PBL Assessment Plan

Objectives

Assessments

State Standards
CCSS.RL.7.2 Determine a theme
or central idea of a text and analyze
its development over the course of
the text; provide an objective
summary of the text.

Given the elements of an adventure

story, students will be able to
accurately identify those elements
within Treasure Island. Mastery will
be determined through class
discussion, worksheets, quizzes, and a
unit test.

CCSS.RL.7.3 Write narratives to

develop real or imagined
experiences or events using effective
technique, relevant descriptive
details, and well-structured event
sequences.

Given the students knowledge of the

plot and characters of Treasure Island,
students will be able to incorporate
those aspects into a creative writing
piece. Mastery will be determined
through a letter written from the
perspective of the main character. A
rubric will be used to grade the letter.

Throughout this unit, students will be continually

assessed on their understanding of the 5 elements of
an adventure story. Each week they have been
broken down into groups and assigned an element
with which they have to find examples of within the
given section of the novel. The students will do this
through class discussions and worksheets over each
section. They will also be taking quizzes and a unit
test on which they will have short answers or essays
over identifying those 5 elements within the story.

The students will be given the assignment of writing

a Letter from Jim. In this writing, they will need to
write it from the perspective of the main character of
Treasure Island, Jim. Each student should
incorporate plot elements and other characters from
the novel. This will assess their ability to understand
what has happened in the book and how Jim may
have felt during specific parts. The assignment also
gives them the opportunity to access creative abilities
to embody Jim as a character and create a product
that exemplifies the time period and story (stationary
from the Admiral Benbow Inn, a letter written from

the island that has been stuffed into a bottle, etc).

CCSS.SL.7.1 Engage effectively

in a range of collaborative
discussions with diverse partners on
grade 7 topics, texts, and issues,
building on others ideas and
expressing their own clearly.

CC.9-12.F.IF.7 Graph functions

expressed symbolically and show
key features of the graph, by hand in
simple cases and using technology
for more complicated cases.

Given the content within the unit

elements of an adventure story, plot
and characters within Treasure Island,
theme, etc. students will be able to
create a board game based on the novel
that incorporates different aspects from
the unit. Mastery will be determined
through a rubric to grade the board
game. It will also be peer evaluated
when other students play each others
game.

The students will be placed into homogenous groups.

The groups will average between 3 and 4 students.
Each group is responsible for creating a board game
that incorporates different aspects (plot, characters,
adventure story elements) of Treasure Island. The
project will be graded based on a rubric that includes
a game board, instructions, box, and pieces. Students
will also be assessed for creativity, effort, and
incorporation of Treasure Island themes.

Students will be able to find the - and

-intercepts.

Students will have a bellringer to assess whether or

not they can find the- and -intercepts. The bellringer
will also assess whether or not students can use theand -intercepts to graph lines. Students will grade
their own bellringers for accuracy.

Students will be able to use the- and

-intercepts to graph lines.

CC.9-12.A.CED.2 Create
equations in two or more variables
to represent relationships between
quantities; graph equations on
coordinate axes with labels and
scales.

CC.9-12.A.CED.2 Create
equations in two or more variables
to represent relationships between
quantities; graph equations on
coordinate axes with labels and
scales.

Students will be able to identify the

slope and -intercepts of linear
equations.
Students will be able to use slopeintercept form to graph linear
equations.

Students will have a bellringer to assess whether or

not they can identify the slope and -intercepts of
linear equations. The bellringer will also assess
whether or not students can use slope-intercept form
to graph linear equations. Students will grade their
own bellringers for accuracy.

Students will be able to use slopeintercept form to graph linear

equations.

Students will work in heterogeneous groups to graph

linear equations using both slope-intercept form and
point-slope form. Groups will consist of three or four
students. This formative assessment will be graded
Students will be able to use point-slope with a rubric. The rubric will assess mathematical
form to graph linear equations.
accuracy and cooperation when working in groups.

Unit Title: Treasure Hunt PBL

Teachers: Jen Adkins and Bethany Herdzina
21st Century Learning Outcomes:
1) Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation.
2) Assume shared responsibility for collaborative work, and value the individual contributions made by
each team member.

3) Go beyond basic mastery of skills and/or curriculum to explore and expand ones own learning and
opportunities to gain expertise.
See attached Project Planner for additional PBL Details and also view attached photo for the Treasure Map
that will be used for the final project.
Included Documents:
- Assessment Plan (above)
- English Lesson Plan, Math Lesson Plan, Final Project Lesson Plan
- English Rubric, Math Rubric, Final Project Rubric

Lesson Plans

English Lesson Plan Letter from Jim (Treasure Island)

1.

General Information

Teacher: Jennifer Adkins

Subject: Literature

Grade: 7

Unit Title: Treasure Island PBL Time Allowed: 70

2.

Topic

Number of Students: 15

Section 5 of Treasure Island by Robert Louis Stevenson

Letter from Jim Hawkins

3.

Subjects Integrated

English Language Arts

4.

Readiness and Background Knowledge

With this lesson, we will be finishing the review questions for Section 5 of Treasure Island that we had
started on Day 1 of this week. The students will come in with the knowledge of the first four sections of
the book as well as the content gained from reading and taking a quiz over Section 5. They will also be
accessing the background knowledge they learned at the beginning of the unit over the premises of
Treasure Island.

5.

Goals/Standards

- Infer how setting helps to develop Jims character.

- Analyze how Stevenson uses actions and words to develop characterization.
- Use textual support to analyze a character.

6.

Objectives

Student Learning Objectives:

- Given the students knowledge of the content within Section 5 of Treasure Island, the student will be able
to demonstrate their understanding of the content in the book by answering the study questions. Mastery
will be determined by the teacher during class discussion while reviewing the questioning and asking
additional higher level thinking questions.
- Given the students knowledge of the characters and plot line of Treasure Island, the student will be able
to identify and explain different aspects of each by writing a letter from the perspective of Jim Hawkins to
one of the other characters. Mastery will be determined based on a rubric from which the PowerPoint and
presentation will be graded.
- Given the students knowledge of gathering evidence, the students will be able to site quotes from the
text with explanations by incorporating them into their letters. Mastery will be determined based on a
rubric from which the letter and presentation will be graded.

Teacher Learning Objectives

The teacher will focus on asking driving questions that specifically target students higher level thinking
skills. She will be working on circulating the room while students are working in their letters and planning
the presentation.

Assessment
Formative Student knowledge will be assessed through the class discussion over the section review
questions. The teacher will assess the correctness of student answers and ensure that all students
understand the content within the section.
Summative Students will be graded on their letters and presentations that will be presented in the
middle of class on day 3.

7.

Resources and Materials

Students are on a one-to-one iPad program so each student will need his or her iPads to complete the
letter.
They will also need to bring their Treasure Island books as well as the completed review questions to class.

8.
a.)

Instructional Model, Procedures, and Strategies

Attention Signal

I will call the attention of the students by addressing them by their specific class (i.e. Class A, Class B,
etc.). They are accustomed to the phrase eyes on me so I will also use that when seeking their
undivided attention. I will wait quietly until I have all students attention.

b.)

Opening and Advanced Organizer: SSR (15-20min), Discussion (5 min)

We will have a short discussion over how they are feeling about Treasure Island likes, dislikes, concerns,
predictions.

c.)

Behavioral Expectations

Students are expected to follow all discussion guidelines during the review question period.
During independent work time, students are expected to work effectively and stay on task throughout the
class period. All students at all times are to treat each other with respect, no exceptions.

d.)

Instructional Steps

1. Class discussion over the remaining Section 5 study questions from Treasure Island (25 minutes).
2. Introduce Section 5 project writing a letter from Jim Hawkins perspective (5 minutes).
3. Students work independently for the remainder of class (20 minutes).

e.)

Lesson Closure

The teacher will check in with each student at the end of the lesson to see where each one stands in terms
of progress on his or her letter.

f.)

Feedback and Evaluation

By assessing where each student stands with their projects, the teacher will be able to gauge where to
begin during the next lesson and what students may need clarification on in terms of the assignment.

9.

Modifications

The teacher will explain content in multiple forms in order for the most amount of students to understand
the content. The teacher will also give the directions in various formats so that there will be minimal
confusion for the steps of the project. There are no specific modifications that need to made for individual
students in this lesson.

Math Lesson Plan

1. General Information
Teacher: Bethany Herdzina

Subject: Algebra I

Number of Students: N/A

Mentor: N/A

Grade: 7th

Date: N/A

Time Allowed: 50Lesson in Sequence: Day 3 of 4

Lesson Number: N/A

Unit Title: Linear Equations

2. Topic

Point-Slope Form

3. Subjects Integrated

N/A

4. Readiness and Background Knowledge

Students must be able to identify linear functions.

Students must be able to graph linear equations using slope-intercept form.

5. Goals

CC.9-12.A.CED.2 Create equations in two or more variables to represent relationships between

quantities; graph equations on coordinate axes with labels and scales.

6. Objectives
Student Learning Objectives:

Students will be able to use slope-intercept form to graph linear equations (from previous lesson).

Students will be able to use point-slope form to graph linear equations (todays lesson).

Teacher Learning Objectives:

N/A

7. Resources and Materials

Demonstration materials whiteboard or elmo, lesson plan, group work assignment, list of
student groups

Student materials pencil, paper, textbook

8. Instructional Model, Procedures, and Strategies

a. Attention Signal (5 minutes)

Once bell rings, direct students to bellringer on elmo. Bellringer is assessing the
previous days lesson objectives. Bellringer will assess whether or not students can
identify the slope and -intercepts of linear equations. The bellringer will also assess
whether or not students can use slope-intercept form to graph linear equations.
Students will grade their own bellringers for accuracy.

b. Opening and Advanced Organizer (5 minutes)

Go over solutions to bellringer.

Remind students that we already know how to graph linear equations by using intercepts
and slope-intercept form.

Today, we are going to be learning a third way to graph lines, point-slope form.

c. Behavioral Expectations

N/A

d. Instructional Steps (30 minutes)

1) Check homework
2) Collect homework
3) Lesson on Graphing Using Point-Slope Form (an outline)

Starting with the slope of a line and a point on that line, show students how to derive the
point-slope form of a linear equation.

1=(1)

Given the slope and one point on the line, write an equation in point-slope form. Do a
couple examples as a class.

Have students try one example like this individually. Teacher will walk around room to
check for understanding, give feedback, and answer questions.

Given an equation in point-slope form, graph the linear equation. Do a couple examples
as a class.

Have students try one example like this individually. Teacher will walk around room to
check for understanding, give feedback, and answer questions.

Before getting in groups, do a quick example graphing linear equations in slope-intercept

form.

4) Group work

Students will work in heterogeneous groups to graph linear equations using both slopeintercept form and point-slope form. Groups will consist of three or four students. This
formative assessment will be graded with a rubric (see end of lesson plan). The rubric
will assess mathematical accuracy and cooperation when working in groups.

e. Lesson Closure (5 minutes)

Use 1-5 fingers to check for understanding and to informally assess todays learning
objectives.

Preview tonights homework

Tell students that next class we will be doing our treasure hunt!

f. Feedback and Evaluation (5 minutes)

When students are trying problems individually during whole class instruction, teacher
will walk around to check for understanding, give feedback, and answer questions.

During group work, teacher will walk around to check for understanding, give feedback,
and answer questions.

9. Modifications

N/A

Lesson Plan for Final Project

1.

General Information

Teacher: Jennifer Adkins, Bethany Herdzina

Students: 30
Grade: 7

2.

Subject: Literature
Unit Title: Treasure Island PBL

Number of
Time Allowed: 50

Topic

Treasure Island content knowledge

Slope-Intercept and Point-Slope knowledge

3.

Subjects Integrated

English Language Arts

Math

4.

Readiness and Background Knowledge

In English class, students will have read and completed many assignments related to Treasure Island by
Robert Louis Stevenson. They should have a wealth of content knowledge concerning the elements of an
adventure story and specifics from the literature.
In Math class, students will be finishing up the unit over graphing equations using slope-intercept and
point-slope forms.

5.

Goals/Standards

CCSS.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an
objective summary of the text.
CCSS.RL.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive
details, and well-structured event sequences.
CCSS.SL.7.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues,
building on others ideas and expressing their own clearly.
CC.9-12.F.IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using
technology for more complicated cases.
CC.9-12.A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on
coordinate axes with labels and scales.

6.

Objectives

Student Learning Objectives:

- Given the students knowledge of the content within Treasure Island and the concept of the elements of
an adventure story, the students will be able to correctly answer knowledge-based questions. Mastery will
be determined through a treasure hunt in which students will need to answer correctly in order to move
forward.
-Given the students knowledge of point-slope and slope-intercept forms, the student will be able to
correctly graph both types of equations. Mastery will be determined through a treasure hunt in which
students will need to graph both types of equations in order to reach the next point on the treasure map.
Teacher Learning Objectives
- The teachers will focus on maintaining a controlled learning experience for the students.

- The teachers will promote effective collaboration amongst the groups of students.
- The teachers will circulate the campus to assess different groups content knowledge and graphing
abilities.

Assessment
Formative Since this is a culminating project, the students will specifically be assessed summatively.
Summative Students will be graded, using the rubric listed within the rubrics section of this document, on
their performance on the treasure hunt. There will be volunteer teachers placed at each station that will
also be assessing groups as well as Ms. Herdzina and Mrs. Adkins circulating to assess as well.

7.

Resources and Materials

Students will need to bring pencils to show their work in math and to graph the lines on their maps.
The teachers will need to provide materials for the actual treasure hunt treasure maps, volunteers for the
stations, trivia cards for the stations, treasure for the winning group.

8.
a.)

Instructional Model, Procedures, and Strategies

Attention Signal

I will call the attention of the students by addressing them by their specific class. They are accustomed to
the phrase eyes on me so I will also use that when seeking their undivided attention. I will wait quietly
until I have all students attention and am able to begin the opening of the lesson.

b.)

Opening and Advanced Organizer

The teacher will begin with gathering the participating students in the gym. We will go over the
instructions and expectations for the treasure hunt.

c.)

Behavioral Expectations

Students are expected to follow all group work guidelines during the treasure hunt. Each student should
behave appropriately and effective within the individual groups.
All students at all times are to treat each other with respect, no exceptions.

d.)

Instructional Steps

1. Overview of expectations and rules.

2. Divide students up into their small groups.
3. Send them on the treasure hunt.
Teacher volunteers will be placed at each station and at the treasure spot at the end of the hunt.
Students will have to graph equations to get to the next point on the map. Once students have reached a
station, they will need to show their work to the station volunteer. If it is correct and they are in the right
place, the students will be read a Treasure Island trivia question. Once they have answered it correctly,
they will receive their next equation that they will need to graph in order to get to the next point. The first
team to reach the Treasure spot (marked with an X on their maps) wins the treasure (a chest full of
candy).

4. After the treasure hunt, students will proceed back to their classes and we will discuss the outcomes of
the treasure hunt during their next literature classes.

e.)

Lesson Closure

There will not be enough time on the day of the treasure hunt to really wrap up the project. During the
next literature class that the students have with Mrs. Adkins, there will be a class discussion over the
outcomes of the treasure hunt and any content they did not understand.

f.)

Feedback and Evaluation

Evaluation will occur on the rubric being used for the treasure hunt.

9.

Modifications

The teacher will give directions in various formats so that there will be minimal confusion for the steps of
the project. There are no specific modifications that need to made for individual students in this lesson.

Rubrics

Rubric for a Letter from Jim English Assignment

Below Basic 1 pt.
Student has not put forth
creative effort in
designing his or her
letter.

Basic 2 pts.
Student put forth a little
creative effort in
designing his or her
letter. The student has
written the letter in a
handwriting font.

Proficient 3 pts.
Student put forth a
decent amount of
creative effort in
designing his or her
letter. The student has
written the letter in a
handwriting font and has
put a creative spin on the
paper (browned edges,
time period stationary
from the Admiral
Benbow Inn).

Advanced 4 pts.
Student put forth a
considerable amount of
creative effort in
designing his or her
letter. The student has
written the letter in a
handwriting font, has put
a creative spin on the
paper (browned edges,
time period stationary
from the Admiral
Benbow Inn), and has
added extra details and
gone above and beyond
the creative
requirements.

Student has not

incorporated any content
from the novel.

Student has incorporated

one event and one
interaction with another
character into his or her

Student has incorporated

one event and two
interactions with other
characters into his or her

Student has incorporated

two events and two
interactions with other
characters into his or her

Creative Aspect

Incorporating Content

Letter is half a page in

length and has many
grammatical errors.

Format

letter.
Letter is a page in length
and has several
grammatical errors.

letter.
Letter is a page and a
half in length and has
few grammatical errors.

letter.
Letter is two pages in
length and has no
grammatical errors.

Rubric for Slope-Intercept and Point-Slope Form Math Assignment

CooperativeLearningGroups

SlopeInterceptandPointSlope

AccuracyofGraphs

Poor
1pts

Fair
2pts

Poor

Good
3pts

Fair

Morethan75%ofthe
Most(7584%)ofthe
graphshavemathematical graphshaveno
errors.
mathematicalerrors.

Outstanding
4pts

Good

Outstanding

Almostall(8589%)ofthe 90100%ofthegraphshave
graphshaveno
nomathematicalerrors.
mathematicalerrors.

WorkingWithOthers

Poor
Studentdidnotwork
effectivelywithothers.

PeerAssessment

Fair

Good

Studentcooperatedwith
Studentwasanengaged
others,butneeded
partnerbuthadtrouble
promptingtostayontask. listeningtoothersand/or
workingcooperatively.

Poor

Fair

Workwasnotcheckedby Workhasbeencheckedby
classmateORnocorrections oneclassmatebutsome
weremadebasedon
correctionswerenotmade.
feedback.

Rubric for Treasure Hunt Final Project

Good

Outstanding
Studentwasanengaged
partner,listeningto
suggestionsofothersand
workingcooperatively
throughoutlesson.

Outstanding

Theworkhasbeenchecked Theworkhasbeenchecked
byoneclassmateandall
bytwoclassmatesandall
appropriatecorrections
appropriatecorrections
made.
made.

Rubric: PBL Unit - Treasure Island and Graphing

Treasure I sland and Graphing
Poor
1 pts
Treasure I sland Content
Knowledge

Fair
2 pts

Poor
Students are only able to
answer 2 questions correctly
during the treasure hunt.

Graphing Ability

Collaboration

Fair
Students are able to answer
4 questions correctly during
the treasure hunt.

Poor
Students have extreme
difficulty and require aid in
graphing their equations to
get from one point to
another during the treasure
hunt.

Fair
Students have some
difficulty and require
minimal aid in graphing their
equations to get from one
point to another during the
treasure hunt.

Poor
Students within the group
are unable to collaborate
effectively to finish the
tasks. They are unable to
communicate with each
other and finish the treasure
hunt as a group.

Good
3 pts

Fair
Students within the group
are able to collaborate
effectively to finish most of
the tasks. They are able to
communicate with each
other for the majority of the
treasure hunt.

Build free rubrics at www.iRubric.com. Design, share, assess, collaborate.

Good
Students are able to answer
all questions correctly during
the treasure hunt.

Good
Students have no difficulty
and require no aid in
graphing their equations to
get from one point to
another during the treasure
hunt.

Good
Students within the group
are able to collaborate
effectively to finish all of the
tasks. They are able to
communicate with each
other and finish the treasure
hunt as a cohesive group.

Rubric Code: ZX2852B