Assessment+planner

Social Studies Content Learning Targets
**//Guiding Question: How do people make their neighborhood a good place to live?//** = = || || Assessments FOR (formative) and OF (summative) Learning || Graphic organizers / note-catchers from each neighborhood, identifying artifacts and categorizing them by need met   Sorting / evaluating artifacts in whole- and small-groups **ASSESSMENTS OF LEARNING:** Independent sorting of artifacts from neighborhoods into categories according to the class rubric, with written or oral explanation  Written reflections on neighborhood walks   Final written reflection / interview   Final non-fiction writing about artifact  || Student-made maps / representations of the whole city versus individual neighborhoods, with written / oral explanations **ASSESSMENTS OF LEARNING:** Interviews  Continued reflection journal   Final written reflection / interview  || Fieldwork journals  Projects / reflections on artifacts after each field trip **ASSESSMENTS OF LEARNING:** Final nonfiction writing about artifact??? || Fieldwork journals  Reflections after field trips   Written / oral evaluations / reflections of each neighborhood, using class rubric. **ASSESSMENTS OF LEARNING:** Final reflection about Mattapan (written / oral) || || || || || ||
 * **Standards addressed:**
 * **Long-term Learning Targets** //Learning Targets that correlate directly with standards and are reported on in a grade and/or progress report.// ||  **Supporting Targets** Instructional targets the teacher and students use on a daily/weekly basis. A set of scaffolded targets that describe what is required to get to each long-term learning target.
 * **I can explain what makes a good neighborhood.**   || I can explain how a neighborhood meets different needs.   (food, art, activism, language, learning, play and nature) || **ASSESSMENTS FOR LEARNING:**
 * ^  || //I can explain why people like to be in neighborhoods. (Think about the history of creating neighborhoods from big cities)//   //This has to do with the Pru field trip and the difference between the whole city and individual neighborhoods. Is this important enough to be a supporting target?//    //How about://   //I can reason about what a neighborhood is and explain why people make neighborhoods.// || **ASSESSMENTS FOR LEARNING:**
 * **I can investigate what makes a neighborhood a good place to live.**  || //I can explain why the history of a neighborhood is important. ??// || ||
 * ^  || I can collect evidence of what makes a neighborhood a good place to live. || **ASSESSMENTS FOR LEARNING:**
 * ^  || I can evaluate what a neighborhood needs to be a fairer, better place to live. || **ASSESSMENTS FOR LEARNING:**
 * ^  || //I can explain the similarities and differences among neighborhoods. ???//  //Is this a focus?//  || **ASSESSMENTS FOR LEARNING:**
 * ASSESSMENTS OF LEARNING:**
 * **I can explain how people have tried to preserve and protect their neighborhoods. This means I can explain how people work to make their neighborhood a better, fairer place to live and work.** || I can tell the story of activism in Chinatown, Villa Victoria, and Mattapan. || **ASSESSMENTS FOR LEARNING:**
 * ASSESSMENTS OF LEARNING:**
 * ^  || I can work to make my school’s neighborhood a better, fairer place to live and work. || **ASSESSMENTS FOR LEARNING:**
 * ASSESSMENTS OF LEARNING:**
 * **I can reflect on myself as a learner and what I have learned with my hands, head, and heart.** || I can explain what I did well and what I got better at. || **ASSESSMENTS FOR LEARNING:**
 * ASSESSMENTS OF LEARNING:**
 * ^  || I can explain what was hard for me. || **ASSESSMENTS FOR LEARNING:**
 * ASSESSMENTS OF LEARNING:**

Literacy Learning Targets
|| Assessments OF Learning //Summative assessments that demonstrate what a student knows or is able to do. These get entered into the grade book as part of the body of evidence.// ||
 * = Standards addressed: = ||
 * **Long-term Learning Targets** //Learning Targets that correlate directly with standards and are reported on in a grade and/or progress report.// ||  **Supporting Targets** Instructional targets the teacher and students use on a daily/weekly basis. A set of scaffolded targets that describe what is required to get to each long-term learning target.
 * **I can represent and explain an artifact from a neighborhood.**    || I can clearly explain why the artifact is important to the neighborhood and my connection to it. || ||
 * ^  || I can infer what my artifact tells me about the neighborhood it comes from. || ||
 * ^  || I can revise and edit a nonfiction piece of writing about an artifact from a neighborhood. || ||
 * **I can write a letter to persuade others about something Mattapan needs to be a better place to live and work.** || || ||
 * **I can write a friendly thank-you letter.** || I can follow the conventions of writing a friendly letter.  || ||
 * ^  ||  I can include a beginning, middle, and end in my friendly letter.  || ||
 * **I can write a friendly thank-you letter.** || I can follow the conventions of writing a friendly letter.  || ||
 * ^  ||  I can include a beginning, middle, and end in my friendly letter.  || ||

Craftsmanship Targets
|| Assessments OF Learning //Summative assessments that demonstrate what a student knows or is able to do. These get entered into the grade book as part of the body of evidence.// ||
 * = Standards addressed: = ||
 * **Long-term Learning Targets** //Learning Targets that correlate directly with standards and are reported on in a grade and/or progress report.// ||  **Supporting Targets** Instructional targets the teacher and students use on a daily/weekly basis. A set of scaffolded targets that describe what is required to get to each long-term learning target.
 * **I can**       || || ||

Character Targets
|| Assessments OF Learning //Summative assessments that demonstrate what a student knows or is able to do. These get entered into the grade book as part of the body of evidence.// ||
 * = Standards addressed: = ||
 * **Long-term Learning Targets** //Learning Targets that correlate directly with standards and are reported on in a grade and/or progress report.// ||  **Supporting Targets** Instructional targets the teacher and students use on a daily/weekly basis. A set of scaffolded targets that describe what is required to get to each long-term learning target.
 * **I can be a good neighbor in my classroom / school community.**        ||  I can solve problems using words. || ||
 * ^  ||  I can take care of other people’s feelings and bodies.  || ||
 * ^  ||  I can take care of our school and classroom. || ||
 * **I can represent my school and myself in the community.** || I can be a polite and respectful patron in a restaurant.  ||  ||
 * ^  ||  I can stay focused on my fieldwork during field trips.  || ||