Assignment Prompt & Instructions
I need help with homework
– ## RequiredResourceforweek5assignment.docx
– ## week5assignmentwithRubric.docx
– ## Digitalpamphlet1.docx
**## RequiredResourceforweek5assignment.docx**
Fishing for the Right Assessment Language
**Required**
Read “Fishing for the Right Assessment Language,” by Dueck, from
_Educational Leadership_ (2020).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=trh&AN=142081191&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Bridging the Gap: How the National Core Arts Standards Forge the Divide Between the Arts and Assessment-Based Learning
**Required**
Read “Bridging the Gap: How the National Core Arts Standards Forge the Divide Between the Arts and Assessment-Based Learning,”
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=trh&AN=137774472&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Better Being Wrong (Sometimes): Classroom Assessment That Enhances Student Learning and Motivation
**Required**
Read “Better Being Wrong (Sometimes): Classroom Assessment That Enhances Student Learning and Motivation,” by McMillan and Mo
… Read More
https://lopes.idm.oclc.org/login?url=htt
**Social Studies in Elementary Education**
**Required**
Beck, T., & Parker, W. (2022).
_Social studies in elementary education_. (16th ed.). Pearson. ISBN-13: 9780135762035
CAST (2018.
_Universal Design for Learning guidelines version 2.2._ [http://udlguidelines.cast.org](http://udlguidelines.cast.org/)
Edutopia (2023).
_How to use technology to support social studies learning._ [https://www.edutopia.org/](https://www.edutopia.org/)
National Council for the Social Studies (NCSS). (2017).
_Technology Position Statement and Guidelines. G_ [_uidelines.https://www.socialstudies.org_](uidelines.https://www.socialstudies.org)
National Council for the Social Studies (NCSS). (2017). Technology Position Statement and Guidelines. G
[_uidelines.https://www.socialstudies.org_](uidelines.https://www.socialstudies.org)
**## week5assignmentwithRubric.docx**
This week's assignment 5, the topic of discussion is
_Assessing and Providing Feedback_. You will plan a variety of formative assessment strategies to strengthen and guide instruction. You will be able to provide students with effective descriptive feedback based on their assessment performance, guiding their progress toward meeting instructional goals. You will also be able to design standards-based, developmentally appropriate summative assessments that are aligned with instructional learning objectives.
Assessment Description
Creating formative and summative assessments for your assignments is an essential part of guiding instruction for learning. Not only do assessments ensure that learning is taking place, but they also verify mastery of the skills taught.
**Part 1: Assessment Plan**
In assignment 4, you created a living museum project for your students. To modify, strengthen, and adjust instruction as students make their museum project, research, and decide how you will formatively assess them. Additionally, conduct a summative assessment to evaluate whether all learning objectives have been met by the end of the project.
Your assessment plan should include:
· The social studies content standards, the arts standards, and the lesson objectives from the Topic 4 lesson that the assessment plan will align with and measure.
· Four specific examples of formative assessments you will implement during the project and a rationale for how they will strengthen and guide instruction.
· Description of a summative assessment and an explanation of how it will be used to ensure mastery of the standards and learning objectives.
· Rubric for the summative assessment.
· Your plan to provide effective, descriptive feedback promptly to students following the assessments, and how this will guide their progress toward meeting instructional goals.
· Specific ways you will accommodate students with exceptionalities and language barriers, including special education, gifted, English language learners, and early finishers.
**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 and promote student growth.
· How your assessments will support continuous progress in teaching and learning and demonstrate gains in skills and knowledge.
Submit your assessment plan and reflection as a single document.
Use at least two to three resources to support the development of the assessment plan.
_Note: This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite technical support articles for assistance.
**Rubric Criteria**
**Standard, Grade Level, Learning Objective Alignment**
3.5 points
**Formative Assessments**
10.5 points
**Summative Assessments**
7 points
**Rubric**
7 points
**Feedback Plan**
7 points
**Accommodations**
7 points
**Reflection: Assessment and Data**
7 points
**Reflection: Continuous Progress**
7 points
**Organization**
3.5 points
**Supporting Research and Documentation of Sources**
7 points
**Mechanics of Writing**
3.5 points
**Total** 70 points
**## Digitalpamphlet1.docx**
**Grade 7 Living Museum Project**
**“A Journey Through Time – The Renaissance”**
_🎨 An Integration of Social Studies and Art Experience!_
**Welcome to the Living Museum!**
· Get ready to step into one of the most exciting times in history, the
**Renaissance!**
· In this project, every student will bring history to life by choosing an
**important Renaissance figure** and bringing them to life through research, creativity, and performance.
· By the end, our classroom will transform into a
**‘Living Museum’**, where friends and families can meet these incredible figures in person.
**Standards**
**🏛️ Learning Objectives**
🎯
·
**Visual Arts Standard (National Core Arts Standards)**
– VA:Cr2.1.7a – Demonstrate persistence in developing skills with various materials and approaches in creating works of art or design.
·
**Social Studies Standards (Minnesota-Grade 7)**
– 7.4.3.- History
By the end of this project, each student will;
· Identify and explain significant contribution of their chosen Renaissance figure.
· Design an artistic visual display or artwork inspired by the figure.
· Use technological tools ethically to effectively research, create and share their presentation.
· Be able to reflect on how history and art shape our society today.
**Project Length and Timeline**
· The project will take five weeks to complete, so each student will have time in class and at home to research, design, and rehearse.
| | | |
| — | — | — |
| **Week** | **Task** | **Goal** |
| 1 | Choose a Renaissance Figure | Research on them and teacher’s approval. |
| 2 | Conduct in-depth research | Take notes, gather sources and plan your visual. |
| 3 | Design visual art or write script or the choice of art | Draft your monologue and artwork |
| 4 | Rehearsals | Refine your art display, practice speaking |
| 5 | **_Living Museum Event!_** | Present your Renaissance art work to peers, families, and friends. |
 “Creativity is intelligence having fun.”
**Living Museum Event Details!**
**·**
**Location: School Hall**
**·**
****Date:** December 2, 2025**
****Art Integration****
**· Visual Art (A creation of a period-inspired artwork, artifact or pop).**
**· Drama (Performance portraying the historical figures life and impact)**
****What will happen****
**-Each student will set up a museum station with;**
**· A visual art peace**
**· A character Card**
**· A costume or prop that reflect their character**
**- Visitors will press “Museum button” and the student will come life and perform a 1-2 minutes dramatic monologue or presentation on their figure.**
****
****Presentation Description****
**Your visual and performance art should:**
**· Demonstrate creativity and historical understanding**
**· Expressive, engaging and accurate**
**· Student will remain in character throughout the presentation.**
****👩🎨 Student Expectations****
**·**
****Select** a renaissance figure of global or local influence.**
**·**
****Research** using credible sources (Books or museum sites).**
**·**
****Design** an artistic visual display**
**·**
****Prepare and memorize** a short monologue of the figure in character**
**·**
****Engage** with visitors respectively and confidently during the event.**
**·**
****Submit a short reflection** on what you learned after the event.**
********
**** Technological Guidelines****
**· Only use approved educational websites such as;**
**· National Geographic Kids**
**· Google Arts and Culture**
**· Brittanica School**
**· Virtual museum tours**
**· Be creative, DO NOT COPY AND PASTE.**
**· CITE used sources in your bibliography.**
**· You may use Canva, Google slides, and Adobe Express to design your visual display.**
**** Digital Tools for Sharing****
**To showcase your work to the school and community, a student can use;**
**· Google site or school website gallery to display their project.**
**· Canva or Adobe express**
**· School newsletters with permission**
****Why We are Doing This!****
**· To Explore how art, history, and Culture Connect.**
**· To practice research, creativity, and communication skills.**
**· To experience learning through visual art instead of textbook alone.**
**· To be able to collaborate with our peers while celebrating historical achievements and diversity.**
****Assessment Rubric (Summary)****
**| | | |**
**| — | — | — |**
**| **Category** | **Points** | **Description** |**
**| **Research and Accuracy** | 20 | Clear, relevant, factual, and well-cited information. |**
**| **Visual Art Creation** | 20 | Creative, detailed, and relevant artwork. |**
**| **Performance and Expression** | 25 | Expressive, confident, and in character. |**
**| **Technology use** | 15 | Responsible and purposeful use of technological or digital tools. |**
**| **Reflection and Effort** | 20 | Strong participation and thoughtful insight. |**
****References****
**Beck, T., & Parker, W. (2022).**
**_Social studies in elementary education_ (16th ed.). Pearson. Pearson. ISBN-13: 9780135762035**
**Moore, L. (n.d.).**
**_Art is social studies: Teaching the Renaissance using Raphael’s School of Athens._**
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**## Digitalpamphlet1.docx**
**Grade 7 Living Museum Project**
**“A Journey Through Time – The Renaissance”**
_🎨 An Integration of Social Studies and Art Experience!_
**Welcome to the Living Museum!**
· Get ready to step into one of the most exciting times in history, the
**Renaissance!**
· In this project, every student will bring history to life by choosing an
**important Renaissance figure** and bringing them to life through research, creativity, and performance.
· By the end, our classroom will transform into a
**‘Living Museum’**, where friends and families can meet these incredible figures in person.
**Standards**
**🏛️ Learning Objectives**
🎯
·
**Visual Arts Standard (National Core Arts Standards)**
– VA:Cr2.1.7a – Demonstrate persistence in developing skills with various materials and approaches in creating works of art or design.
·
**Social Studies Standards (Minnesota-Grade 7)**
– 7.4.3.- History
By the end of this project, each student will;
· Identify and explain significant contribution of their chosen Renaissance figure.
· Design an artistic visual display or artwork inspired by the figure.
· Use technological tools ethically to effectively research, create and share their presentation.
· Be able to reflect on how history and art shape our society today.
**Project Length and Timeline**
· The project will take five weeks to complete, so each student will have time in class and at home to research, design, and rehearse.
| | | |
| — | — | — |
| **Week** | **Task** | **Goal** |
| 1 | Choose a Renaissance Figure | Research on them and teacher’s approval. |
| 2 | Conduct in-depth research | Take notes, gather sources and plan your visual. |
| 3 | Design visual art or write script or the choice of art | Draft your monologue and artwork |
| 4 | Rehearsals | Refine your art display, practice speaking |
| 5 | **_Living Museum Event!_** | Present your Renaissance art work to peers, families, and friends. |
 “Creativity is intelligence having fun.”
**Living Museum Event Details!**
**·**
**Location: School Hall**
**·**
****Date:** December 2, 2025**
****Art Integration****
**· Visual Art (A creation of a period-inspired artwork, artifact or pop).**
**· Drama (Performance portraying the historical figures life and impact)**
****What will happen****
**-Each student will set up a museum station with;**
**· A visual art peace**
**· A character Card**
**· A costume or prop that reflect their character**
**- Visitors will press “Museum button” and the student will come life and perform a 1-2 minutes dramatic monologue or presentation on their figure.**
****
****Presentation Description****
**Your visual and performance art should:**
**· Demonstrate creativity and historical understanding**
**· Expressive, engaging and accurate**
**· Student will remain in character throughout the presentation.**
****👩🎨 Student Expectations****
**·**
****Select** a renaissance figure of global or local influence.**
**·**
****Research** using credible sources (Books or museum sites).**
**·**
****Design** an artistic visual display**
**·**
****Prepare and memorize** a short monologue of the figure in character**
**·**
****Engage** with visitors respectively and confidently during the event.**
**·**
****Submit a short reflection** on what you learned after the event.**
********
**** Technological Guidelines****
**· Only use approved educational websites such as;**
**· National Geographic Kids**
**· Google Arts and Culture**
**· Brittanica School**
**· Virtual museum tours**
**· Be creative, DO NOT COPY AND PASTE.**
**· CITE used sources in your bibliography.**
**· You may use Canva, Google slides, and Adobe Express to design your visual display.**
**** Digital Tools for Sharing****
**To showcase your work to the school and community, a student can use;**
**· Google site or school website gallery to display their project.**
**· Canva or Adobe express**
**· School newsletters with permission**
****Why We are Doing This!****
**· To Explore how art, history, and Culture Connect.**
**· To practice research, creativity, and communication skills.**
**· To experience learning through visual art instead of textbook alone.**
**· To be able to collaborate with our peers while celebrating historical achievements and diversity.**
****Assessment Rubric (Summary)****
**| | | |**
**| — | — | — |**
**| **Category** | **Points** | **Description** |**
**| **Research and Accuracy** | 20 | Clear, relevant, factual, and well-cited information. |**
**| **Visual Art Creation** | 20 | Creative, detailed, and relevant artwork. |**
**| **Performance and Expression** | 25 | Expressive, confident, and in character. |**
**| **Technology use** | 15 | Responsible and purposeful use of technological or digital tools. |**
**| **Reflection and Effort** | 20 | Strong participation and thoughtful insight. |**
****References****
**Beck, T., & Parker, W. (2022).**
**_Social studies in elementary education_ (16th ed.). Pearson. Pearson. ISBN-13: 9780135762035**
**Moore, L. (n.d.).**
**_Art is social studies: Teaching the Renaissance using Raphael’s School of Athens._**
**## image4.png**
**## image5.png**
**## image6.png**
**## image7.png**
**## image8.jpeg**
**## image9.png**
**## image10.png**
**## image11.png**
**## image12.png**
**## image13.png**
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**## image15.png**
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**## image17.png**
**## image18.png**
**## image1.png**
**## image2.png**
**## image3.jpg**
**## RequiredResourceforweek5assignment.docx**
Fishing for the Right Assessment Language
**Required**
Read “Fishing for the Right Assessment Language,” by Dueck, from
_Educational Leadership_ (2020).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=trh&AN=142081191&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Bridging the Gap: How the National Core Arts Standards Forge the Divide Between the Arts and Assessment-Based Learning
**Required**
Read “Bridging the Gap: How the National Core Arts Standards Forge the Divide Between the Arts and Assessment-Based Learning,”
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=trh&AN=137774472&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Better Being Wrong (Sometimes): Classroom Assessment That Enhances Student Learning and Motivation
**Required**
Read “Better Being Wrong (Sometimes): Classroom Assessment That Enhances Student Learning and Motivation,” by McMillan and Mo
… Read More
https://lopes.idm.oclc.org/login?url=htt
**Social Studies in Elementary Education**
**Required**
Beck, T., & Parker, W. (2022).
_Social studies in elementary education_. (16th ed.). Pearson. ISBN-13: 9780135762035
CAST (2018.
_Universal Design for Learning guidelines version 2.2._ [http://udlguidelines.cast.org](http://udlguidelines.cast.org/)
Edutopia (2023).
_How to use technology to support social studies learning._ [https://www.edutopia.org/](https://www.edutopia.org/)
National Council for the Social Studies (NCSS). (2017).
_Technology Position Statement and Guidelines. G_ [_uidelines.https://www.socialstudies.org_](uidelines.https://www.socialstudies.org)
National Council for the Social Studies (NCSS). (2017). Technology Position Statement and Guidelines. G
[_uidelines.https://www.socialstudies.org_](uidelines.https://www.socialstudies.org)
**## week5assignmentwithRubric.docx**
This week's assignment 5, the topic of discussion is
_Assessing and Providing Feedback_. You will plan a variety of formative assessment strategies to strengthen and guide instruction. You will be able to provide students with effective descriptive feedback based on their assessment performance, guiding their progress toward meeting instructional goals. You will also be able to design standards-based, developmentally appropriate summative assessments that are aligned with instructional learning objectives.
Assessment Description
Creating formative and summative assessments for your assignments is an essential part of guiding instruction for learning. Not only do assessments ensure that learning is taking place, but they also verify mastery of the skills taught.
**Part 1: Assessment Plan**
In assignment 4, you created a living museum project for your students. To modify, strengthen, and adjust instruction as students make their museum project, research, and decide how you will formatively assess them. Additionally, conduct a summative assessment to evaluate whether all learning objectives have been met by the end of the project.
Your assessment plan should include:
· The social studies content standards, the arts standards, and the lesson objectives from the Topic 4 lesson that the assessment plan will align with and measure.
· Four specific examples of formative assessments you will implement during the project and a rationale for how they will strengthen and guide instruction.
· Description of a summative assessment and an explanation of how it will be used to ensure mastery of the standards and learning objectives.
· Rubric for the summative assessment.
· Your plan to provide effective, descriptive feedback promptly to students following the assessments, and how this will guide their progress toward meeting instructional goals.
· Specific ways you will accommodate students with exceptionalities and language barriers, including special education, gifted, English language learners, and early finishers.
**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 and promote student growth.
· How your assessments will support continuous progress in teaching and learning and demonstrate gains in skills and knowledge.
Submit your assessment plan and reflection as a single document.
Use at least two to three resources to support the development of the assessment plan.
_Note: This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite technical support articles for assistance.
**Rubric Criteria**
**Standard, Grade Level, Learning Objective Alignment**
3.5 points
**Formative Assessments**
10.5 points
**Summative Assessments**
7 points
**Rubric**
7 points
**Feedback Plan**
7 points
**Accommodations**
7 points
**Reflection: Assessment and Data**
7 points
**Reflection: Continuous Progress**
7 points
**Organization**
3.5 points
**Supporting Research and Documentation of Sources**
7 points
**Mechanics of Writing**
3.5 points
**Total** 70 points
**## Digitalpamphlet1.docx**
**Grade 7 Living Museum Project**
**“A Journey Through Time – The Renaissance”**
_🎨 An Integration of Social Studies and Art Experience!_
**Welcome to the Living Museum!**
· Get ready to step into one of the most exciting times in history, the
**Renaissance!**
· In this project, every student will bring history to life by choosing an
**important Renaissance figure** and bringing them to life through research, creativity, and performance.
· By the end, our classroom will transform into a
**‘Living Museum’**, where friends and families can meet these incredible figures in person.
**Standards**
**🏛️ Learning Objectives**
🎯
·
**Visual Arts Standard (National Core Arts Standards)**
– VA:Cr2.1.7a – Demonstrate persistence in developing skills with various materials and approaches in creating works of art or design.
·
**Social Studies Standards (Minnesota-Grade 7)**
– 7.4.3.- History
By the end of this project, each student will;
· Identify and explain significant contribution of their chosen Renaissance figure.
· Design an artistic visual display or artwork inspired by the figure.
· Use technological tools ethically to effectively research, create and share their presentation.
· Be able to reflect on how history and art shape our society today.
**Project Length and Timeline**
· The project will take five weeks to complete, so each student will have time in class and at home to research, design, and rehearse.
| | | |
| — | — | — |
| **Week** | **Task** | **Goal** |
| 1 | Choose a Renaissance Figure | Research on them and teacher’s approval. |
| 2 | Conduct in-depth research | Take notes, gather sources and plan your visual. |
| 3 | Design visual art or write script or the choice of art | Draft your monologue and artwork |
| 4 | Rehearsals | Refine your art display, practice speaking |
| 5 | **_Living Museum Event!_** | Present your Renaissance art work to peers, families, and friends. |
 “Creativity is intelligence having fun.”
**Living Museum Event Details!**
**·**
**Location: School Hall**
**·**
****Date:** December 2, 2025**
****Art Integration****
**· Visual Art (A creation of a period-inspired artwork, artifact or pop).**
**· Drama (Performance portraying the historical figures life and impact)**
****What will happen****
**-Each student will set up a museum station with;**
**· A visual art peace**
**· A character Card**
**· A costume or prop that reflect their character**
**- Visitors will press “Museum button” and the student will come life and perform a 1-2 minutes dramatic monologue or presentation on their figure.**
****
****Presentation Description****
**Your visual and performance art should:**
**· Demonstrate creativity and historical understanding**
**· Expressive, engaging and accurate**
**· Student will remain in character throughout the presentation.**
****👩🎨 Student Expectations****
**·**
****Select** a renaissance figure of global or local influence.**
**·**
****Research** using credible sources (Books or museum sites).**
**·**
****Design** an artistic visual display**
**·**
****Prepare and memorize** a short monologue of the figure in character**
**·**
****Engage** with visitors respectively and confidently during the event.**
**·**
****Submit a short reflection** on what you learned after the event.**
********
**** Technological Guidelines****
**· Only use approved educational websites such as;**
**· National Geographic Kids**
**· Google Arts and Culture**
**· Brittanica School**
**· Virtual museum tours**
**· Be creative, DO NOT COPY AND PASTE.**
**· CITE used sources in your bibliography.**
**· You may use Canva, Google slides, and Adobe Express to design your visual display.**
**** Digital Tools for Sharing****
**To showcase your work to the school and community, a student can use;**
**· Google site or school website gallery to display their project.**
**· Canva or Adobe express**
**· School newsletters with permission**
****Why We are Doing This!****
**· To Explore how art, history, and Culture Connect.**
**· To practice research, creativity, and communication skills.**
**· To experience learning through visual art instead of textbook alone.**
**· To be able to collaborate with our peers while celebrating historical achievements and diversity.**
****Assessment Rubric (Summary)****
**| | | |**
**| — | — | — |**
**| **Category** | **Points** | **Description** |**
**| **Research and Accuracy** | 20 | Clear, relevant, factual, and well-cited information. |**
**| **Visual Art Creation** | 20 | Creative, detailed, and relevant artwork. |**
**| **Performance and Expression** | 25 | Expressive, confident, and in character. |**
**| **Technology use** | 15 | Responsible and purposeful use of technological or digital tools. |**
**| **Reflection and Effort** | 20 | Strong participation and thoughtful insight. |**
****References****
**Beck, T., & Parker, W. (2022).**
**_Social studies in elementary education_ (16th ed.). Pearson. Pearson. ISBN-13: 9780135762035**
**Moore, L. (n.d.).**
**_Art is social studies: Teaching the Renaissance using Raphael’s School of Athens._**
**## image4.png**
**## image5.png**
**## image6.png**
**## image7.png**
**## image8.jpeg**
**## image9.png**
**## image10.png**
**## image11.png**
**## image12.png**
**## image13.png**
**## image14.png**
**## image15.png**
**## image16.png**
**## image17.png**
**## image18.png**
**## image1.png**
**## image2.png**
**## image3.jpg**
**## RequiredResourceforweek5assignment.docx**
Fishing for the Right Assessment Language
**Required**
Read “Fishing for the Right Assessment Language,” by Dueck, from
_Educational Leadership_ (2020).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=trh&AN=142081191&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Bridging the Gap: How the National Core Arts Standards Forge the Divide Between the Arts and Assessment-Based Learning
**Required**
Read “Bridging the Gap: How the National Core Arts Standards Forge the Divide Between the Arts and Assessment-Based Learning,”
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=trh&AN=137774472&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Better Being Wrong (Sometimes): Classroom Assessment That Enhances Student Learning and Motivation
**Required**
Read “Better Being Wrong (Sometimes): Classroom Assessment That Enhances Student Learning and Motivation,” by McMillan and Mo
… Read More
https://lopes.idm.oclc.org/login?url=htt
**Social Studies in Elementary Education**
**Required**
Beck, T., & Parker, W. (2022).
_Social studies in elementary education_. (16th ed.). Pearson. ISBN-13: 9780135762035
CAST (2018.
_Universal Design for Learning guidelines version 2.2._ [http://udlguidelines.cast.org](http://udlguidelines.cast.org/)
Edutopia (2023).
_How to use technology to support social studies learning._ [https://www.edutopia.org/](https://www.edutopia.org/)
National Council for the Social Studies (NCSS). (2017).
_Technology Position Statement and Guidelines. G_ [_uidelines.https://www.socialstudies.org_](uidelines.https://www.socialstudies.org)
National Council for the Social Studies (NCSS). (2017). Technology Position Statement and Guidelines. G
[_uidelines.https://www.socialstudies.org_](uidelines.https://www.socialstudies.org)
**## week5assignmentwithRubric.docx**
This week's assignment 5, the topic of discussion is
_Assessing and Providing Feedback_. You will plan a variety of formative assessment strategies to strengthen and guide instruction. You will be able to provide students with effective descriptive feedback based on their assessment performance, guiding their progress toward meeting instructional goals. You will also be able to design standards-based, developmentally appropriate summative assessments that are aligned with instructional learning objectives.
Assessment Description
Creating formative and summative assessments for your assignments is an essential part of guiding instruction for learning. Not only do assessments ensure that learning is taking place, but they also verify mastery of the skills taught.
**Part 1: Assessment Plan**
In assignment 4, you created a living museum project for your students. To modify, strengthen, and adjust instruction as students make their museum project, research, and decide how you will formatively assess them. Additionally, conduct a summative assessment to evaluate whether all learning objectives have been met by the end of the project.
Your assessment plan should include:
· The social studies content standards, the arts standards, and the lesson objectives from the Topic 4 lesson that the assessment plan will align with and measure.
· Four specific examples of formative assessments you will implement during the project and a rationale for how they will strengthen and guide instruction.
· Description of a summative assessment and an explanation of how it will be used to ensure mastery of the standards and learning objectives.
· Rubric for the summative assessment.
· Your plan to provide effective, descriptive feedback promptly to students following the assessments, and how this will guide their progress toward meeting instructional goals.
· Specific ways you will accommodate students with exceptionalities and language barriers, including special education, gifted, English language learners, and early finishers.
**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 and promote student growth.
· How your assessments will support continuous progress in teaching and learning and demonstrate gains in skills and knowledge.
Submit your assessment plan and reflection as a single document.
Use at least two to three resources to support the development of the assessment plan.
_Note: This assignment may be added as an artifact to the teacher toolkit you created in ELM-555._
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite technical support articles for assistance.
**Rubric Criteria**
**Standard, Grade Level, Learning Objective Alignment**
3.5 points
**Formative Assessments**
10.5 points
**Summative Assessments**
7 points
**Rubric**
7 points
**Feedback Plan**
7 points
**Accommodations**
7 points
**Reflection: Assessment and Data**
7 points
**Reflection: Continuous Progress**
7 points
**Organization**
3.5 points
**Supporting Research and Documentation of Sources**
7 points
**Mechanics of Writing**
3.5 points
**Total** 70 points
**## Digitalpamphlet1.docx**
**Grade 7 Living Museum Project**
**“A Journey Through Time – The Renaissance”**
_🎨 An Integration of Social Studies and Art Experience!_
**Welcome to the Living Museum!**
· Get ready to step into one of the most exciting times in history, the
**Renaissance!**
· In this project, every student will bring history to life by choosing an
**important Renaissance figure** and bringing them to life through research, creativity, and performance.
· By the end, our classroom will transform into a
**‘Living Museum’**, where friends and families can meet these incredible figures in person.
**Standards**
**🏛️ Learning Objectives**
🎯
·
**Visual Arts Standard (National Core Arts Standards)**
– VA:Cr2.1.7a – Demonstrate persistence in developing skills with various materials and approaches in creating works of art or design.
·
**Social Studies Standards (Minnesota-Grade 7)**
– 7.4.3.- History
By the end of this project, each student will;
· Identify and explain significant contribution of their chosen Renaissance figure.
· Design an artistic visual display or artwork inspired by the figure.
· Use technological tools ethically to effectively research, create and share their presentation.
· Be able to reflect on how history and art shape our society today.
**Project Length and Timeline**
· The project will take five weeks to complete, so each student will have time in class and at home to research, design, and rehearse.
| | | |
| — | — | — |
| **Week** | **Task** | **Goal** |
| 1 | Choose a Renaissance Figure | Research on them and teacher’s approval. |
| 2 | Conduct in-depth research | Take notes, gather sources and plan your visual. |
| 3 | Design visual art or write script or the choice of art | Draft your monologue and artwork |
| 4 | Rehearsals | Refine your art display, practice speaking |
| 5 | **_Living Museum Event!_** | Present your Renaissance art work to peers, families, and friends. |
 “Creativity is intelligence having fun.”
**Living Museum Event Details!**
**·**
**Location: School Hall**
**·**
****Date:** December 2, 2025**
****Art Integration****
**· Visual Art (A creation of a period-inspired artwork, artifact or pop).**
**· Drama (Performance portraying the historical figures life and impact)**
****What will happen****
**-Each student will set up a museum station with;**
**· A visual art peace**
**· A character Card**
**· A costume or prop that reflect their character**
**- Visitors will press “Museum button” and the student will come life and perform a 1-2 minutes dramatic monologue or presentation on their figure.**
****
****Presentation Description****
**Your visual and performance art should:**
**· Demonstrate creativity and historical understanding**
**· Expressive, engaging and accurate**
**· Student will remain in character throughout the presentation.**
****👩🎨 Student Expectations****
**·**
****Select** a renaissance figure of global or local influence.**
**·**
****Research** using credible sources (Books or museum sites).**
**·**
****Design** an artistic visual display**
**·**
****Prepare and memorize** a short monologue of the figure in character**
**·**
****Engage** with visitors respectively and confidently during the event.**
**·**
****Submit a short reflection** on what you learned after the event.**
********
**** Technological Guidelines****
**· Only use approved educational websites such as;**
**· National Geographic Kids**
**· Google Arts and Culture**
**· Brittanica School**
**· Virtual museum tours**
**· Be creative, DO NOT COPY AND PASTE.**
**· CITE used sources in your bibliography.**
**· You may use Canva, Google slides, and Adobe Express to design your visual display.**
**** Digital Tools for Sharing****
**To showcase your work to the school and community, a student can use;**
**· Google site or school website gallery to display their project.**
**· Canva or Adobe express**
**· School newsletters with permission**
****Why We are Doing This!****
**· To Explore how art, history, and Culture Connect.**
**· To practice research, creativity, and communication skills.**
**· To experience learning through visual art instead of textbook alone.**
**· To be able to collaborate with our peers while celebrating historical achievements and diversity.**
****Assessment Rubric (Summary)****
**| | | |**
**| — | — | — |**
**| **Category** | **Points** | **Description** |**
**| **Research and Accuracy** | 20 | Clear, relevant, factual, and well-cited information. |**
**| **Visual Art Creation** | 20 | Creative, detailed, and relevant artwork. |**
**| **Performance and Expression** | 25 | Expressive, confident, and in character. |**
**| **Technology use** | 15 | Responsible and purposeful use of technological or digital tools. |**
**| **Reflection and Effort** | 20 | Strong participation and thoughtful insight. |**
****References****
**Beck, T., & Parker, W. (2022).**
**_Social studies in elementary education_ (16th ed.). Pearson. Pearson. ISBN-13: 9780135762035**
**Moore, L. (n.d.).**
**_Art is social studies: Teaching the Renaissance using Raphael’s School of Athens._**
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