The culminating assessment piece for this curriculum unit is two fold: write a “recipe” for how to be a good citizen (independently) and draw yourself being a good citizen in our community (as a group).

The first part of this assessment addresses the vocabulary piece of this unit. There was a lot of vocabulary used in this unit, so it felt important for me in meeting my objectives of students understanding that good citizens have certain qualities, that they demonstrate this knowledge in their assessment. The other part of this goal is articulating that their are ways good citizens are and they do certain things. The recipe-writing calls for two parts: a list of “ingredients” that make a good citizen, and a “directions” portion which says what a good citizen does. Having these two parts will show me they understand these two aspects of being a good citizen.

This independent work in addition with the group work will show me a more well-rounded profile of each students’ acquired knowledge. Not every student can work equally well independently. Although I will provide sentence starters, it is important for students who do not feel as comfortable expressing themselves through writing yet have the opportunity to show me in other ways, which is why I also have a group-work part of the assessment. In groups they can draw and label themselves being good citizens in our community. They will label their actions. Although this piece does not include explaining the qualities of citizens as much, in conjunction with the recipe, I will be able to see more in-full the understanding of each student.

How can students know my expectations? 

Before students started their work on the recipe, I told them that I expect them to have at least 4 ingredients and 1 sentence for their directions. Although there were many words we used in this unit,  there are a few that we had reviewed just that day, so students had an understanding of which words I expected to see in their ingredients of what makes a good citizen.

As for the drawing portion of the assessment, students will know from the beginning what sort of group-work expectations there are because of our group discussions prior. Sharing ideas and materials is expected, as well as kindness and respect. They will be told from the beginning that I expect every person to contribute in drawing and that they will label their drawings after they’ve finished them so they can open their brains a little more to me.