Assessment Plan for a Unit of Instruction
History Unit Assessment Plan Grade 4
Assessment Techniques
Pretest
Action
List names of planned lessons
(add more if more lessons are to
be included).
What PA standards are being
taught and assessed?
Observations and oral
questioning (Indicate the
possible questions that will
provide formative information
about students’ learning.
​Action: what will you do with
the information gained?
The Underground Railroad
Description of assessment purpose, activity, and follow-up action
Indicate how the teacher will assess the starting point of the unit; what are students’
experiences with, knowledge about, attitudes toward, and beliefs about the unit
The pretest will be a series of multiple formative assessment used in the introductory
lesson. These assessment will help the teacher decide on the amount of teaching and
practice that will be needed to help the students dominate this history unit.
Lesson 1: Lesson 2:
Introduction- Harriet Tubman and the If I ever met Harriet Tubman?
Underground Railroad Standard - CC.1.4.3.A ​Write
Standard - CC.1.1.4.E ​Read with informative/ explanatory texts to
accuracy and fluency to support examine a topic and convey ideas and
comprehension: • Read on-level information clearly​.
text with purpose and Standard - CC.1.4.4.I ​Provide
understanding. • Read on-level text reasons that are supported by facts and
orally with accuracy, appropriate details.
rate, and expression on successive Standard - CC.1.4.4.U ​With some
readings. • Use context to confirm guidance and support, use technology,
or self-correct word recognition including the Internet, to produce and
and understanding, rereading as publish writing as well as to interact
necessary. and collaborate with others
Standard - 8.3.4.D- ​Distinguish
between conflict and cooperation
among groups and organization that
impacted the history and
development of the United States.
Standard - CC.1.2.4.E- ​Use text
structure to interpret information
(e.g., chronology, comparison,
cause/effect, problem/ solution).
Lesson 1 observations and oral
questioning will be recorded through
N/A
questions asked:
Who the slaves were?
Where they originally
came from?
What slaves were used
for?
Where and when slavery
occurred?
Observation of completed vocabulary
list in each student’s notebook for
lesson 1 are: Abolitionist, meager,
mocking, perilous, Plantation,
 Underground Railroad, illegal,
Injustice, and Network
Action​: This information will be used
as a formative assessment to
determine how much time needs to be
spent on reading with accuracy and
fluency and comprehension. If a
student seems to be having difficulty
with comprehended the story, I will
work with them in their guided
reading groups to help them grasp the
concepts

Homework
State purpose of the homework
N/A
Action: what is the intention of
the results of the homework?
Quizzes
If quizzes are planned, explain
N/A
the nature of them, and how they
match the learning targets
Action: What will you do with
the results?
Independent Investigations Lesson 2: ​If I ever met Harriet Tubman?
(performance assessment)
N/A Complete a 5 paragraph essay of what 3
needed to appropriately reach questions they would ask Harriet Tubman
learning target and explain with facts from the story
(Objective 1&2)
Action
Action​: The written paper will be
This is more than likely a
assessed as a summative assessment as
summative assessment. How
a 5 point rubric and will count for 5%
will it be used?
of the final grade.

End-of-Unit Test
Describe nature of test, the
N/A
learning targets it will cover, the
anticipated number of questions,
and types of questions (that will
appropriately match learning
targets).
Action:
This is a summative assessment.
How will it be used in
determining the final grade?
How is it weighted?

Assessment Techniques Description of assessment purpose, activity, and follow-up action

Pretest Indicate how the teacher will assess the starting point of the unit; what are students’
experiences with, knowledge about, attitudes toward, and beliefs about the unit
Action
List names of planned lessons
(add more if more lessons are to
be included).
What PA standards are being
taught and assessed?
Observations and oral
questioning (Indicate the
possible questions that will
provide formative information
about students’ learning.
​Action: what will you do with
the information gained?
The pretest will be a series of multiple formative assessment used in the introductory
lesson. These assessment will help the teacher decide on the amount of teaching and
practice that will be needed to help the students dominate this history unit.
Lesson 3:
The Underground Railroad Web quest
CCSS.ELA-LITERACY.RI.4. Quilts
7​ Interpret information
presented visually, orally, or
quantitatively (e.g., in charts,
graphs, diagrams, time lines,
animations, or interactive
elements on Web pages) and
explain how the information
contributes to an understanding
of the text in which it appears.
Standard - 8.3.4.D​- Distinguish
between conflict and
cooperation among groups and
organization that impacted the
history and development of the
United States.
Standard - CC.1.2.4.F
Determine the meaning of
words and phrases as they are
used in grade-level text,
including figurative language
Lesson 3 observations and oral
questioning will be recorded through
questions asked:
“What was the Underground
Railroad?
Who traveled on the
Underground Railroad?
Where did people travel from
and to on the Underground
Railroad?
When did people travel on the
Underground Railroad?
Why did it end?
Why do you think it was called
the "Underground Railroad"?
Observation of completed vocabulary
list in each student’s notebook for
lesson 3 are: Abolish, Abolitionist,
Border States, Citizens, Crops,
Discrimination, Economy, Fine,
Freedom, Fugitive, Plantation,
Lesson 4:
History of the Underground Railroad
Standard - 8.3.4.D​-
Distinguish between conflict
and cooperation among groups
and organization that impacted
the history and development of
the United States.
Lesson 4 observations and oral
questioning will be recorded through
questions asked:
“​What is the relationship
between the Underground
Railroad and quilts?
Observation of completed vocabulary
list in each student’s notebook for
lesson 4 are: Bear Claw, Monkey
wrench, The wagon wheel, The
crossroads, Log Cabin, Shoo Fly, Bow
Tie, Flying Geese, Drunkard’s Path and
North Star
Action​: This information will be used
as a formative assessment to determine
how much time needs to be spent on
reviewing the relationship between the
Underground Railroad and quilts as a
communication system. If a student
seems to be having difficulty with
comprehended the relationship of
Underground Railroad and quilts, I will
 Prohibit, Property, Slave, and Slave work with them a small groups to help
Trade them grasp the concepts
Action​: This information will be used
as a formative assessment to
determine how much time needs to be
spent on reviewing the concept of the
Underground Railroad. If a student
seems to be having difficulty with
comprehended the concept of
Underground Railroad, I will work
with them a small groups to help
them grasp the concepts

Homework
State purpose of the homework
N/A
Action: what is the intention of
the results of the homework?
Quizzes
If quizzes are planned, explain
N/A
the nature of them, and how they
match the learning targets
Action: What will you do with
the results?
Independent Investigations
(performance assessment)
N/A
needed to appropriately reach
learning target
Action
This is more than likely a
summative assessment. How
will it be used?

End-of-Unit Test
Describe nature of test, the
N/A
learning targets it will cover, the
anticipated number of questions,
and types of questions (that will
appropriately match learning
targets).
Action:
This is a summative assessment.
How will it be used in
determining the final grade?
How is it weighted?
Assessment Techniques
Pretest
Action
List names of planned lessons
(add more if more lessons are
to be included).
What PA standards are being
taught and assessed?
Description of assessment purpose, activity, and follow-up action
Indicate how the teacher will assess the starting point of the unit; what are students’
experiences with, knowledge about, attitudes toward, and beliefs about the unit
The pretest will be a series of multiple formative assessment used in the introductory
lesson. These assessment will help the teacher decide on the amount of teaching and
practice that will be needed to help the students dominate this history unit.
Lesson 5: Lesson 6:
Underground Railroad Quilt Craft Underground Railroad Quilt Geometry
ALGAL 4.C ​Use materials and Standard- M04.C-G.1.1.1 ​Draw
objects to represent new lines and angles and identify these in
concepts​.  two-dimensional figures.
Standard- M04.C-G.1.1.1 CCSS.MATH.CONTENT.4.G.A.1
Draw lines and angles and Use a pair of perpendicular number
identify these in lines, called axes, to define a
two-dimensional figures. coordinate system, with the
intersection of the lines (the origin)
arranged to coincide with the 0 on
each line and a given point in the
plane located by using an ordered
pair of numbers, called its
coordinates. Understand that the first
number indicates how far to travel
from the origin in the direction of one
axis, and the second number
indicates how far to travel in the
direction of the second axis, with the
convention that the names of the two
axes and the coordinates
correspond (e.g., ​x-​ axis
and ​x-​ coordinate, ​y​-axis
and​ y-​ coordinate).

Observations and oral
questioning (Indicate the
possible questions that will
provide formative information
about students’ learning.
​Action: what will you do with
the information gained?
Lesson 5 observations and oral
questioning will be recorded through
questions asked:
Why did the slaves put
different symbols and
shapes into their quilts
How do the symbols and
shapes play a big factor
when it comes to the
slaves getting to
Freedom”
Action​: This information will be
used as a formative assessment to
determine how much time needs to
be spent on reviewing the symbols
and shapes that were put into the
quilts. If a student seems to be
having difficulty with comprehended
how those symbols and shapes lead
the slaves to freedom , I will work
Lesson 6 observations and oral
questioning will be recorded through
questions asked:
What is the North Star?
How is the North Star used for
a sense of direction?
How are the both the North
Star and the math concept
plotting a point on a number
grid the same?
What is a point?
What is a graph?
What is an ordered pair?
Action​: This information will be used as a
formative assessment to determine how
much time needs to be spent on reviewing
the math concept of plotting a point on a
number grid. If a student seems to be
having difficulty with comprehended how
to use an order pair to graph a point on a
 with them a small groups to help number I will work with them a small
them grasp the concepts groups to help them grasp the concepts

Homework
State purpose of the homework
N/A
Action: what is the intention of
the results of the homework?
Quizzes
If quizzes are planned, explain
N/A
the nature of them, and how
they match the learning targets
Action: What will you do with
the results?
Independent Investigations
(performance assessment)
N/A N/A
needed to appropriately reach
learning target
Action
This is more than likely a
summative assessment. How
will it be used?

End-of-Unit Test
Describe nature of test, the
N/A
learning targets it will cover,
the anticipated number of
questions, and types of
questions (that will
appropriately match learning
targets).
Action:
This is a summative
assessment. How will it be
used in determining the final
grade? How is it weighted?

Assessment Techniques Description of assessment purpose, activity, and follow-up action

Pretest
Action
List names of planned lessons
(add more if more lessons are to
be included).
What PA standards are being
taught and assessed?
Indicate how the teacher will assess the starting point of the unit; what are students’
experiences with, knowledge about, attitudes toward, and beliefs about the unit
The pretest will be a series of multiple formative assessment used in the introductory
lesson. These assessment will help the teacher decide on the amount of teaching and
practice that will be needed to help the students dominate this history unit.
Lesson 7: Lesson 8:
Music of the Underground Railroad Underground Railroad Slave Stories
Standard - 9.2.4.A​ Explain the Standard - CC.1.1.4.E ​Read with
historical, cultural and social accuracy and fluency to support
comprehension: • Read on-level

Observations and oral
questioning (Indicate the
possible questions that will
provide formative information
about students’ learning.
​Action: what will you do with
the information gained?
Homework
State purpose of the homework
Action: what is the intention of
the results of the homework?
Quizzes
If quizzes are planned, explain
the nature of them, and how they
match the learning targets
Action: What will you do with
the results?
Independent Investigations
(performance assessment)
needed to appropriately reach
learning target
Action
This is more than likely a
summative assessment. How
will it be used?
context of an individual work in
the arts.
Standard- 4.0.​ 3.1 Explain the  orally with accuracy, appropriate
relationship between music and  rate, and expression on successive
events in history.
Lesson 7 observations and oral
questioning will be recorded through
questions asked:
N/A
N/A
N/A
Lesson 7: ​Music of the Underground
Railroad
Listen to a song that was sung by slaves,
interpret the meaning of the lyrics and
write a coded message, and Present the
information to the class (Objective
1,2,3&4)
Action​: The music interpretation will
be assessed as a summative assessment
as a 5 point rubric and will count for
5% of the final grade.
text with purpose and
understanding. • Read on-level text
readings. • Use context to confirm
or self-correct word recognition and
understanding, rereading as
necessary.
Standard - CC.1.3.4.​C Describe in
depth a character, setting or event
in a story or drama, drawing on
specific details in the text.
ALGAL 4.C ​Use materials and
objects to represent new concepts​.
Lesson 8 observations and oral
questioning will be recorded through
questions asked:
What is slavery?
Do you know any historical
slaves?
Action​: This information will be used as
a formative assessment to determine how
much time needs to be spent on
reviewing what slavery is. If a student
seems to be having difficulty with
comprehended the term slavery, I will
work with them a small groups to help
them grasp the concepts
Lesson 8: ​Underground Railroad Slave
Stories
Choose a historical slave, then do research and
a poster board on your finding and present
those finding at the History Fair (Objectives
1,2,&3)
Action​: The presentation will be
assessed as a summative assessment as
a 10 point rubric and will count for
10% of the final grade.
End-of-Unit Test The unit test will cover vocabulary, common quilt patterns and meanings,
Describe nature of test, the facts about Harriet Tubman and cause and effect from the unit. It will be
learning targets it will cover, the a 25 question test. This is a summative assessment and will account for
anticipated number of questions, 20% of the student’s grade for this unit. This test is weighted a 1. The
and types of questions (that will Unit Test will aid in determining if the students have mastered the unit.
appropriately match learning
targets).
Action:
This is a summative assessment.
How will it be used in
determining the final grade?
How is it weighted?

History Unit Assessment Plan

The Underground Railroad​, Grade 4
Relevant State Standards:

Standard- M04.C-G.1.1.1 ​Draw lines and angles and identify these in

two-dimensional figures.
Standard - CC.1.1.4.E​ ​Read with accuracy and fluency to support
comprehension: • Read on-level text with purpose and understanding. •
Read on-level text orally with accuracy, appropriate rate, and expression
on successive readings. • Use context to confirm or self-correct word
recognition and understanding, rereading as necessary.
Standard - CC.1.2.4.E- ​Use text structure to interpret information (e.g.,
chronology, comparison, cause/effect, problem/ solution).
Standard - CC.1.2.4.F ​Determine the meaning of words and phrases as
they are used in grade-level text, including figurative language
Standard - CC.1.3.4.​C Describe in depth a character, setting or event in a
story or drama, drawing on specific details in the text.
Standard - CC.1.4.3.A ​Write informative/ explanatory texts to examine a
topic and convey ideas and information clearly​.
Standard - CC.1.4.4.I ​Provide reasons that are supported by facts and
details.
Standard - CC.1.4.4.U ​With some guidance and support, use technology,
including the Internet, to produce and publish writing as well as to interact
and collaborate with others
ALGAL 4.C ​Use materials and objects to represent new concepts​.
Standard- 4.0.​ 3.1 Explain the relationship between music and events in
history.
CCSS.MATH.CONTENT.4.G.A.1​ Use a pair of perpendicular number
lines, called axes, to define a coordinate system, with the intersection of
the lines (the origin) arranged to coincide with the 0 on each line and a
given point in the plane located by using an ordered pair of numbers,
called its coordinates. Understand that the first number indicates how far
to travel from the origin in the direction of one axis, and the second
 number indicates how far to travel in the direction of the second axis, with
the convention that the names of the two axes and the coordinates
correspond (e.g., ​x​-axis and ​x​-coordinate, ​y​-axis and​ y​-coordinate).
CCSS.ELA-LITERACY.RI.4.7​ Interpret information presented visually,
orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines,
animations, or interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it appears.

Standard - 8.3.4.D- ​Distinguish between conflict and cooperation among

groups and organization that impacted the history and development of the
United States.
Standard - 8.3.4.D​- Distinguish between conflict and cooperation among
groups and organization that impacted the history and development of the
United States.
Standard - 9.2.4.A​ Explain the historical, cultural and social context of an
individual work in the arts.
Lessons:
1. Introduction-​ Harriet Tubman and the Underground Railroad
The learner will be able to read with accuracy and fluency when
reading the book “Harriet Tubman and the underground railroad”.
The learner will be able to connect the text to an event that
happened in history (The Underground Railroad)
The learner will be able to identify cause and effect relationship in
non-fiction text
2. If I ever met Harriet Tubman?
The Learner will be able to use common spelling patterns,
phonemic awareness, and spelling conventions when writing.
The learner will be able to generate relevant details that support the
chosen topic.
The learner will be able to use technology to produce written work
and revise to enhance detail and description as well as edit for
punctuation, spelling and grammar
3. The Underground Railroad Web quest
The learner will be able to explain what life was like as a slave
The learner will be able to discuss some of the event that happened
in the UGR that helped impact history of the USA
4. ​History of the Underground Railroad Quilts

The learner will be able to identify the UGR quilt patterns and
understand there meanings
The learner will be able to discuss how the quilts were used on the
UGR
The leaner will be able to describe why these quilts helped shape
history
5. Underground Railroad Quilt Craft
The Leaner will be able to create something new to demonstrate
understanding of a previously learned concept
 The leaner will be able draw lines and angles to represent the quilt
of their choosing
6. Underground Railroad Quilt Geometry
The leaner will be able to draw simple lines and angles that are
two-dimensional
The Learner will be able to create a mystery picture by plotting
points on to a graph with the use of order pairs
7. Music of the Underground Railroad
The learner will be able to listen to songs and identify that are
representative of spirituals sung by slaves
The learner will be able to explain the lyrics of a songs, and
interpret the meaning of the lyrics, in terms of their cultural
significance
The learner will be able to write coded messages, and include
interpretation
The learner will be able to create an opportunity to share their
coded messages through reading, drawing, a PowerPoint
presentation, or another medium
8. Underground Railroad Slave Stories

The learner will be able to The leaner will be able to create

something new to demonstrate understanding of a previously
learned concept
The learner will be able to read a leveled text with purpose and
understanding
The learner will be able to create an poster board to present their
information the found on their salve they have chosen
Assessments will be conducted through:

Observations and Direct Questioning:

Lesson 1 observations and oral questioning will be recorded through

questions asked:
Who the slaves were?
Where they originally came from?
What slaves were used for?
Where and when slavery occurred?
Observation of completed vocabulary list in each student’s notebook for
lesson 1 are: Abolitionist, meager, mocking, and perilous, Plantation,
Underground Railroad, illegal, Injustice, and Network
Action​: This information will be used as a formative assessment to
determine how much time needs to be spent on reading with accuracy and
fluency and comprehension. If a student seems to be having difficulty with
comprehended the story, I will work with them in their guided reading
groups to help them grasp the concepts

Lesson 3 observations and oral questioning will be recorded through

questions asked:
 “What was the Underground Railroad?
Who traveled on the Underground Railroad?
Where did people travel from and to on the Underground Railroad?
When did people travel on the Underground Railroad?
Why did it end?
Why do you think it was called the "Underground Railroad"?
Observation of completed vocabulary list in each student’s notebook for
lesson 3 are: Abolish, Abolitionist, Border States, Citizens, Crops,
Discrimination, Economy, Fine, Freedom, Fugitive, Plantation, Prohibit,
Property, Slave, and Slave Trade
Action​: This information will be used as a formative assessment to
determine how much time needs to be spent on reviewing the concept of
the Underground Railroad. If a student seems to be having difficulty with
comprehended the concept of Underground Railroad, I will work with them
a small groups to help them grasp the concepts

Lesson 4 observations and oral questioning will be recorded through

questions asked:
“What is the relationship between the Underground Railroad and quilts?
Observation of completed vocabulary list in each student’s notebook for
lesson 4 are: Bear Claw, Monkey wrench, The wagon wheel, The
crossroads, Log Cabin, Shoo Fly, Bow Tie, Flying Geese, Drunkard’s Path
and North Star
Action​: This information will be used as a formative assessment to
determine how much time needs to be spent on reviewing the relationship
between the Underground Railroad and quilts as a communication system.
If a student seems to be having difficulty with comprehended the
relationship of Underground Railroad and quilts, I will work with them a
small groups to help them grasp the concepts

Lesson 5 observations and oral questioning will be recorded through

questions asked:
Why did the slaves put different symbols and shapes into their quilts
How do the symbols and shapes play a big factor when it comes to the
slaves getting to Freedom”
Action​: This information will be used as a formative assessment to
determine how much time needs to be spent on reviewing the symbols and
shapes that were put into the quilts. If a student seems to be having
difficulty with comprehended how those symbols and shapes lead the
slaves to freedom, I will work with them a small groups to help them grasp
the concepts

Lesson 6 observations and oral questioning will be recorded through

questions asked:
What is the North Star?
How is the North Star used for a sense of direction?
 How are the both the North Star and the math concept plotting a point on
a number grid the same?
What is a point?
What is a graph?
What is an ordered pair?
Action​: This information will be used as a formative assessment to
determine how much time needs to be spent on reviewing the math
concept of plotting a point on a number grid. If a student seems to be
having difficulty with comprehended how to use an order pair to graph a
point on a number grid, I will work with them a small groups to help them
grasp the concepts

Lesson 8 observations and oral questioning will be recorded through

questions asked:
What is slavery?
Do you know any historical slaves?
Action​: This information will be used as a formative assessment to
determine how much time needs to be spent on reviewing what slavery is.
If a student seems to be having difficulty with comprehended the term
slavery, I will work with them a small groups to help them grasp the
concepts

Homework:
N/A

Quizzes:
N/A

Independent investigation leads to Performance Assessments in:

Lesson 2: ​If I ever met Harriet Tubman?

Complete a 5 paragraph essay of what 3 questions they would ask Harriet
Tubman and explain with facts from the story (Objective 1&2)
Action​: The written paper will be assessed as a summative assessment as
a 5 point rubric and will count for 5% of the final grade.

Lesson 7: ​Music of the Underground Railroad

Listen to a song that was sung by slaves, interpret the meaning of the lyrics and
write a coded message, and Present the information to the class (Objective 1, 2,
3&4)

Action​: The music interpretation will be assessed as a summative

assessment as a 5 point rubric and will count for 5% of the final grade.

Lesson 8: ​Underground Railroad Slave Stories

Choose a historical slave, then do research and a poster board on your finding
and present those finding at the History Fair (Objectives 1, 2, &3)
Action​: The presentation will be assessed as a summative assessment as a
10 point rubric and will count for 10% of the final grade.

End of unit test:

The unit test will cover vocabulary, common quilt patterns and meanings,
facts about Harriet Tubman and cause and effect from the unit. It will be a
25 question test. This is a summative assessment and will account for 20%
of the student’s grade for this unit. This test is weighted a 1. The Unit Test
will aid in determining if the students have mastered the unit