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Running head: BENCHMARK ASSESSMENT

Benchmark-Comprehensive Lesson and Summative Assessment

Charski McDonald
ELM-555
April 29, 2020
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Running head: BENCHMARK ASSESSMENT

Comprehensive Lesson and Summative Assessment
Part 1: Lesson Plan

Teacher Candidate Name: Charski McDonald

Grade Level: 6th
Date: April 29, 2020
Unit/Subject: Math-Ratios and Unit Rates
ELA- Prepositions

Instructional Plan Title: Math- Representing and Reasoning about Ratios

ELA- Parts of Speech: Prepositions

Lesson Summary and Math- Students develop fluidity in using multiple forms of ratio language
Focus: and ratio notation as they read about or watch video clips about ratio
relationships and then discuss and model the described relationships.
ELA- This lesson will give the students the opportunity to learn about
prepositional words. The students will learn basic prepositions of
location.
Classroom and Student My classroom has four students that have IEP’s because of learning
Factors/Grouping: disabilities. It has 9 students below the average reading performance Commented [GU1]: Follow Up: Factors
level. I also have 6 students below the average math performance level in
which some are the same students below in reading. I have one
emotionally disabled student. Three students could possibly be gifted but
the school has no gifted program. There are also several ELL students.
Student also range from low to mid SES.
Because this class is so diverse, I will have to differentiate instruction to
meet the need of all learners. This will require me to have several
teaching methods that would address individual differences/characteristics
of students. A diagnostic assessment will allow to careful place students
in groups that would be effective to the needs of the students.
Accommodations will be made to independent assignments for my
students the need them such as IEP/504 and ELL students. For example,
students that require read-aloud, they will be placed in a group together
and pulled during small groups to accommodate them.
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National/State Learning Math- “ 6.RP.A.1: “Understand the concept of a ratio and use ratio language
Standards: to describe a ratio relationship between two quantities”(Eureka Math). For
example, “The ratio of wings to beaks in the bird house at the zoo was,
because for every wing there was beak” (Eureka Math). “For every vote
candidate A received, candidate C received nearly three votes” (Eureka
Math. “ 6.RP.A.3a: “Use ratio and rate reasoning to solve real-world
and mathematical problems, e.g., by reasoning about tables of equivalent
ratios, tape diagrams, double number line diagrams, or equations” (Eureka
Math). a. “Make tables of equivalent ratios relating quantities with whole-
number measurements, find missing values in the tables, and plot the
pairs of values on the coordinate plane. Use tables to compare ratios”
(Eureka Math).
ELA- L.5.1"Explain the function of conjunctions, prepositions, and
interjections in general and their function in particular sentences"
(GreatMinds, 2015).
Specific Learning Math
Target(s)/Objectives:
6th Grade students will be able to …

• Develop an understanding of the term ratio

• Create tables to show ratio comparisons
• Use real-world situations to match a given ratio
• With a partner, students use words to describe a context that could
be represented by each ratio given.
ELA

Students will be able to...

• Demonstrate the function of prepositions through the use of

sentences.
• Students will be able to identify and use prepositions to write
complete sentences.
• Given a worksheet where they have to circle the preposition in
each sentence.
Academic Language Math

• Ratio
• Ratio relationship
• Equivalent ratios
• “For Every”
• Type of Quantity
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These words would be used throughout the lessons and unit as the
vocabulary presents itself. The meaning would be discussed during the
lesson and added to our vocabulary. Students will then use the vocabulary
so that the students will be using the academic language precisely.

ELA

• Underneath
• After
• But
• Versus
• To
• On
These are words that we would be using throughout this lesson and unit as
the vocabulary presents itself. These words would be used and discussed
during the lesson and added to our vocabulary. Students will then use the
vocabulary so that the students will be using the academic language
precisely since most are used anyways in our everyday life.

Resources, Materials, Math-pencil, lesson material-examples used by teacher, class exercises used by students
Equipment, and with partner, problem set for independent practice, and exit ticket used for summative
Technology: assessment, PowerPoint

ELA-writing tool, preposition worksheet, PowerPoint to show picture of a dog under a

table for the lesson discussion

Section 2: Instructional Planning

Anticipatory Set Time

Needed
Math-
• The Teacher will begin the lesson by showing students about 5 yellow cubes and 3 red cubes and
ask them to compare the cubes or describe the relationship between the +cubes (pre-assessment
question that assess students’ prior knowledge.
• After 3 minutes of small discussion, the teacher will introduce the lesson with the definition of a
ratio by asking the students to write in their own words what they think the definition of a ratio.
ELA- The teacher will introduce the lesson by asking students to think of two words that describe what
they could do with a box (pre-assessment question that assess students’ prior knowledge)
The teacher will also use a KWL chart to see what students know already know about prepositions.
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Multiple Means of Representation Time
Needed
Math-
• I will model examples by creating ratio tables to show the ratio possibilities of
ratios. Students will have snap cubes (manipulatives) as representation of ratios
for kinesthetic learners
• I will use questioning technique to guide students and articulate their thoughts
• I will also use a PowerPoint of the lesson for the visual learners
• Teacher and Student led discussions will take place to allow for students to
understand ratios and misconceptions. (auditory learners) Teacher will discuss
using the “colon” or the word “to” to write a ratio. The teacher will also explain
that a ratio is the just the numbers for describing the ratio.
ELA-
• Teacher-led discussion by posing students with questions such as what is a preposition? How is a
preposition used in a sentence? Why do we use prepositions in a sentence?
• The teacher will use pop-corn strategy for choosing students to identify the missing preposition
when a sentence is viewed on the board via PowerPoint.

Explain how you will differentiate materials for each of the following groups:

• English language learners (ELL): iPad for translation, materials translated in native language.

• Students with special needs:

 Each individualized plan accommodations will be followed on 504’s and IEP’s.
✓ 504 Plans: All lesson will be read aloud, calculator will be available for students if needed,
redirecting, small group
✓ Individualized Education Plans (IEPs): All lesson will be read, calculator will be given to each
student with a plan, peer tutor, modified directions, shortened assignment if necessary

• Students with gifted abilities: Students will be given a performance-based assessment in which
they will have to create ratio table for a given ratio. (MATH)

• Early finishers (those students who finish early and may need additional resources/support):
Students will be directed to complete computer assignment that goes with the lesson (ELA and
Math)

Multiple Means of Engagement Time

Needed
Math-
• I use a choral response strategy to engage all learners in the discussion of
understanding ratios as I model the examples.
• Students will complete writing ratios and ratio sentences with partners and
answers will be discussed orally.
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• I will use choice boards for learning centers. Students will be required to
complete an activity of their choice pertaining to ratios. Choice boards will be
used based on interest and readiness level.
ELA-

• I will use a matching card activity where students will need to find a partner with a card that has
the preposition that matches their sentence in which the preposition belongs.
• I will start student led discussions so that students could grasp an understanding of prepositions
and model examples on whiteboard.
• Each partner will have to explain how they sentence match with the preposition.

Multiple Means of Expression Time

Needed
Learners differ in the ways they navigate a learning environment and express what they know. Your goal in
this section is to explain the various ways in which your students will demonstrate what they have learned.
Explain how you will provide alternative means for response, selection, and composition to accommodate
all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery?
This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your students to express their knowledge about
the topic. For example, students may demonstrate their knowledge in more summative ways through a
short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written
sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit.
Bold the names of any summative assessments.
Students may also demonstrate their knowledge in ways that are more formative. For example, students
may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit
ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand
raising. Underline the names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will
be expected to write the reflection using complete sentences, proper capitalization and punctuation, and
utilize an example from the simulation to demonstrate their understanding. Students will also take part in
formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-
share discussions, where you will determine if you need to re-teach or re-direct learning.
Math-

• Students will complete the Lesson Exit Ticket at the end of class to show an
understanding of what a ratio is. (formative Assessment)
• Questioning (On-going Assessment during lesson)
• Students will demonstrate an understanding of ratios and ratio relationships at the
end of the unit using an End-of-Module Assessment (Summative Assessment)
• Gifted students will create ratio tables for a given ratio. (Performance-based
Assessment)
Explain how you will differentiate assessments for each of the following groups:
• English language learners (ELL): iPad for translation, materials translated in native language.
• Students with special needs: IEP/504 plans will be followed. Small group, test read-aloud,
shortened responses, calculator use
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• Students with gifted abilities: Will be given an additional enrichment problem

• Early finishers (those students who finish early and may need additional resources/support):
play a learning game pertaining to concepts

ELA-
• I will view a picture on the board of a dog under a table and students will be
ask to decide what word should be added to the sentence to make clearer.
(formative assessment)
• Students will complete an exit ticket to show an understanding of the use of
prepositions in relations to location. (formative assessment)
• Students will complete an end of unit testing which will cover the entire standard
which would cover functions of conjunctions, prepositions, and interjections.
(summative assessment)

Explain how you will differentiate assessments for each of the following groups:
• English language learners (ELL): iPad for translation, materials translated in native language.

• Students with special needs: IEP/504 plans will be followed. Small group, test read-aloud,
shortened responses, calculator use

• Students with gifted abilities: Will be given an additional enrichment problem

• Early finishers (those students who finish early and may need additional resources/support):
Students will complete a free write or read

Extension Activity and/or Homework Time

Needed
Math- Any independent practice that the student did not finish, the student is required to complete
for homework
ELA-Any unfinished classwork/Students may have to complete preposition worksheet at home
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Part 2: Summative Assessment
Name: ___________________________________ Date: ___________________________
End-of-Module (Math)

5.
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6.

7.

8.
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9.

10.

11.

12.

13.

14.
RESPONSE ESSAY: Write a problem that could be represented by using a ratio.
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ELA Summative Assessment
Name: ______________________________
Class: ______________________________
Period: ______________________________
Date: ______________________________

Fill in the blank with the correct preposition.

1. _____ sunset
a. on
b. in
c. At

2. The helping verb comes the main verb.

d. after
e. before
f. at the end of
g. in between

3. the moment
h. on
i. in
j. at

4. bedtime
k. on
l. in
m. at

5. sunrise
n. on
o. in
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p. at

6. What is the object of the preposition in the following sentence?

I went to the game.
q. to
r. the
s. game
t. went

7. Choose the object of the preposition in the sentence.

Mrs. Howell called the students to come to the office.

u. the students
v. Mrs. Howell
w. called
x. office

8. What is the object of the preposition in the following sentence?

I went to the game.

y. to
z. the
aa. game
bb. went

9. What is the object of the preposition in the following sentence:

Mark raced to the park where other children were playing.

cc. children
dd. park
ee. Mark
ff. where

10. Which is the best preposition to complete the sentence?

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Their spoons and dishes were made carved wood.

gg. for
hh. in
ii. of

Read Passage below and answer the questions.

Once upon a time, there was a farmer who had two sons. When they were old enough to marry,
he told them, “You must each cut down a tree. Walk in the direction it points, and you will meet your
beloved.” The older brother knew whom he wanted to marry, so made sure his tree fell in the direction of
her cottage. Mikko, the younger brother, did not have this skill. His tree pointed into the forest. Mikko
walked through the forest until he found a cottage. He went inside, but the cottage was empty. “I'll never
find my beloved,” he lamented. “Don't be so sure,” said a small voice. Mikko looked around and saw a
mouse.

Now, use what you read to answer the questions below.

1. What are some of the differences between Mikko and his older brother?

2. Which of the things that happen in the story might actually happen? Which could not happen, and why?
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3. Have you ever had a friend you were worried no one else would like? What did you do?

Essay Questions

In a 100-word essay, write the directions from your house to school using at least 10 prepositions.
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Part 3: Rationale
The assessments measure students' knowledge of the standard and objects being taught.

The standard is similar to the topic or a general overview of skills that are taught and the learning

objective is a narrower description of what the students will be able to do. In order to see if the

students learn the skills being taught, teachers must assess them using assessments such as

formative and summative assessment. Each question on the assessment and the question asked

during the lesson are international because it allows the teacher to check the understanding of the

students.

The questions asked by the teachers during the lesson allows the teacher to address

misconceptions and provide immediate academic feedback. "Formative assessments, such as

quizzes or exit tickets similar to the one provided, discover what students know while they're still

in the process of learning" (Thomas, 2019). Formative assessments are used to figure out how to

tailor the next lessons, are there any interventions that need to be done, or simply what are the

next steps? In order to figure out what the students really know, summative assessments are

used. "Summative assessments are used at the end of instruction to evaluate students

learning"(www.cmu.edu).

Learning that it is important to have multiple forms of assessments will help me

tremendously in the future. Having multiple forms of assessment will guide my instructions. "I

will use formative assessment to provide ongoing feedback to improve learning as well as

improve my teaching" ( www.cmu.edu). "The different assessments will help me identify

students' strengths and weaknesses and target areas that need work to be better at recognizing"

(www.cmu.edu). "I will understand where students are struggling and address problems

immediately" (www.cmu.edu). "I found that the importance of questioning in the classroom is to
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develop interest and motivate students to become actively involved in lessons and develop

critical thinking skills" (classteaching.wordpress.com). "Questioning is also important to

stimulate students to pursue knowledge on their own and ask their own questions" (

classteaching.wordpress.com).
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Reference
Thomas, L. (2019, April 26). 7 Smart, Fast Ways to Do Formative Assessment. Retrieved

from https://www.edutopia.org/article/7-smart-fast-ways-do-formative-assessment

Carnegie Mellon University. (n.d.). Formative vs Summative Assessment - Eberly Center

- Carnegie Mellon University. Retrieved from

https://www.cmu.edu/teaching/assessment/basics/formative-summative.html

The importance of questioning. (2017, January 19). Retrieved from

https://classteaching.wordpress.com/2017/01/19/the-importance-of-questioning/