Ubd Unit Indian Boarding Schools.pdf - Richmond Community Schools

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Overview of assessment evidence STAGE 2 – Determine acceptable evidence Briefly describe the types of assessment activities you will use throughout this unit to ensure students are gaining the enabling conceptual knowledge and skills they need so that ultimately they can demonstrate understanding through the major performance task. TYPE OF EVIDENCE Primary performance task DESCRIPTION OF THE ASSESSMENT ACTIVITY Students will create a fictional diary from the view point of a Native American child in a boarding school (NAEP Theme 2- The gathering and interactions of peoples, cultures, and ideas, NAEP Writing Purpose-to convey an imagined experience) Similarities and differences between our school and boarding school experience WHICH FACET OF UNDERSTANDING IS EMPHASIZED? Perspective; Interpretation Self-Knowledge Written prompts/ journals Do all students feel accepted and respected by one another despite differences in tradition, language, and culture that may be present?- Write, Pair, Share Small projects/skill demonstrations/ supporting performances What does civilized look like?- Write, Pair, Share -short opinion piece of writing about why diversity is important in the classroom and how we can support everyone’s differences in the classroom and beyond -quick writes in response to read-alouds -Venn Diagram comparing and contrasting author’s experiences in boarding schools Application Empathize Explain Student selfassessments rubric for diary for student use before turning in their performance task exit tickets Self-Knowledge 4
Observing /conferencing Observe students during group work Explain GRASPS details for the primary performance task Use the GRASP format to provide more detailed information about the primary performance task through which you will assess students’ growing understanding. 5 GRASPS Goal Provide a statement of the task. Establish the goal, problem, challenge, or obstacle in the task. Role Define the role of the students in the task. State the job of the students for the task. Audience Identify the target audience within the context of the scenario. Example audiences might include a client or a committee. Situation Set the context of the scenario. Explain the situation. Product Clarify what the students will create and why they will create it. Standards and Criteria Provide students with a clear picture of success. Identify specific Use of GRASPS in this <strong>Unit</strong> Your task is to create a fictional diary seen through the eyes of a Native American boy or girl in which you write about your daily life at a boarding school. You are a Native American boy or girl living at a Residential <strong>Boarding</strong> School in the late 1800s. No audience- For yours eyes only! (would not want any teachers to find your diary for fear of consequences) As you left your tribal home, your older brother told you to keep a diary while at school if you become lonely. But he warned you to keep it hidden from Teacher! You are to create a 10 entry diary account of your daily life as a Native American boy or girl at an off-reservation boarding school during the late 1800s. Draw upon the texts read in class and the primary source information viewed to give your diary authenticity. Think about what “your” life would be like at a boarding school. What thoughts would you want to write down in a diary? What new, different, or difficult experiences could you share in a diary because you do not have your family there to share it with? See rubric in Teacher Resources on TAH page
Page 1 and 2: Name: Kelly Amos Title: Between Two
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Page 13 and 14: Lesson # 3 Title: Primary Resources
Page 15 and 16: Lesson # 4 Title: Home to Medicine
Page 17 and 18: Lesson # 5 Title: Indian Boarding S
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Page 21 and 22: Assessment: How will students demon
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Ubd Unit Indian Boarding Schools.pdf - Richmond Community Schools

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