due 1/30/2015

Using the attached documents, review Ms. Jensen’s Social Studies lesson plan on the Paleolithic era for her 7^th grade class. The summative assessment is a written textbook test. Based on the AZELLA scores of her students (which are attached), Ms. Jensen knows that Ramon might have difficulty with the written assessment. What is a modified assessment Ms. Jensen could offer?

In a 250-500-word response, describe an alternate assessment of your own design that would allow Ramon to demonstrate his ability to meet the learning target. Explain how the modified assessment is intended to meet Ramon’s language development needs as well as his emotional and social development needs.

Ms. Jensen's 7^th Grade Class AZELLA Scores

Ms. Jensen’s Social Studies Lesson Plan

Unit 2: Stone Age

Lesson 1 (2 sessions)

Lesson Name:­­­­­­­­­­­­­­­­­­­­ Paleolithic (Stone Age)  time travel activity

Source Materials: Ancient Civilizationstextbook, Unit 1; Additional articles

Learning Objectives:

·       Students will explain how conflict and competition occurred among individuals and groups in early civilizations prior to 1500 A.D.

·       Students will explain how scarcity required individuals and groups in early civilizations to make decisions about how resources are used.

·       Students will determine central ideas of a text.

Crafting

Essential Question: How did Paleolithic (Stone Age) people obtain food, clothing, shelter, tools, and fire?

Learning Target/Objective: I can describe how Paleolithic people lived.

Thinking Strategy: Determining importance

Vocabulary: Paleolithic, Neolithic, migration

Composing

Procedure: To activate background knowledge, students will answer the following question in their notebooks: If your time machine broke and stranded you in the Paleolithic Age, and you could only have one item with you, which item would you choose? Students will then pair share and compare items.

The five categories (food, clothing, shelter, tools, or fire) will be displayed on an anchor chart. Students will write the five categories in their notebook and write beside each category how their chosen item would be used to obtain food, clothing, shelter, fire, and tools. This information will be shared with classmates in class.

Students will be placed into five groups, one group for each category. Each group will prepare a poster which explains their category. To get the information needed for the poster, each group will read Unit 1 in Ancient Civilizations, as well as articles about how Paleolithic people obtained items in the category they represent.

Each group will “teach” their section to the class. The class will take notes as each presentation is given.

Reflection

Exit Slips:

Day 1: Compare or contrast one way Paleolithic people lived with how you live.

Day 2: Draw what you think a Paleolithic person looked like. Show their food, clothing, shelter, tools, and fire in your drawing.

Formative Assessment: Unit 1 Pre-test, evaluation of most important facts.

Summative Assessment: Unit 1 written assessment (multiple choice, matching, and short-answer questions – 100 points)

Modifications: