative assessment for this unit. **


 * For those students who do not meet the set objectives, accommodations will be made to assist in their ability to achieve competency in the unit objectives. Waiting until the unit is complete to implement intervention for these students will not fully benefit these children. Although accommodations will be made during and after the summative assessments are completed if needed, daily accommodations will be made based on observation and formative assessments as well. This will allow the ability to target struggling students throughout the unit on a daily basis rather than waiting until multiple concepts have been taught. **

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 * The needs of individual students will be taken into account to determine how each child would best benefit from specific accommodations. The first accommodation that will be made for struggling students will be to put them into a small group that receives extra help. Throughout the lessons, when students are working independently, this small group will receive re-teaching and extra guidance from the teacher to reiterate information. The small group setting will also allow more opportunity for individualized instruction. Listed below are some additional examples of specific strategies that may be implemented to support each student. This includes summative assessments at the end of the unit: **
 * Strategies: **
 * 1) ** Small group setting (for instruction and re-teaching) **
 * 2) ** Extra support worksheets that target specific topics of struggle **
 * 3) ** Oral explanation of assignments **
 * 4) ** One on one instruction **
 * 5) ** Group and partner work **
 * 6) ** Implementation of various teaching methods: kinesthetic, visual, tactile, etc. **
 * 7) ** Vocabulary flash cards **