Creating formative and summative assessments for your assignments is an essential part of guiding instruction for learning. Not only are assessments ensuring that learning is taking place, they are checking for mastery of skills taught.

In Topic 4, you created a wax museum project for your students. In order to modify, strengthen, and adjust instruction as students are creating the wax museum project, research and decide how you will formatively assess students. Additionally, create a summative assessment for the students.

Part 1: Assessment Plan

For this assignment, you will create an assessment plan describing how you will conduct formative assessments while students are creating the project, along with a summative assessment.

Your assessment plan should include:

• The social studies content standards, the arts standards, and the lesson objectives from the original lesson that the assessment plan will align to and measure.
• Four specific examples of formative assessments you will implement.
• Description of a summative assessment.
• Rubric for the summative assessment.
• Your plan to provide effective, descriptive feedback in a timely manner to students following the assessments.
• Specific ways you will accommodate for students with disabilities and language barriers.

Part 2: Reflection

Write a 250-500 word reflection describing your assessment plan. In the summary address:

• How the ethical use of various assessments and data guides you to identify students’ strengths and needs to promote growth.
• How your assessments will support continuous progress in teaching and learning and demonstrate gains in skills and knowledge.
• How your assessments, both formative and summative, can be differentiated to meet the needs of various students.

Running head: WAX MUSEUM/STUDENT EXPECTATION OUTLINE 1

WAX MUSEUM/STUDENT EXPECTATION OUTLINE 2

Wax Museum/Student Expectation Outline

Yvonne R Smith

Grand Canyon University: ELM 550-0500:

March 26, 2021

Wax Museum/Student Expectation Outline

Part 1: Outline

The social studies standard: Standard 2; Application of Content Through Planning

The arts standard: Anchor standard 6; convey meaning through the presentation of artistic work.

Learning objectives: Be able to research through written works about famous Americans.

Be able to report about famous Americans from a first-person perspective.

How and where: the students will have to present a life story about their favorite past famous Americans who have already died. The presentation will be done in class in front of other students waiting to make or have completed their presentations. The other guest will include their parents and guardians.

Integrating art and drama: They will integrate art and drama by dressing as their favorite historical figures and mimicking their speaking styles for those who will have found the videos and audio recordings for these past famous figures.

Expectations for the students: someone who is important to their state of America. The person should have lived between 1850 and 2000. The person should be associated with something you have learned about this year.

Physical and visual presentation: visually, the student will write on a large hard paper; the name of the historical figure, their birth and childhood, how they schooled, their major accomplishments and the impact, other accomplishments and their impact, how they grow up and then what led to their death. On the other hand, physically, the students will put on an attire associated with the figure of their interest. It can be a hat, mustache, shoes, or hairstyle, and so on.

Guidelines for research: I will show the students how to find resources that are quality and unbiased. I will demonstrate to them note-taking that is writing down key details that are short. I will also show them how to use the computer lab time to do their research in the computer lab.

The technological tool for sharing the event: Email, YouTube, Facebook, LinkedIn, WhatsApp, School website, Student portals.

Part 2: Reflection

The wax museum outline above is a crucial or important aspect of learning social studies and integrating it with arts. The students can learn about important historical figures that they are interested in, put on their shoes, and act like them. This way, the students can understand how the good morals of the people they envy have positively impacted society and or are continuing to affect their livelihoods. This kind of lesson prepares a student in several ways; he or she learns people’s ways of lives, gains knowledge on how to do credible research, the students learn how to write a research outcome, and how to make visual as physical presentations.

Looking at the above aspects about the wax museum, if this is integrated into the future classroom, the benefits will be immense. This is because it will be an ultimate way of developing leaders who will be impactful to the future society. This is because these learners can harness ideas about their favorite past figures, grow and emulate their positive deeds and this is what they will be able to give again to society. The students will have an open eye to growing into the leaders of tomorrow.

Therefore, this lesson can be integrated into a future classroom by ensuring that the school at large and the parents on an annual basis attend the wax museum. This will envelop a culture where the younger students will understand and expect that it is simply what awaits them when they come of age. The parents will also prepare their students early enough by getting ready the potential attire that their kids would use to present on their favorite past figure. This also means that the parents will actively help their students research the characters of their preference.

This assignment is very key in expanding the verbal communication techniques for the students. Through report writing and continuing reciting their pieces for presentation, they can make corrections where they find difficulties until they feel that their writing is up to the desired stands. By being able to piece together the different pieces of information that they are going to present, it improves their communication skills and or techniques.

During the research process, the students will have to go an extra mile to get the relevant and most authentic information about their presentational characters. By finding information, this can be though asking parents, teachers, or the librarian as well as involving the computer; this builds on these students’ inquiry capability. In regards to collaboration, to come up with concdevelopion and choice of writing, that collaboratiours; this can be student-teacher collaboration, student-parent collaboration, or even student-student and librarian student collaborations. They collaborate through inquiries as well as discussions. Also looking at students’ interactions, this is the best arrangement for positive student interactions. This is because they gain courage, by presenting to their friends within their groups, they can compare notes, advise one another on what informant is better to regard and which one is not that relevant. This way, their interaction becomes memorable, beneficial, and full of positivity.

References

National Council for the Social Studies,. (2013). Social studies for the next generation: Purposes, practices, and implications of the college, career, and civic life (C3) : framework for social studies state standards.

Karten, T. J. (2013). Common Core Standards: A step-by-step approach, English language arts–grades K-5.