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Central focus - students apply knowledge of patterns and understanding of science as a process to interpret the central dogma of biology

Formative - Students perform a metacognitive self-assessment of their current understanding and write down their rating of their knowledge in their notebooks.

Summative - comprehensive worksheet that covers all material that has been covered in a low-stakes, low-stress environment

The assessments relate to the central focus as they consistently relate and connect the current topics to the end goal of the lesson as a whole

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central focus : Students will retell story events by sequencing them and using temporal word

Formative assessments: Exit ticket where I ask student to draw what happened first. Discussion.

Summative assessments: post test where student will be able to write and draw the story in order.

This ties in because the students will grow from a pre test and learn the material gradually so that they will be able to understand when they have the final assessment

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Central Focus- Students will be able to understand theme from a story by using key details in a text.

Formative: graphic organizer for begining middle and end, exit tickets/worksheets after each lesson.

Summative: comparative analysis

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Central Focus: Students will use details from the text to make and explain inferences about characters

Formative: graphic organizers

Summative: constructed response

The graphic organizers allow students to practice identifying textual details and making inferences with my support and feedback. The constructed response then requires students to independently explain an inference using evidence from the text, demonstrating mastery of the central focus.

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Central Focus: Students will be able to comprehend poetry using text features.

Formative Assessment: Students will complete a cut-and-paste activity where they will sort five different poems into three kinds of structure: free verse, narrative, and haiku.

Summarize Assessment: Students will be able to complete a post-test that asks them to correctly identify a poem’s structure.

These assessments tie together because the formative assessment prepares students for the summative assessment. Scaffolding students’ knowledge on poem structure will help them identify a poem’s structure independently.

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My central focus is for students to recount details from two books, one of them about caterpillars transforming into butterflies and one of them about butterflies migrating in the fall. I will read them the stories and discuss the key details (specifically steps in the transformation of caterpillar -> butterfly).

Formative assessment (day one): giving them the steps out of order and having them put them in the correct order.

Summative: Having them write two paragraphs. One about the steps of transformation, describing what happens in each step, and giving quotes and page numbers of where they found the descriptions. The second about where butterflies migrate to in the fall and challenges they face while migrating, again with page numbers from the boom.

These assessments will show that the students comprehended the most important information from the books I will be reading.

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My central focus will be having students practice sequencing important details from a text to help them summarize. One formative assessment I will use will be to have an exit ticket where students use key sequencing phrases (first, next, then, finally) to order important details from the text. My summative assessment will include a post assessment that covers comprehension of the text where students will have to use the text to provide a short summary of the text using sequential evidence from the text.

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My central focus is students will demonstrate their understanding of the story by sequencing key events from the book. For a formative assessment I plan to make a graphic organizer of story events with the students as a large group. For a summative assessment I plan to have a cut and paste activity with story events and they will put them in the correct order. They tie together because they both focus on story sequencing as large group and as individuals.

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My central focus is that my student will strengthen fine-motor and letter-formation skills by using multisensory manipulatives (playdough) and visual models to trace and copy uppercase and lowercase letters with increasing accuracy and independence. The formative assessment will occur daily as the student builds a small set of letters using playdough and then traces and copies those same letters, with me collecting data on accuracy, level of prompting, and engagement. This ongoing data will be used to monitor progress toward the IEP goal and to adjust instruction as needed. The summative assessment will be a multisensory performance task in which the student uses familiar materials and visual models to trace and copy a selection of uppercase and lowercase letters, demonstrating at least 80% accuracy across three out of four trials. The formative and summative assessments are directly aligned, as both require the student to trace and copy letters with a model, ensuring consistency between instruction, practice, and evaluation.

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Central focus: for students to apply listening segment-specific vocabulary and content knowledge through non-fiction texts to fully comprehend our lesson about the history of the Earth (still a work in progress)

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Central focus: Students will demonstrate comprehension by answering questions about a text using responses supported by the text.

Formative: answering multiple choice questions and highlighting evidence from the text to support their answer

Summative: writing a constructed response using RACE to support their answers

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I am teaching a lesson about writing a summary about the American Revolution that includes a main idea and supporting details to a 4th grade class. My first formative assessment is completing a graphic organizer. My second formative assessment is a rough draft of their summary. My summative assessment is a final draft of their summaries, along with an illustration and a caption that explains what the illustration is. My central focus is students will develop the ability to identify the main idea of an informational text, select key details that support it, and use these ideas to write an accurate summary. The assessments are connected to the central focus because they are all related to students writing a summary.

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Central Focus : It is tied to my student's IEP of recognizing and using core words on his AAC device.

Formative Assessment: Data (How often he clicks the right core word on his AAC device. )

Summative: I plan to do a kahoot with the same words.

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Central Focus: Focused learners will be able to identify story elements of a familiar story to help them retell the story.

formative: end of lesson discussion to check for understanding/ a element card sort as a class.

summative: turn in an individual worksheet where they draw every element from the story read.

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Focus: Students will be able to find and retell the main idea of a text.

Formative: Students will submit an exit ticket about what main idea is

Summative: Students will turn in their two column notes with the main idea of the given text.

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Central focus: Students will listen and identify important information about text-based facts and ideas.

Verbally answering comprehension questions about text and using a KWL chart

Worksheet quiz asking questions about vocabulary and comprehension questions

(Kindergarten)

these tie together so students are understanding the key details and vocab

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Central focus: Analyzing character traits and use text evidence to explain how those traits shape that character’s understanding of home.

Formative: Students respond orally to text-dependent questions during “I do, we do, you do” gradual release.

Formative: students complete character traits writing how their own point of view of home is similar or different from the character’s point of view.

Summative: post test.

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My central focus is creating and planning an informative composition. Formative assessment is a graphic organizer. Summative is writing the composition

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My central focus is “students will analyze characters, settings and plot in narrative texts with a focus on feelings and friendships, by participating in group discussions and tasks.” A formative assessment for my kindergarten classroom would be an oral explanation of one feeling the main character has. Summative: match characters to images of feelings.

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Central Focus: Students will be able to develop and communicate ideas by composing an informative postcard using drawings and emergent writing to describe a geographic location and the characteristics.

Formative: Activities practicing writing complete sentences with sentence stems, graphic organizers.

Summative: A postcard about a geographic location learned through read alouds.

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I will be teaching a main idea unit. One formative assessment I have thought of doing are mini check-in type quizzes. The summative assessment I’ve thought of doing was posters describing the main idea of their individual self-read books they have nearly completed. I think I’d like that to be a walkthrough/gallery-style set up! These are connected because the type of assessments build off of one another to lead towards the eventual ability to independently identify the main idea.

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Central Focus : Students will be able to identify the main idea using supporting details in a nonfiction text

formative : exit ticket identifying what the best main idea would be for a set of key details

summative : student will write the main idea and the 3 key details of a short text

how they are connected : formative is scaffolding towards the students being able to use supporting details to create a main idea

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Central focus: Stories help us understand ourselves and others by showing how characters change through events.

Formative assessments: Sequencing story picture cards, verbally retelling the story in sequential order, recognizing and mapping "outside and inside" character traits and attributes of the main character

Summarize assessment: A cumulative exam assessing sequencing the story and character traits/attributes seen in the story from the main character!

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Central focus: students will create informative writing using words and pictures to share facts about an animal.

Formative assessment : orally tell me a fact they heard from our read aloud/book.

Summative assessment idea: turn in their final writing that they worked on through a process and use a rubric to grade it.

How these tie together is they build on each other to build up to the formative assessment to see if they can write a fact about an animal of their choice. It all will interconnect together.

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Central Focus: Composition

Formative: Exit ticket to check for understanding using a Google Form

Summative: Foldable Project with Argumentative Essay

The exit tickets to allow students to ask questions they may not have asked in class. It will also help guide my following lesson and if I need to review any concepts and/or aspects of the overall project they will be completing. The summative assessment will allow students to use creativity while also showcasing their argumentative writing abilities.

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CF: I am using text evidence and my background knowledge to identify key ideas and deepen my comprehension of a nonfiction text.

Formative: daily exit ticket about the text/lesson.

Summative: post test

They help pull all aspects together.

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My central focus is composing persuasive letters, using a text students will become more familiar with the elements of a persuasive letter and incorporate it into their own writing pieces.

Formative assessment: exit ticket where students identify the essential elements of a persuasive letter

Summarize assessment: students will write a persuasive letter that includes an opinion, multiple reasons, linking words and a concluding statement

These both tie into the central focus because it has them working towards that central focus in them both.

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Central focus: create a creative writing short story that includes at least 3 descriptive adjectives, and nouns.

Formative assessment: exit ticket that includes 1-2 sentences from their story to check for understanding/ guide them.

Summative assessment: turn in final short story (or a rough draft for guidance/ grading)

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My central focus is comprehension using key details in the text, like the table of contents, illustrations, and the text itself.

A formative assessment would be a worksheet where I have students illustrate a vocabulary word to show they understand how illustration can convey meaning.

A summation assessment could be a quiz where they have to use the key features to answer questions about a text.

The assessments are made to see if they can use the text to find key details and see if they are able to cite specific places in the text.

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Central Focus- Comprehension

Students will develop reading comprehension by listening to and reading CKLA astronomy texts, answering text-dependent questions, and explaining key ideas using evidence from the text. Formative assessments (discussion, exit tickets, and short written responses) monitor understanding throughout the unit, while a summative assessment requires students to demonstrate comprehension by reading an astronomy passage and responding to questions that show understanding of main ideas, details, and vocabulary. Together, the formative assessments prepare students for the summative assessment by building and reinforcing the same comprehension skills over time.

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My central focus will be over multiplying 2 x 2 digit multiplication. My formative assessments will consist of worksheets and other modes of representation. Summative assessments will more than likely be a written test or an online test. These tie together because math is a lot of repetition and being able to solve questions in different ways

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Central focus: story retell

Formative: Story sequence sort-Students put prewritten details in correct order.

Summative: Students write a paragraph, supported with sentence frames, to retell details of a story in correct sequence.

Connection: The formative is a scaffold to prepare the students to write their own retell.

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Central focus: answering wh-questions

Formative: Asking student to tell me what the specific wh-questions asks about.

Summative: Having the student ask and answer wh-questions? Reusing post test to see improvement? I’m still trying to figure it out based on my student needs will chat with you tomorrow.

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My central focus is informational writing. My students will learn what informative writing is and what it consists of. For a formative assessment, I can give my students an exit ticket that asks them to determine the topic sentence of a paragraph. They will underline it. For a summative assessment they will create an informational poster about their past unit, dinosaurs. They will need to include a topic sentence, 3 facts, a conclusion, and a picture of some sort.

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1.) Central Focus: Students will develop the ability to comprehend a text by understanding that we can find the answers within the text.

2.) Formative Assessment: Exit Tickets

3.) Summative Assessment: Pre and Post Test

4.) My formative and summative assessment tie together because the formative assessments all help the students work on the reading comprehension skills, which is what the summative assessment is based on.

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Central Focus: appropriate social interaction with age similar peers (based on IEP goal)

Formative Assessment: “what makes a good friend & ways to get a peers attention” pre-test. This is a diagram and verbal discussion

Summative Assessment: role play interactions with peers

How it all ties in: the assessments address the IEP goal and central focus, allow for data tracking, and models of the focus learner understands the ways to appropriately communicate with age similar peers

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central focus: finding in text evidence to answer comprehension questions

Formative: finding evidence games

summative: answering questions and highlighting in text where they got the answer and hand it in

How: The student is showing where in the text they got the answer to their teachers. The game is just a fun card game where the student matches the text to the answer.

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I am in a special education classroom. My central focus is working towards identifying/naming shapes.

Formative: asking the student to identify the shape from flash cards.

Summative: having the child Velcro match shapes to their corresponding words

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My central focus is to support the focus learner in identifying the uppercase letters (A J K C) through explicit instruction and multisensory activities while gradually increasing independence using an I Do, We Do, You Do instructional framework.

My formative assessment is ongoing discrete trial practice in which the focus learner is presented with a field of two uppercase letters and asked to identify the letter A, J, K, C using pointing, touching, or AAC selection, with data collected on accuracy and level of prompting. My summative assessment is a final discrete trial assessment where the focus learner identifies the uppercase letter J, A, K C across multiple trials using a field of two letters, with performance measured by accuracy and independence.

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Formative I ask the students to I ask students to do a movement break while doing this the movements are alined with the lesson so I check and see if they are getting them correct

Summitive the students are asked questions at the end and get the questions correct about what they are learning

How they connect

The movement helps with memory so they can recall the information I am giving them then when they actually answer questions they can use the movement reference

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Central focus: Students will identify the main idea and key details in a nonfiction text using text features.

Formative: graphic organizer

Summative: post-test

Ties in: The graphic organizer is about main idea and key details, we will be completing the organizer over a couple different texts allowing the students multiple practices before taking the post test to see what they learned about main idea and key details.

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Central focus: Fluency of a tex

Formative assessment: worksheets I do with my focus learner every day.

Summative assessment: pre read and post read with a final Oral Fluency assessment. This all ties together because the worksheets still work on fluency,

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I’ll be teaching reading comprehension. My formative will be an “exit ticket” of sorting whether it’s a summary or a sentence from the passage. My summative will be being able to summarize something. They connect by scaffolding up to the final summarize assignment.

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Central focus:

Students will be able to recall information as well as recognize the beginning, middle,and end of a fable in order to put together a summary.

formative: An activity where they write things that happened in the story on sticky notes and put it on a graphic organizer. It will later be divided into beginning, middle, and end categories.

Summative: A summary of a fable.

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The central focus of my unit is for students to comprehend informational texts by determining key ideas, using academic vocabulary, and organizing information through diagrams and models to demonstrate understanding. One formative assessment I’m using is an exit ticket where students write one thing they learned and draw a picture. The summative assessment I’m using is a graphic organizer that students will complete independently to show their comprehension of organizing key information from an informational text. These assessments directly correlate to my central focus because they assess the students understanding of organizing and determining key details from informational texts.

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Central focus is reading fluency, I will progress monitor for both assessments. This all relates as the oral reading fluency progress monitoring will allow me to see students improvement of fluency in her reading.

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Central focus: students will understand the use of nonfiction text features to help them comprehend informational texts and communicate information effectively.

Formative: recording sheets

Summative: writing their own informational piece about how they use technology in school in the form of a book where they will then include 2 text features they create.

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My central focus is for students to retell fables and folktales from diverse cultures and identify each story’s theme. (Theme is the standard)

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Central focus: Composing comparative sentences comparing and contrasting factual information from 2 read-alouds

Formative: writing factual sentences on day 1 and day 2 about each separate informational topic

Summative: write comparative factual sentences

how they go together: they are getting practice writing complete factual sentences as well as showing me they know the information to then compare and contrast the 2 topic on the final assessment

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Central focus:

The central focus is for students to build comprehension of a narrative read-aloud by using visualization, questioning, and inference to retell key events.

Formative Assessment: drawing worksheet with explanation

Summarize assessment: student retelling story with worksheet

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My central focus is identifying text features and using text features to aid comprehension. One of my formative assessments is going to be a text feature scavenger hunt where students have to read a text, find text features, and identify what page the text feature was on. Another formative assessment, students are going to be reading a non-fiction text and answering comprehension questions about the text. My summative assessment is a post test where students name text features in their purposes.

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- Kindergarten

- Central focus: finding characters and settings

- formative: having student identify a character and the setting in a book

- summative: having student draw a picture of a character they think of and a setting they can think of (can be real, from a book, make up, etc.)

- this ties into my central focus because students are identifying characters and setting. the assessments allow students to practice and apply the vocabulary.

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Central Focus: My central focus is tied to my students IEP goal about writing and making up simple sentences.

Formative Assessment: Read given simple sentences and circle the subject and underline the predict in each.

Summative Assessment: Create a simple sentence of their own using a given topic such as animals.

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Central Focus:

Students will be able to brainstorm, plan, and write a descriptive writing.

Formative: brainstorming web

Summative: final draft of descriptive writing

The formative assessment is having students engage in the brainstorming/planning portion of writing. The summative assessment is the final product of the descriptive writing that was planned for.

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Central focus (learning goal in SPED terms): the focus learner will provide letter name and sound for uppercase and lowercase letters B, T, and E.

Summative: for the first 3 days, we will focus on a letter each day. Formative assessment will look like a scavenger hunt/sort activity each day, then the summative assessment will be flash cards delivered in a creative way (feeding them to a dragon to win the treasure)

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My central focus is self advocacy and reading comprehension since it’s in the focus learners IEP goals.

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Central Focus: Key details in a text

Formative: Picture visual match for each page to indicate the key detail for that page.

summative: Answer comprehension questions using visuals & hand over hand support.

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Central Focus: Music Literacy and Note Reading (6th Grade Beginning Band)

I have a note-naming time test as a pre-assessment

Summative: 1-on-1 sight reading w/ rubric and written test

Formative: Ask students note names throughout class and some others I haven't thought out completely

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I am teaching a middle school pickleball unit. The central focus of my unit is for students to develop and apply basic pickleball skills while understanding rules, scoring, and safe, responsible participation.For formative assessments, I observe students during drills and game play to check serving, rallying, and understanding of rules and scoring, and I use check lists for assessments. My summative assessment is a performance-based pickleball game using a rubric to assess skills, rules, and sportsmanship at the end of the unit.

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my Central Focus is teaching the concept of Key signatures, specifically the unfamiliar key of G major, and the new notes needed to play in that key on student instruments.

A Formative Assessment I plan to use is a pre quiz to evaluate students initial understanding of those notes on their instrument.

A Summative Assessment I plan to use is a post test identifying key signatures, notes on a staff, and notes on students individual instruments that is inclusive of all keys they are familiar with onto this point, including the new key of G.

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Central focus:

I am teaching a unit for K-5 General music about instruments around the world (non-Western orchestra/band instruments that are taught regularly in school).

Formative Assessment:

For a formative assessment, I was thinking about making a worksheet with a word bank of instruments we are talking about, and then students have to put those words in categories. These categories would be the countries/regions that these instruments are from. I would do this early on to see what the students know.

Summative Assesment:

A summative assessment I was thinking of would be a similar thing but without a word bank, and it would also require students to also put what instrument family each instrument is in.

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central focus: students will be able to develop a fully characterized monologue (ideally, for seniors’ portfolios)

formative assesment:

reflection journal after daily in class rehearsals

peer review journal entry

summative assesment: monologue performance!

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My central focus is "students will understand the purpose of taxation through the lens of the social contract and financial literacy, differentiate between progressive, regressive, and proportional tax structures, and apply literacy skills to interpret functional financial documents like pay stubs and tax forms. I will assess them via a diagnostic assessment called the "paycheck pulse". I will do a formative task of guided highlighting to identify the different tax deductions on a mock paycheck. And my summarize will be analyzing a mock check stub and determining if YTD taxes were "progressive or proportional ".

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Central Focus: Students will be able to differentiate the types of characters in Commedia del Arte.

Formative Assessment: I will have my students draw a commedia del arte character from a hat/bowl and act out that character. This will help them physically act out the differences between the character types.

Summative Assessment: Test asking to define and describe each commedia del arte character. This allows to show them how the characters are different.

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My central focus will be making polite requests using verbs in て form. One idea for a formative assessment is through independent translation exercises. Summative assessment can be done as a skit or demonstration.

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High School Treble Chorus (Grade 9-10)

Central Focus: Students will identify (using verbal examples, recordings, and written notation), recite (from memory and written notation), and discuss essential phonetic elements in English and Latin, using IPA as a functional framework.

Formative assessment: Daily exit tickets in school LMS and on paper.

Summative assessment: Test with written and spoken/sung portions. Written portion that requires students to identify IPA symbols/sounds when provided with written notation, verbal examples, and performance recordings. Spoken/sung portion requires students to perform their IPA transcription after writing it.

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Central focus: Understand how nationalism and propaganda contributed to tensions in WWI era Europe.

Formative Assessment: Poster Analysis -Exit Ticket

Summative Assessment: chapter Quiz

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A formative assessment i could do is have student’s fill out story board worksheets. These worksheets will help them plan for the big overall project which is making a stop motion animation. And the summative assessment is them using the story board to make the actual animation.

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My center focus is teaching students about how to make a paper mache animal portrait. A formative assessment will be asking students questions about our vocab and checking their understanding of the words. The summative assessment will be the rubric used to grade them. Seeing if they have meet all parts of their rubric.

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Central focus: Students will learn how to improvise freely throughout a known scale, as well as how to identify and utilize scale degrees.

One formative assessment is giving students many opportunities throughout the unit to improvise and test out the methods being taught. Students would volunteer, and their participation will be noted.

The summative assessment I plan to use is a brief quiz on scale degree identification and a few questions regarding concepts related to improvisation (such as blues notes and chord changes).

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My central focus is about applying Mendelian genetics using Punnett squares. My formative assessment will be completing a dihybrid Punnett square correctly. My summative assessment will be a chapter test over Mendelian genetics, codominance and incomplete dominance inheritance types.

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Central Focus: The central focus of this lesson is to teach students how to play B, A, and G on the recorder, with notation learned in prior curriculum.

Formative Assessment: I’m having students write a small exit ticket with a recorder picture, and will ask them where to put there fingers for certain notes.

Summarize Assessment: Solo performances of a song we will learn, “Hot Cross Buns”.

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Central focus: students will be able to paint their sculptures with high levels of craftsmanship and accurate colors to their photo graphic reference.

Formative: Craftsmanship checkup to give suggestions on how to finish the painting with higher craft.

Summative: Final project is turned in and graded via a rubric

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Central Focus: Develop conceptual understanding and procedural fluency of radical expressions and rational exponents. Manipulate rational exponents and nth roots to simplify expressions and solve equations.

Formative assessment:

Written Exit ticket that asks students to simplify a couple different expressions.

Summative assessment:

A 8-10 question quiz that includes procedural fluency questions of simplifying and solving and also a problem solving question that requires students to connect this content with another form of math and/or to the real world.

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Central focus: Students will be able to analyze dynamics in real time and perform them in both a gradual change as well as a dramatic change.

Formative: A formative assessment for this focus is reacting to what is being performed in class time. Listening for differences in dynamic changes and adjusting those levels in real time.

Summative: A summative assessment experience for this focus could be a sight reading test or activity at the end of the unit in order to display their understanding of dynamics without having the rehearsed aspect behind it.

Both assessments create a space for students growth. The formative assessment lead students with live critique each day in class that will guide their at home practice and rehearsal. The summative assessment displays their complete understanding of dynamics and how to perform them in their specified instrument.

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As an art teacher, my class will be creating papier mache food sculpture where they will sketching, planning, building, and painting their projects. My formative assessment will take place during the lessons, as student’s sketches will be checked, class discussions will occur, as well as teacher feedback during their work time. There’s summative assessment will take place at the end of the project, where students will turn in their fully painted food sculptures, as well as a worksheet discussing what they have learned and be graded. My assessment connects to my focus of students using planning during their projects and how their planning may change, using their problem solving skills. Students will also gain in class work time critiques and feedback during the unit and lessons. Students will also be asked higher order of thinking questions throughout the lessons and their final worksheet.

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Central Focus: Phrasing and Dynamics in vocal music.

Formative Assessment: Students will give a written example of phrasing with in the piece of music I will be teaching through my lessons. This will look like the last half of the piece and they will write how it is phrased.

Summarize Assessment: Students will fill out an exit ticket writing the correct dynamic markings shown in the piece on a diagram. This will look like a worksheet.

This aligns with my standards because I will be able to see their work and make comments about their accuracy. This concept will also transfer to other pieces of music and identifying phrasing and dynamics will be easier to notate and perform.

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My central focus is that students will understand the social, political, & economic consequences of WWI. For a formative assessment, I could have students try to brainstorm a list of impacts of WWI, & then for a summative assessment I could have students create a short, researched presentation on one of these aspects.

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I am teaching 4th grade art class. We are exploring the artist Roy Lichtenstein and his use of Ben-Day dots in his comic book inspired prints. A summative assessment I plan to use is have students identify key elements of art they see in his art. The summarize assessment is students creating an onomatopoeia pop art print in the style of Roy Lichtenstein.

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I will be teaching my printmaking students how to do a multicolor relief print! I have a formative assessment at the very beginning where they will be making a practice stamp, which will serve as a form of pre assessment in relation to their final project

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Central focus: students will describe the role of RNA in protein synthesis

Formative assessment: students will respond to questions during the warm up

Summative assessment: students will complete a quiz assessing their knowledge of the RNA unit.

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My central focus is students will understand how to express emotions through artwork by analyzing color and emotions in their own artwork, my formative assessments are an exit ticket where students will analyze the color and emotion elements of an artwork, verbal informal assessment to check students understanding of how they can intentionally use color in their artwork then the summative assessment is students creating an oil pastel and water color jelly fish artwork where they use tertiary colors to express emotions

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understanding parts of congruent triangles

During the end of class discussion I might formatively assess with exit tickets for each lesson and I might do a mid-unit quiz at the end if my segment

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Students will be performing a 32-bar cut of a song through their application of musical theatre knowledge, research, and character development. The summative assessment is the performance, and the formative assessment will be the “beat” analysis annotations worksheet students complete.

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I am teaching students how to utilize mixed media with their acrylic paintings. For formative assessment, students will be completing sketchbook starters and also with one-on-one conversations with students about their process and thoughts while working. For summative assessment, that will be their final artwork, as well as an artist statement, and final critique.

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Central focus: students will know the main scales they play on their instrument and the respective concert pitch

Formative assessment: having the students write the notation and key signature of a given scale and know what the concert pitch of their transposed instrument would be.

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A formative assessment I will use is a nearpod time to climb to see if they understand what is being asked.

A summative assessment is an exam assessing all they have learned from unit 1. My central focus is developing students ability to identify the dimensions of health and the factors that influence personal health and wellness.

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My central focus is key signatures. I will teacher students how to find the correct key signatures. I will use a test before and after the unit for mark progress

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My central focus is different articulations and their relationship with style. A formative assessment could be an exit ticket on the way out of class about some details I went over that day. A summative assessment could be a test that asks students to connect note shapes to articulation names to styles they are commonly used in. This all connects because we are playing a West Side Story medley with 5 different styles of music and they all have different articulations frequently throughout them.

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Students will develop the ability to apply fundamental pickleball skills, rules, and strategies in game-like situations in order to sustain rallies, score points, and play cooperatively and safely.

A formative assessment for this lesson is to have an assignment over scoring for pickleball.

A summarize assessment can be visual of the different skills of pickleball.

This assessment helps connect to the central focus since skills of pickleball need to be performed in order to sustain rallies and to make sure the games are safe.

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My central focus is the Monroe presidency. I will be using a packet containing political cartoons, excerpts from speeches, and maps and questions on them as formative assessment. I will also be leading a discussion and note what students understand during the discussion. My summative assessment will be a test.

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I will be teaching a lesson on Relief Printmaking, during I will go around checking in with students, asking them questions, and going through criteria to make sure they are on the right track and understand the assignment -especially the reversal aspect of it- At the end once everyone has finished their prints we’ll have a group critique over all of the students work

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My central focus of this learning segment is for orchestra students to accurately decode, execute, and practice 16th note patterns and 16th/8th note combinations. Students will be focusing on the technical application of bow distribution and speed to maintain rhythm and ensemble synchronization with in the context of sight reading for ISSMA.

Formative assessment: Students decoding rhythms with the use of (1e+a)

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My central focus is interpreting exponential functions. My formative assessment in Lesson 1 is an exit ticket asking for students to identify key features given an exponential function. My summative assessment will most likely be a quiz or a review paper that they must complete individually. These assessments require students to know how to read exponential functions, graph them, and analyze real world problems with exponential functions which are all included under my central focus of interpreting exponential functions.

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A formative assessment I could use is creating a poll to see how my students think they did on a certain skill in PE. A summative assessment I could use is a quiz about the rules of a certain sport in PE.

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Central Focus,

Students will be able to correctly identify and notate musical key signatures.

Formative Assessment

Close your eyes and show me on your hands how confident you feel. Scale of 1-5

Ask students what key the repertoire we are currently rehearsing is in.

Summative

I plan on having a written quiz that will require students to both identify and write key signatures on a staff.

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My central focus is students will be able to mark up a monologue or song cut for an audition. Their summative assessment will be an audition that has to involve blocking

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I am teaching fifth graders to play ukulele. A formative assessment would be to ask for a thumbs up or down when working on chords in the middle of the unit, and a summative could be an exit ticket where they draw out the fingering for all of the chords we learned.

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Students will be making Narrative Intaglio prints. For formative, I will ask them probing questions on the qualities we see in narrative artworks, both historical and contemporary. For summarize the assessment is their final Narrative prints. Did they tell a story visually, did they use a subject, is there a setting, did they provide context to the story?

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Central Focus: Developing an internalized understanding of 16th note rhythms and variations that can be notated and audibly performed accurately.

Formative: Have students created smaller examples of 16th note rhythms in sightreading examples as an exit ticket showing a gained knowledge of the rhythms and how to count/perform them.

Summative: A hand written quiz of how to notate and explain using takademi, as well as a create a 4 bar rhythm sightreading exercise using every variation of 16th notes we've discussed.