<p> Summative Assessment Lesson Planning Sheet Return to unit outline 1. Describe the task in detail:</p><p>PART A The students will create an A-Z taxonomy. They will list the letters A-Z, each on their own line, going vertically down the page. Then they will work with a partner or table group, using all of their notes, worksheets, classroom resources, to brainstorm all words having anything to do with the unit just completed. They will list all words, next to their corresponding letter, ie. Civil War, next to “C” and Eliza Winston next to “E” or “W” ( whatever they decide.) Once the students have started to exhaust their ideas, work as a class to add any words that others have found.</p><p>PART B Give the students a piece of paper with the following format typed on it: WHAT I KNOW ABOUT ______FIRST, I KNOW THAT. . . (SEVERAL LINES DOWN)</p><p>IN ADDITION I KNOW. . . . (SEVERAL LINES DOWN) FINALLY, . . . (SEVERAL LINES DOWN) NOW, YOU KNOW WHAT I KNOW ABOUT ______</p><p>The students work alone or partnered, using their taxonomies, to fill in this sheet. The length and parameters of the essay are set by the teacher. For example, ‘you must include 4 of the 6 vocabulary words used correctly and you must include 3 of these 5 people in your story.’</p><p>Does this task match the unit’s Does this task match the unit’s Does this task match the unit’s Does this task match the unit’s enduring understanding? essential question? state standards? state benchmarks? Yes Yes Yes Yes 2. Describe how the task may be differentiated:</p><p>The following may be altered: length of the essay, use of certain words and concepts, use of teacher created class notes or posters.</p><p>3. Identify the evaluation criteria – by what standards will this work be assessed? What will a really great piece of work look like?</p><p>Part A – Taxonomy and Part B – What I Know essay must be: Neatly done Correct spelling Particular words or concepts used Reflects understanding of the essential question(s)</p><p>Do the criteria match the unit’s Do the criteria match the unit’s Do the criteria match the unit’s Do the criteria match the unit’s enduring understanding? essential question? state standards? state benchmarks? Yes Yes Yes Yes Summative Assessment Rubric Planning Sheet</p><p>Criteria What “good” looks like What “good” looks like What “re-do” looks like (Exemplary) (Proficient) (Novice/Emerging) Includes unit words for Includes unit words for Includes some unit every letter A-Z most letters words for some letters A-Z Taxonomy word choices</p><p>Looks neat Looks pretty neat Looks sloppy in places Taxonomy and Essay Appearance</p><p>Spelling is correct Few spelling errors Many spelling errors Taxonomy and Essay Spelling</p><p>Student writes a fluid Student’s writing is a bit Student’s writing does essay that makes sense disorganized but it is not flow and he/she is Essay continuity and clarity and exhibits student’s clear that he/she missing much understanding of the understands much of the understanding of the essential question essential question essential question. Student correctly uses Student correctly uses Student does not all of the vocabulary many of the vocabulary correctly use most of the Use of unit vocabulary words words words vocabulary words</p><p>Student clearly Student has a basic Student has a minimal understands this concept understanding of this understanding of this (teacher identifies a main concept/concepts that the concept concept students must show an understanding of in their writing)</p>