Assignment Prompt & Instructions
– ## wk6.docx
– ## elm538_v2_summative_assessment_instructional_unit.docx
– ## lesson_plan_template.docx
**## wk6.docx**
Educators are expected to plan instruction for their students. This includes many aspects, as you can see from the lesson plan template. In this assignment, you will practice your skills in writing formal lesson plans and providing detailed information that pertains to your lesson plans and your instructional unit.
**Complete** the
[Summative Assessment: Instructional Unit](https://myresource.phoenix.edu/secure/resource/ELM538v2/elm538_v2_summative_assessment_instructional_unit.docx)*.
Resource:
[Lesson Plan Template](https://multimedia.phoenix.edu/cms/202229610)
**Develop** an instructional unit using the Instructional Unit* directions as your guide.
**## elm538_v2_summative_assessment_instructional_unit.docx**
ELM/538 v2
Summative Assessment: Instructional Unit
ELM/538 v2
Page 2 of 2
## Summative Assessment: Instructional Unit 
**Construct** a developmentally appropriate one-week instructional unit in the math content area, focusing on one grade level from kindergarten through sixth grade. The math unit should consist of four sections: unit introduction, resources toolkit, lesson planning, and reflection. You will develop three lesson plans for this unit.
1. Unit Introduction
a. Include:
1) Subject
2) Lesson Segment Title
3) Grade Level
4) Central Focus
5) Language Function
b. Write a 1- to 2-paragraph narrative that summarizes:
1) How the content of the unit is appropriate for the grade level chosen
2) How specific learning needs will be addressed throughout the unit
3) Current learning theories that influenced instructional decisions in your plan
4) Strategies for student motivation and engagement that will be used in the unit
5) A discussion or description of any learning tools you would utilize in your lesson plans
6) How formative and summative assessment will be used to plan, evaluate, and strengthen instruction and promote continuous learning
2. Resources Toolkit
a. Compile a 5-source annotated bibliography that comprises books and resources that support your unit
b. Books and resources should:
1) Include two targeted for teacher use and three targeted for student and family use
2) Be aligned with and support unit objectives
3) Comprise at least three multimedia materials, including web-based resources
4) Account for the diversity of your learners, including English language learners, varying math proficiency levels, and students with exceptional needs
c. Annotated bibliography should:
1) Begin with the resource reference
2) Appear in alphabetical order
3) Use block indentation and explicitly connect the selected book or resource to the unit in three to five sentences
4) Follow APA formatting guidelines
3. Lesson Planning
a. Develop three lesson plans that are appropriate for the development- and grade-level of your unit, using the Lesson Plan Template.
b. One of the three lesson plans must be a STEAM lesson. You will need to have at least math and one other component of STEAM (science, technology, engineering, art, and math).
c. Ensure that state standards are covered in the unit
d. All lesson plans must show evidence of differentiation for English language learners, varying math proficiency levels, and students with exceptional needs.
e. Incorporate one formative assessment for each lesson and one summative assessment for the entire unit.
4. Reflection
a. Solicit feedback from a practicing teacher concerning the following areas of your unit (Option: Seek feedback during the required clinical experience for this course.):
1) Appropriateness of the unit for the grade level
2) Appropriateness of the lesson procedures (content and instructional strategies) for the grade level
3) Effectiveness of the use of digital tools and resources
4) Potential for the students to achieve the objectives and meet the content standards
5) Advice for designing and delivering instructional units
b. Write a 350-word reflection based on your feedback session that describes implications for professional development and growth.
Copyright 2023 by University of Phoenix. All rights reserved.
Copyright 2023 by University of Phoenix. All rights reserved.
## image1.png
**## lesson_plan_template.docx**
Lesson Plan Template
Page 2 of 2
## Lesson Plan Template
### General Information
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
| | |
| — | — |
| Lesson Plan Element | Your Plan |
| **Lesson Focus/Subject Area**<br>What is the central focus of the lesson? What subject(s) will be covered in the lesson? | |
| **Grade Level**<br>What grade level(s) will be targeted in the lesson? | |
### Standards and Objectives
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
| | |
| — | — |
| Lesson Plan Element | Your Plan |
| **Content Standard(s)**<br>What state, national, or other required standards are being addressed (e.g., language, technology, etc.)? Include the coding and wording of the standards. | |
| **Goals/Objectives**<br>What are the SMART goals/objectives that are aligned with the standards for the lesson? | |
### Resources and Technology
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
| | |
| — | — |
| Lesson Plan Element | Your Plan |
| **Resources/Materials**<br>What materials and instructional resources are needed for the teacher and students? How will they support and enhance the lesson? | |
| **Technology**<br>What technology devices, software, and/or web-based content resources will be incorporated into the lesson? How will they be used and how do they support student learning? | |
### Instruction and Activities
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
| | |
| — | — |
| Lesson Plan Element | Your Plan |
| **Pre-Assessment**<br>How will you determine what prior knowledge, skills, and/or experiences related to the lesson topic students have had? | |
| **Academic Language**<br>What content-specific vocabulary and/or language should students know or understand for the lesson? How will you incorporate the academic language into the lesson? | |
| **Introduction/Anticipatory Set**<br>How will you introduce the lesson and grab the students’ attention? How will you “hook” them on this topic? | |
| **Instruction (I do)**<br>What are the step-by-step procedures that you will model in the instructional portion of this lesson? How will you check for understanding at this point in the lesson? | |
| **Guided Practice (We do)**<br>What learning activity will the students do in a group setting that allows them to practice and apply what they have learned? How will you check for understanding at this point in the lesson? | |
| **Independent Practice (You do)**<br>What learning activity will the students do individually that allows them to practice and apply what they have learned? How will you check for understanding at this point in the lesson? | |
### Supports and Assessments
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
| | |
| — | — |
| Lesson Plan Element | Your Plan |
| **Supports**<br>What supports will you provide based on individual and group needs? Include supports for the whole class, groups of students with similar needs, individual students, and students with exceptional learning needs (e.g., IEPs or 504 plans, gifted/talented). | |
| **Lesson Closing**<br>How will you end the lesson and connect prior learning to new learning? Will you have a culminating activity, task, or homework assignment? | |
| **Formative Assessment (Informal)**<br>What strategies/activities (e.g., questioning, observation, game, low-stakes quiz) will you implement during the instructional portion of the lesson to check for understanding? | |
| **Summative Assessment (Formal)**<br>What type of assessment (e.g., test, written assignment, presentation, project) will you use to evaluate student learning toward the standards and goals/objectives of the lesson or unit? Describe the assessment and how it measures the student’s learning toward the standards and goals/objectives of the lesson or unit. | |
| **Using Assessment to Inform Instruction**<br>Based on your formative and summative assessments, what information or data will you consider to inform instruction going forward? | |
Copyright 2022 by University of Phoenix. All rights reserved.
Copyright 2022 by University of Phoenix. All rights reserved.
## image1.png
**## lesson_plan_template.docx**
Lesson Plan Template
Page 2 of 2
## Lesson Plan Template
### General Information
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
| | |
| — | — |
| Lesson Plan Element | Your Plan |
| **Lesson Focus/Subject Area**<br>What is the central focus of the lesson? What subject(s) will be covered in the lesson? | |
| **Grade Level**<br>What grade level(s) will be targeted in the lesson? | |
### Standards and Objectives
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
| | |
| — | — |
| Lesson Plan Element | Your Plan |
| **Content Standard(s)**<br>What state, national, or other required standards are being addressed (e.g., language, technology, etc.)? Include the coding and wording of the standards. | |
| **Goals/Objectives**<br>What are the SMART goals/objectives that are aligned with the standards for the lesson? | |
### Resources and Technology
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
| | |
| — | — |
| Lesson Plan Element | Your Plan |
| **Resources/Materials**<br>What materials and instructional resources are needed for the teacher and students? How will they support and enhance the lesson? | |
| **Technology**<br>What technology devices, software, and/or web-based content resources will be incorporated into the lesson? How will they be used and how do they support student learning? | |
### Instruction and Activities
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
| | |
| — | — |
| Lesson Plan Element | Your Plan |
| **Pre-Assessment**<br>How will you determine what prior knowledge, skills, and/or experiences related to the lesson topic students have had? | |
| **Academic Language**<br>What content-specific vocabulary and/or language should students know or understand for the lesson? How will you incorporate the academic language into the lesson? | |
| **Introduction/Anticipatory Set**<br>How will you introduce the lesson and grab the students’ attention? How will you “hook” them on this topic? | |
| **Instruction (I do)**<br>What are the step-by-step procedures that you will model in the instructional portion of this lesson? How will you check for understanding at this point in the lesson? | |
| **Guided Practice (We do)**<br>What learning activity will the students do in a group setting that allows them to practice and apply what they have learned? How will you check for understanding at this point in the lesson? | |
| **Independent Practice (You do)**<br>What learning activity will the students do individually that allows them to practice and apply what they have learned? How will you check for understanding at this point in the lesson? | |
### Supports and Assessments
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
| | |
| — | — |
| Lesson Plan Element | Your Plan |
| **Supports**<br>What supports will you provide based on individual and group needs? Include supports for the whole class, groups of students with similar needs, individual students, and students with exceptional learning needs (e.g., IEPs or 504 plans, gifted/talented). | |
| **Lesson Closing**<br>How will you end the lesson and connect prior learning to new learning? Will you have a culminating activity, task, or homework assignment? | |
| **Formative Assessment (Informal)**<br>What strategies/activities (e.g., questioning, observation, game, low-stakes quiz) will you implement during the instructional portion of the lesson to check for understanding? | |
| **Summative Assessment (Formal)**<br>What type of assessment (e.g., test, written assignment, presentation, project) will you use to evaluate student learning toward the standards and goals/objectives of the lesson or unit? Describe the assessment and how it measures the student’s learning toward the standards and goals/objectives of the lesson or unit. | |
| **Using Assessment to Inform Instruction**<br>Based on your formative and summative assessments, what information or data will you consider to inform instruction going forward? | |
Copyright 2022 by University of Phoenix. All rights reserved.
Copyright 2022 by University of Phoenix. All rights reserved.
## image1.png
**## wk6.docx**
Educators are expected to plan instruction for their students. This includes many aspects, as you can see from the lesson plan template. In this assignment, you will practice your skills in writing formal lesson plans and providing detailed information that pertains to your lesson plans and your instructional unit.
**Complete** the
[Summative Assessment: Instructional Unit](https://myresource.phoenix.edu/secure/resource/ELM538v2/elm538_v2_summative_assessment_instructional_unit.docx)*.
Resource:
[Lesson Plan Template](https://multimedia.phoenix.edu/cms/202229610)
**Develop** an instructional unit using the Instructional Unit* directions as your guide.
**## elm538_v2_summative_assessment_instructional_unit.docx**
ELM/538 v2
Summative Assessment: Instructional Unit
ELM/538 v2
Page 2 of 2
## Summative Assessment: Instructional Unit 
**Construct** a developmentally appropriate one-week instructional unit in the math content area, focusing on one grade level from kindergarten through sixth grade. The math unit should consist of four sections: unit introduction, resources toolkit, lesson planning, and reflection. You will develop three lesson plans for this unit.
1. Unit Introduction
a. Include:
1) Subject
2) Lesson Segment Title
3) Grade Level
4) Central Focus
5) Language Function
b. Write a 1- to 2-paragraph narrative that summarizes:
1) How the content of the unit is appropriate for the grade level chosen
2) How specific learning needs will be addressed throughout the unit
3) Current learning theories that influenced instructional decisions in your plan
4) Strategies for student motivation and engagement that will be used in the unit
5) A discussion or description of any learning tools you would utilize in your lesson plans
6) How formative and summative assessment will be used to plan, evaluate, and strengthen instruction and promote continuous learning
2. Resources Toolkit
a. Compile a 5-source annotated bibliography that comprises books and resources that support your unit
b. Books and resources should:
1) Include two targeted for teacher use and three targeted for student and family use
2) Be aligned with and support unit objectives
3) Comprise at least three multimedia materials, including web-based resources
4) Account for the diversity of your learners, including English language learners, varying math proficiency levels, and students with exceptional needs
c. Annotated bibliography should:
1) Begin with the resource reference
2) Appear in alphabetical order
3) Use block indentation and explicitly connect the selected book or resource to the unit in three to five sentences
4) Follow APA formatting guidelines
3. Lesson Planning
a. Develop three lesson plans that are appropriate for the development- and grade-level of your unit, using the Lesson Plan Template.
b. One of the three lesson plans must be a STEAM lesson. You will need to have at least math and one other component of STEAM (science, technology, engineering, art, and math).
c. Ensure that state standards are covered in the unit
d. All lesson plans must show evidence of differentiation for English language learners, varying math proficiency levels, and students with exceptional needs.
e. Incorporate one formative assessment for each lesson and one summative assessment for the entire unit.
4. Reflection
a. Solicit feedback from a practicing teacher concerning the following areas of your unit (Option: Seek feedback during the required clinical experience for this course.):
1) Appropriateness of the unit for the grade level
2) Appropriateness of the lesson procedures (content and instructional strategies) for the grade level
3) Effectiveness of the use of digital tools and resources
4) Potential for the students to achieve the objectives and meet the content standards
5) Advice for designing and delivering instructional units
b. Write a 350-word reflection based on your feedback session that describes implications for professional development and growth.
Copyright 2023 by University of Phoenix. All rights reserved.
Copyright 2023 by University of Phoenix. All rights reserved.
## image1.png
**## lesson_plan_template.docx**
Lesson Plan Template
Page 2 of 2
## Lesson Plan Template
### General Information
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
| | |
| — | — |
| Lesson Plan Element | Your Plan |
| **Lesson Focus/Subject Area**<br>What is the central focus of the lesson? What subject(s) will be covered in the lesson? | |
| **Grade Level**<br>What grade level(s) will be targeted in the lesson? | |
### Standards and Objectives
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
| | |
| — | — |
| Lesson Plan Element | Your Plan |
| **Content Standard(s)**<br>What state, national, or other required standards are being addressed (e.g., language, technology, etc.)? Include the coding and wording of the standards. | |
| **Goals/Objectives**<br>What are the SMART goals/objectives that are aligned with the standards for the lesson? | |
### Resources and Technology
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
| | |
| — | — |
| Lesson Plan Element | Your Plan |
| **Resources/Materials**<br>What materials and instructional resources are needed for the teacher and students? How will they support and enhance the lesson? | |
| **Technology**<br>What technology devices, software, and/or web-based content resources will be incorporated into the lesson? How will they be used and how do they support student learning? | |
### Instruction and Activities
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
| | |
| — | — |
| Lesson Plan Element | Your Plan |
| **Pre-Assessment**<br>How will you determine what prior knowledge, skills, and/or experiences related to the lesson topic students have had? | |
| **Academic Language**<br>What content-specific vocabulary and/or language should students know or understand for the lesson? How will you incorporate the academic language into the lesson? | |
| **Introduction/Anticipatory Set**<br>How will you introduce the lesson and grab the students’ attention? How will you “hook” them on this topic? | |
| **Instruction (I do)**<br>What are the step-by-step procedures that you will model in the instructional portion of this lesson? How will you check for understanding at this point in the lesson? | |
| **Guided Practice (We do)**<br>What learning activity will the students do in a group setting that allows them to practice and apply what they have learned? How will you check for understanding at this point in the lesson? | |
| **Independent Practice (You do)**<br>What learning activity will the students do individually that allows them to practice and apply what they have learned? How will you check for understanding at this point in the lesson? | |
### Supports and Assessments
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
| | |
| — | — |
| Lesson Plan Element | Your Plan |
| **Supports**<br>What supports will you provide based on individual and group needs? Include supports for the whole class, groups of students with similar needs, individual students, and students with exceptional learning needs (e.g., IEPs or 504 plans, gifted/talented). | |
| **Lesson Closing**<br>How will you end the lesson and connect prior learning to new learning? Will you have a culminating activity, task, or homework assignment? | |
| **Formative Assessment (Informal)**<br>What strategies/activities (e.g., questioning, observation, game, low-stakes quiz) will you implement during the instructional portion of the lesson to check for understanding? | |
| **Summative Assessment (Formal)**<br>What type of assessment (e.g., test, written assignment, presentation, project) will you use to evaluate student learning toward the standards and goals/objectives of the lesson or unit? Describe the assessment and how it measures the student’s learning toward the standards and goals/objectives of the lesson or unit. | |
| **Using Assessment to Inform Instruction**<br>Based on your formative and summative assessments, what information or data will you consider to inform instruction going forward? | |
Copyright 2022 by University of Phoenix. All rights reserved.
Copyright 2022 by University of Phoenix. All rights reserved.
## image1.png
**## wk6.docx**
Educators are expected to plan instruction for their students. This includes many aspects, as you can see from the lesson plan template. In this assignment, you will practice your skills in writing formal lesson plans and providing detailed information that pertains to your lesson plans and your instructional unit.
**Complete** the
[Summative Assessment: Instructional Unit](https://myresource.phoenix.edu/secure/resource/ELM538v2/elm538_v2_summative_assessment_instructional_unit.docx)*.
Resource:
[Lesson Plan Template](https://multimedia.phoenix.edu/cms/202229610)
**Develop** an instructional unit using the Instructional Unit* directions as your guide.
**## elm538_v2_summative_assessment_instructional_unit.docx**
ELM/538 v2
Summative Assessment: Instructional Unit
ELM/538 v2
Page 2 of 2
## Summative Assessment: Instructional Unit 
**Construct** a developmentally appropriate one-week instructional unit in the math content area, focusing on one grade level from kindergarten through sixth grade. The math unit should consist of four sections: unit introduction, resources toolkit, lesson planning, and reflection. You will develop three lesson plans for this unit.
1. Unit Introduction
a. Include:
1) Subject
2) Lesson Segment Title
3) Grade Level
4) Central Focus
5) Language Function
b. Write a 1- to 2-paragraph narrative that summarizes:
1) How the content of the unit is appropriate for the grade level chosen
2) How specific learning needs will be addressed throughout the unit
3) Current learning theories that influenced instructional decisions in your plan
4) Strategies for student motivation and engagement that will be used in the unit
5) A discussion or description of any learning tools you would utilize in your lesson plans
6) How formative and summative assessment will be used to plan, evaluate, and strengthen instruction and promote continuous learning
2. Resources Toolkit
a. Compile a 5-source annotated bibliography that comprises books and resources that support your unit
b. Books and resources should:
1) Include two targeted for teacher use and three targeted for student and family use
2) Be aligned with and support unit objectives
3) Comprise at least three multimedia materials, including web-based resources
4) Account for the diversity of your learners, including English language learners, varying math proficiency levels, and students with exceptional needs
c. Annotated bibliography should:
1) Begin with the resource reference
2) Appear in alphabetical order
3) Use block indentation and explicitly connect the selected book or resource to the unit in three to five sentences
4) Follow APA formatting guidelines
3. Lesson Planning
a. Develop three lesson plans that are appropriate for the development- and grade-level of your unit, using the Lesson Plan Template.
b. One of the three lesson plans must be a STEAM lesson. You will need to have at least math and one other component of STEAM (science, technology, engineering, art, and math).
c. Ensure that state standards are covered in the unit
d. All lesson plans must show evidence of differentiation for English language learners, varying math proficiency levels, and students with exceptional needs.
e. Incorporate one formative assessment for each lesson and one summative assessment for the entire unit.
4. Reflection
a. Solicit feedback from a practicing teacher concerning the following areas of your unit (Option: Seek feedback during the required clinical experience for this course.):
1) Appropriateness of the unit for the grade level
2) Appropriateness of the lesson procedures (content and instructional strategies) for the grade level
3) Effectiveness of the use of digital tools and resources
4) Potential for the students to achieve the objectives and meet the content standards
5) Advice for designing and delivering instructional units
b. Write a 350-word reflection based on your feedback session that describes implications for professional development and growth.
Copyright 2023 by University of Phoenix. All rights reserved.
Copyright 2023 by University of Phoenix. All rights reserved.
## image1.png
**## lesson_plan_template.docx**
Lesson Plan Template
Page 2 of 2
## Lesson Plan Template
### General Information
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
| | |
| — | — |
| Lesson Plan Element | Your Plan |
| **Lesson Focus/Subject Area**<br>What is the central focus of the lesson? What subject(s) will be covered in the lesson? | |
| **Grade Level**<br>What grade level(s) will be targeted in the lesson? | |
### Standards and Objectives
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
| | |
| — | — |
| Lesson Plan Element | Your Plan |
| **Content Standard(s)**<br>What state, national, or other required standards are being addressed (e.g., language, technology, etc.)? Include the coding and wording of the standards. | |
| **Goals/Objectives**<br>What are the SMART goals/objectives that are aligned with the standards for the lesson? | |
### Resources and Technology
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
| | |
| — | — |
| Lesson Plan Element | Your Plan |
| **Resources/Materials**<br>What materials and instructional resources are needed for the teacher and students? How will they support and enhance the lesson? | |
| **Technology**<br>What technology devices, software, and/or web-based content resources will be incorporated into the lesson? How will they be used and how do they support student learning? | |
### Instruction and Activities
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
| | |
| — | — |
| Lesson Plan Element | Your Plan |
| **Pre-Assessment**<br>How will you determine what prior knowledge, skills, and/or experiences related to the lesson topic students have had? | |
| **Academic Language**<br>What content-specific vocabulary and/or language should students know or understand for the lesson? How will you incorporate the academic language into the lesson? | |
| **Introduction/Anticipatory Set**<br>How will you introduce the lesson and grab the students’ attention? How will you “hook” them on this topic? | |
| **Instruction (I do)**<br>What are the step-by-step procedures that you will model in the instructional portion of this lesson? How will you check for understanding at this point in the lesson? | |
| **Guided Practice (We do)**<br>What learning activity will the students do in a group setting that allows them to practice and apply what they have learned? How will you check for understanding at this point in the lesson? | |
| **Independent Practice (You do)**<br>What learning activity will the students do individually that allows them to practice and apply what they have learned? How will you check for understanding at this point in the lesson? | |
### Supports and Assessments
Complete the table below to identify general information about the lesson. The first column lists the lesson plan elements, while the second column provides space for you to enter your plan for each element.
| | |
| — | — |
| Lesson Plan Element | Your Plan |
| **Supports**<br>What supports will you provide based on individual and group needs? Include supports for the whole class, groups of students with similar needs, individual students, and students with exceptional learning needs (e.g., IEPs or 504 plans, gifted/talented). | |
| **Lesson Closing**<br>How will you end the lesson and connect prior learning to new learning? Will you have a culminating activity, task, or homework assignment? | |
| **Formative Assessment (Informal)**<br>What strategies/activities (e.g., questioning, observation, game, low-stakes quiz) will you implement during the instructional portion of the lesson to check for understanding? | |
| **Summative Assessment (Formal)**<br>What type of assessment (e.g., test, written assignment, presentation, project) will you use to evaluate student learning toward the standards and goals/objectives of the lesson or unit? Describe the assessment and how it measures the student’s learning toward the standards and goals/objectives of the lesson or unit. | |
| **Using Assessment to Inform Instruction**<br>Based on your formative and summative assessments, what information or data will you consider to inform instruction going forward? | |
Copyright 2022 by University of Phoenix. All rights reserved.
Copyright 2022 by University of Phoenix. All rights reserved.
## image1.png
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