Beacon Lesson Plan Library
A Colony is Born : Lesson 11 - Group Presentations and Summatives
Bay District Schools
Group presentations will be for the next three days. Classroom students take notes on the presentations and play a card game for content review. On day four, the short answer summative assessment is given, and notebooks are turned in.
The student reads text and determines the main idea or essential message, identifies relevant supporting details and facts, and arranges events in chronological order.
The student reads and organizes information for a variety of purposes, including making a report, conducting interviews, taking a test, and performing an authentic task.
The student uses a variety of methods and sources to understand history (such as interpreting diaries, letters, newspapers; and reading maps and graphs) and knows the difference between primary and secondary sources.
The student understands broad categories of time in years, decades, and centuries.
The student understands why Colonial America was settled in regions.
The student extends previously learned knowledge and skills of the fourth grade level with increasingly complex reading texts and assignments and tasks (for example, explicit and implicit ideas).
The student reads and organizes information from multiple sources for a variety of purposes (for example, supporting opinions, predictions, and conclusions; writing a research report; conducting interviews; taking a test; performing tasks).
The student compares and contrasts primary and secondary accounts of selected historical events (for example, diary entries from a soldier in a Civil War battle and newspaper articles about the same battle).
The student constructs and labels a timeline based on a historical reading (for example, about United States history).
The student knows significant events in the colonization of North America, including but not limited to the Jamestown and Plymouth settlements, and the formation of the thirteen original colonies.
The student understands selected aspects of everyday life in Colonial America (for example, impact of religions, types of work, use of land, leisure activities, relations with Native Americans, slavery).
- Copies of the Note Taking Guides for each student for each presentation (In Associated File)
- Copies of the Assessment Guide for Group Presentations checklist for teachers (In Summative Assessment A file. See Extensions for a link to this file.)
-Copies of Summative Assessment of Students as Cooperative Workers (In Summative Assessment A file. See Extensions for a link to this file.)
- Set of question cards for content review (In Associated File)
- Students need their Colonial Notebooks
1. Make two copies for each child of the Note Taking Guide, hole punched (in Associated File).
2. Copies of the Assessment Guide for Group Presentations (in Summative Assessment A file.) See Extensions for a link to this file.
3. Copies of the Summative Assessment of Students as Cooperative Workers (In Summative Assessment A file. See Extensions for a link to this file.)
4. Teacher completed Note Taking Guide for each of the three regions reported on, on a transparency for the overhead, or as a hard copy at centers, or both.
5. Copy, cut apart, and laminate the question cards for content review (in Associated File).
6. Copy for each student of the Summative Assessment:
I Know Who I Am and I Know What I Know (in Summative Assessment D file). See Extensions for a link to this file.
7. Make sure students have their Colonial Notebooks.
For each of the next three days, you will be assessing student performance. As you watch their presentations, you will record each studentís performance score on the Assessment Guide for Group Presentations and on the Summative Assessment of Students as Cooperative Workers forms.
NOTE: To create focused learning for your students, I suggest that you have like groups report on the same day. For example, have both Southern Colonies groups report on the same day, both Middle Colonies groups on the same day, and both New England Colonies groups on the same day. This will facilitate student note taking and meal presentations, especially if you are using real food brought in by students/parents.
(1) Hand out to each student a Note Taking Guide. Explain that they will be listening to two reports on the same colonial region. They are to fill in the information learned from both presentations on their note-taking guides. Remind them their note taking need not be verbatim.
(2) Allow for a restricted number of questions after the first presentation. The questions they have may be answered by the second report on the same colonial region.
(3) Once both groups have reported, be sure that all students have completed note taking guides, as these will be filed in the notebook and will be used at the time of the short answer written summative assessment. It is your responsibility to make sure all students have received the information that will be accepted as correct responses on the written summative. I suggest that you fill out a Note Taking Guide correctly, make a transparency of it, and put it up on the overhead for students to use to fill in their gaps. Alternative ideas would be put a completed Note Taking Guide at a center and make filling in the gaps on their own papers a Learning Center Activity. Remember that you are NOT assessing their note taking skills, so you need to supply them with correct responses and the opportunity to have them recorded in their notebooks. Students are assessed on their abilities as resource managers and how they utilize the information that is in their notebooks as a resource for answers.
(4) Review of the regional reports will be accomplished through the use of a card game. Have cards with questions duplicated, cut into individual cards, and laminated if possible. (See Associated File.) Stack the cards. Choose a student to draw a card. He reads the question out loud and calls on someone to answer it. There are many modifications that can be done with this card game review. Blank cards are provided for you to add other questions of your own. For best results, laminate all the cards. Practice in groups, teams, individuals, points, etc. Use them in whatever fashion best works.
(5) Ask students where they think they need to file their Note Taking Guide in the notebook. Be sure they understand that they will be allowed to use these guides during the final written assessment. LEARNING CENTER ACTIVITY: A set of the cards can be put at a center and students can visit the center with a friend or alone to review. If you do this, be sure to have an answer key for students to use for self-checking.
(6) Allow each group reporting today to load as cargo onto the bulletin board ship a piece of construction paper labeled with the name of the region and group members' names.
NOTE: Repeat these procedural steps for Day 2 and 3 of regional reporting.
(7) Following the Regional Presentations, students participate in a final unit summative. The day of the written-unit assessment, allow students to use their Colonial Notebooks as a resource and have them on their desks during the short response test. At the end of this final assessment, they turn in their notebooks, written assessments, and journal entries (which are included in the notebook). This will provide you with an assessment grade for their presentations, an assessment for the notebooks, one for the journal entries, and one for the short answer written response tests.
On the day of the short answer summative assessment, students turn in their notebooks with their completed tests. This marks the end of the unit. Assessment grades are for
presentation, notebook, journal entries, and written response.
All of the standards and benchmarks presented at the beginning of this lesson are addressed and assessed in these four different ways.
LEARNING CENTER ACTIVITIES:
- Place a completed and accurate Note Taking Guide for each colonial region at each of three different centers. Allow students the opportunity to visit each center to check for accuracy in recorded information and make adjustments where necessary.
- A set of game cards can be put at a center and students can visit the center with a friend or alone to review. If you do this, be sure to have an answer key for students to use for self-checking.
-This is the last series of lessons in the Unit Plan: A Colony Is Born. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=2962. Once you select the unitís link, scroll to the bottom of the unit plan page to find the section, Associated Files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).
Cards for Review Note Taking Guide.
File Extension: pdf