For this assignment, you will complete the Multiple Means of Expression section

For this assignment, you will complete the Multiple Means of Expression section of the lesson you created in Topic 2, by creating formative and summative assessments. On the COE Lesson Plan Template you started in Topic 2, add the following:
Create two different formative assessment activities
Describe a summative assessment tool for the lesson.
Describe how you would differentiate for students who are below and above grade level based on the “Class Profile” in topic Resources.
Design an engaging instructional activity that could be used to re-teach at least one of the concepts assessed in the summative assessment in a manner that would encourage students to understand, analyze, and apply standards-based math content.
Write a 150-200 word rationale explaining your assessments and instructional choices.
Support your assignment with 2-3 scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric.
Multiple Means of Expression Section
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.
Explain how you will differentiate assessments for each of the following groups:
English language learners (ELL):
Students with special needs:
Students with gifted abilities
Early finishers (those students who finish early and may need additional resources/support):

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