Assessment Plan


                                      Grades 9 and 10
Standards and Assessments


Standards
Assessments
Subject: Biology, English, and Geometry
Lesson: Flash Mob Planning
Content Standards: 1.2 Memorize and perform works of dance, demonstrating technical accuracy and consistent artistic intent. Creating, Performing, and Participating in Dance Creation/Invention of Dance Movement: 2.1 Create a diverse body of works of dance, each of which demonstrates originality, unity, clarity of intent, and a dynamic range of movement. 
CA ELD Standards: Listening and Speaking: Cluster 5, level I - Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.


Subject: Biology, English, and Geometry
Lesson: Flash Mob Culminating Event

Content Standards: Creation/Invention of Dance Movement 2.1 Create a divers body of works of dance, each of which demonstrates originality, unity, clarity of intent, and a dynamic range of movement. 2.4 Perform a diverse range of works by various dance artists, maintaining integrity of the work while applying personal artistic expression.  2.5 Collaborate with peers in the development of complex choreography in diverse groupings. CA ELD standards: Listening and Speaking, Cluster 3, Level I: Make oneself be understood when speaking by using consistent standard English grammatical forms and sounds.


Subject: Biology
Lesson: Mendellian Genetics, Punnet Squares and Beyond   
CA Content Standards: Genetics 3a. Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance.
Standards:
California ELD: Listening & Speaking: Cluster 5I - participate in social conversation with peers and adults on familiar topics by asking and answering questions and soliciting information.


Subject: English
Lesson: Birmingham Pledge to End Prejudice

Standards: Common Core Speaking and Listening Standards, Comprehension and Collaboration
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.  (A, P, C)
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.  (A, P, C)
Writing Standards: Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (A, P, C)   
Standards: California ELD
Cluster: 5, Level: Early Advanced
Participate in and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions and restating and soliciting information.  (A, P, C)


Subject: Geometry
Lesson: Geo-Me
Standards: Common Core:  CCSS.Math.Content.HSG-MG.A.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).
Standards: California ELD:  Listening and Speaking - Cluster 3A: Speak clearly and comprehensibly by using standard English grammatical forms, sounds, intonation, pitch, and modulation.

Subject: Geometry
Lesson: Mathematicians of the World Unite!
Standards: Common Core CCSS.Math.Content.HSG-SRT.B.4 Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.
Standards: California ELD: Listening and Speaking - Cluster 3A: Speak clearly and comprehensibly by using standard English grammatical forms, sounds, intonation, pitch, and modulation.

Subject: Geometry
Lesson: Finding Area of Zip Codes & Comparing Population
Standards: Common Core - Modeling with Geometry G-MG 1. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
Standards: Reading Fluency & Systematic Vocabulary Development: Cluster 2. I- Apply knowledge of text connections to make inferences. Use decoding skills and knowledge of both academic and social vocabulary to achieve independent reading. Listening & Speaking: Cluster 3. I- Make oneself be understood when speaking by using consistent standard English grammatical forms and sounds; however some rules may not be followed (e.g., third-person singular, male and female pronouns).

Subject: Geometry
Lesson: Skull Size vs Intelligence Level
Standards: CCSS.Math.Content.HSG-GMD.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
Standards: Reading Fluency & Systematic Vocabulary Development: Cluster 2. I- Apply knowledge of text connections to make inferences. Use decoding skills and knowledge of both academic and social vocabulary to achieve independent reading. Listening& Speaking: Cluster 3. I- Make oneself be understood when speaking by using consistent standard English grammatical forms and sounds; however some rules may not be followed (e.g., third-person singular, male and female pronouns).
Subject: Biology, English, and Geometry
Lesson: Flash Mob Planning
a. Formality: informal
b. Purpose: formative
c. Implementation Method: performance
d. Communication of Expectations: Teachers will walk step-by-step through the process.
Also, the rubric will be given to students before they start working.
e. Evaluation Criteria: rubric
f. Feedback Strategies: Teachers will provide verbal or written feedback throughout the unit to ensure students are on task and keeping up with the assignments throughout all classes.
g. Student Self-Assessments: Students will reflect and provide peer feedback as well.

Subject: Biology, English, and Geometry
Lesson: Flash Mob Culminating Event

a. Formality: formal
b. Purpose: summative
c. Implementation Method: performance
d. Communication of Expectations: Teachers will support students throughout the process of making their presentation and putting together their performances. Also, the rubric will be given to students before they start working.
e. Evaluation Criteria: a rubric
f. Feedback Strategies: Teachers will provide verbal feedback when students are working on the project during class
g. Student Self-Assessments: Students will provide peer feedback and write a reflection.

Subject: Biology
Lesson: Mendellian Genetics, Punnet Squares and Beyond

a. Formality: informal & formal
b. Purpose: Entry level, Formative & Summative assessments
c. Implementation Method: Teacher will provide opportunity for peer interaction through the Think-Pair-Share activity and independent work through the Punnett square worksheet. 
d. Communication of Expectations: Teacher will demonstrate how to predict genetic combinations by modeling a Punnett square cross.
e. Evaluation Criteria: rubric
f. Feedback Strategies: Teacher will provide verbal feedback during the walk-around and written feedback on the Punnett square practice worksheet.
g. Student Self-Assessments - none

Subject: English
Lesson: Birmingham Pledge
to End Prejudice
a. Formality: informal
b. Purpose: formative, progress monitoring
c. Implementation Method: artistic expression
d. Communication of Expectations: Teachers will walk step-by-step through the process. Teachers will provide sample projects as well as other supports to help students.
Also, the rubric will be given to students before they start working.
e. Evaluation Criteria: a rubric
f. Feedback Strategies: Teachers will provide verbal feedback when students are working on the project during class
g. Student Self-Assessment: Students will reflect and provide peer feedback

Subject: Geometry
Lesson: Geo-Me
a. Formality: Informal
b. Purpose: Summative
c. Implementation Method: Teacher will have students create geometric models of themselves using various three dimensional shapes.
d. Communication of Expectations: The teacher will provide written directions for the assignment and model the first steps in the modeling assignment
e. Evaluation Criteria: Students will do a gallery walk and evaluate each other's models.
f. Feedback Strategies: Students will receive immediate peer feedback during class discussions.
g. Student Self-Assessments:  Students will assess their own Geo-Mes based on how accurate they feel it resembles their own selves.

Subject: Geometry
Lesson: Mathematicians of the World Unite!
a
. Formality: Formal
b. Purpose: Formative and Summative
c. Implementation Method: Students will submit their materials online onto a shared mind map.  This will serve as a class project where the students will have a space to put their research and design how the mind map looks.
d. Communication of Expectations: Students will be given expectations orally, digitally, and in written form.  Students will be given as much freedom to come up with their projects as possible in order for them to demonstrate their learnings and to use autonomy as a motivator.
e. Evaluation Criteria: Students will be graded on completeness and accuracy of information.  Students will have examples of questions but will also need to provide additional questions of their own that demonstrate their research.
f. Feedback Strategies: Students will be given oral and written feedback at each of 3 bench marks throughout the project.  Students will also spend time looking at the class mind map together and critiquing each others' work in order to bring about a more unified vision of the project.
g. Student Self-Assessments:  Students will assess themselves at each benchmark and submit their assessments to the teacher for approval.

Subject: Geometry
Lesson: Finding Area of Zip Codes & Comparing Population
a. Formality: Formal
b. Purpose: Formative and Summative
c. Implementation Method: Students will submit their work at the end of the day

d. Communication of Expectations: Students will be given expectations orally and in written form. Students will have a sheet given to them with the expectations listed, such as find the area of the zip codes and compare them to a list of other criteria.

e. Evaluation Criteria: Students will be graded on completeness and accuracy of the solution to the area of the zip codes as well as the ratio regarding the given criteria.

f. Feedback Strategies: Students will receive the assignment back within two days with comments on their clarity, organization, accuracy, and effort. The quick write response collected at the end of the lesson will not be graded, but commented on and talked about in class the following day.

g. Student Self-Assessments: Students will assess themselves regarding the comments given, and reviewing the work of their peers to see differences in approaches.

 

Subject: Geometry
Lesson: Skull Size vs intelligence Level
a. Formality: Formal

b. Purpose: Formative and Summative
c. Implementation Method: Students will submit their work at the end of the day.

d. Communication of Expectations: Students will be given expectations orally and in written form.

e. Evaluation Criteria: Students will be graded on completeness and accuracy of the solution regarding finding the volume of certain skulls. They will not be graded on their opinions, rather whether they wrote one or not.

f. Feedback Strategies: Students will receive the assignment back within two days with comments on their clarity, organization, accuracy, and effort.

g. Student Self-Assessments: Students will assess themselves regarding the comments given, and reviewing the work of their peers to see differences in approaches.




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