1. Do Now Answer the question below:
How are you currently using formative assessment in your classroom?
2. Begin reading: Learning that Lasts, chapter 1, p. 53 and Making Thinking Visible, chapter 2, p. 27

2. Signposts of Learning
Using Formative Assessments to Move All Students to Deeper Understanding
Introduce ourselves 2min.

3. Learning Targets
I can identify how collective and individual text based responses and discussion based protocols can be used to evaluate understanding throughout the process of learning.
I can explain how methods of formative assessment guide instructional decisions and support all students in developing in- depth understanding.
I can reflect on the role of formative assessment in my own practice.
5min.

4. Revisiting the Do Now and Readings
How are you currently using formative assessment in your classroom?
2. How do we evaluate student’s understanding throughout the process of learning?
Whole group share of the responses to the question and revisits the text. 13min

5. Snapshot of the Expedition: Outcomes for Student Learning
Expedition Problem:
America was founded on the idea of liberty and justice for all, even our founding documents directly reference the need to protect these ideas. Throughout history many people have sacrificed in the name of these values, and yet the history of how these values shaped our country is often told in a way that seems irrelevant. How can we bring to life the stories of the passionate voices that built our nation?
Conceptual Understanding
Expert Thinking
Our governing documents give people rights and are derived from the values, beliefs, and issues of the time period.
America was founded as a result of the tension between circumstances and ideals.
All retelling of history is an interpretation.
Primary and Secondary sources are essential for understanding the multifaceted nature of history.
Analyze primary and secondary sources for relevant historical details.
Synthesize details to understand the story of America’s founding.
Explain and analyze cause and effect relationships across historical events.
Interpret history using a variety of sources including: personal stories, events, and factual knowledge.
35 minute .

6. Engage in the Task Student Learning Targets:
I can explain the causes of the American Revolution.
I can determine the significance of the causes of the American Revolution.
1. Student “Hat” explanation
2. Review the LTs

7. Analyze the Text Text: King George, What Was His Problem? Pages 1-17
Read with a purpose: As you read, identify and record causes of the American Revolution.
Katie

8. Using Text to Refine Your Thinking
Text: Patrick Henry’s Speech to the Second Virginia Convention
Read with a purpose: As you read, identify and record causes of the American Revolution.
Katie

9. Comparing Wordles
Wordle #2
Wordle #1
Katie

10. Discussion Based Protocol
Take a careful look at both Wordles and use your response page to record any key shifts in our thinking. Be prepared to share your thinking with a teammate in a think-pair-share.
Key Questions to consider:
What categories would you use to classify these concepts?
How has our thinking about the causes of the American Revolution
Chelsie
Think of one student or event that you think directly relates to the IF or the CF.

11. Chalk Talk Norms and Directions
Respond only in writing.
Write your ideas in BLUE and responses to others ideas in GREEN.
Be specific and thoughtful in your response!
20min.

12. Chalk Talk (Round 1) Focus Questions:
What do students currently understand about the Big Ideas of the expedition?
What do these products reveal about shifts in student’s thinking?
Chelsie
Think of one student or event that you think directly relates to the IF or the CF.

13. Chalk Talk (Round 2) Focus Question:
Based on what students have produced, what instructional decisions would you make?

14. Pulling Back the Curtain: Discussing the Process
What was the purpose of each component?
What instructional decisions did we make after collecting this data?
First Text
Wordle 1
Second Text
Wordle 2
Concept Map
Essay
Purpose
How did this component inform instructional decisions?
Katie
10 minute

15. Pulling Back the Curtain: Discussing the Process
How do we address students
who are not developing a
deeper understanding?
Katie

16. Individual Reflection
I can identify how collective and individual text based responses and discussion based protocols can be used to evaluate understanding throughout the process of learning.
I can explain how methods of formative assessment guide instructional decisions and support all students in developing in- depth understanding.
I can reflect on the role of formative assessment in my own practice.
5 minute including evaluation