Students will craft a Twine program with variables, conditionals, and relational expressions for a historical narrative on Westward Expansion. Students choose a project from a choice board & test products regularly during construction. Programs should offer multiple outcomes based on the user's choices or actions."

Students will analyze various poems by Langston Hughes and write a constructed response based on the readings.  This task can and should be completed in conjunction with 7th grade history lessons on the Harlem Renaissance.  ** This performance assessment was developed by a collaborative team of teachers and division staff from Middlesex, Poquoson, and West Point school divisions.

This lesson expands upon the ideas of decomposition by using GameChangineer to incorporate commands to create a coded mini game from decomposing word problems. Students will assist the teacher in this guided lesson on how to create commands and use the website before engaing independently in Part 3. Activities are low prep with modifications included, but do require organized planning to implement effectively. If you have not done a lesson on decomposition, it is suggested you use Part 1 to help student's gain the necessary understandings of the processes used in this lesson. 

This is the final part of an extended lesson on decomposition. Students will create a word problem to decompose and then use GameChangineer to create a mini game that is reflective of the word problem and its solution. Students will be using the plan, design, and review process thourhgout their creations. A rubric and self reflection tool for the final products are included. Activities are low prep with modifications included, but do require organized planning to implement effectively. If you have not done a lesson on decomposition, it is suggested you use Part 1 to help student's gain the necessary understandings of the processes used in this lesson. If you have not done a lesson on writing commands and using GameChangineer, it is suggested you use Part 2 before implementing this independent activity. 

You are a homesteader who headed west with your family after the Civil War.  Write a diary entry that shows what life is like for you on the Great Plains.  Here are some guiding questions:Why did you move west? What were your motivations?  How did you travel?  What was your experience like?What is daily life like?What challenges have you faced?What are your hopes and dreams for the future?** This performance assessment was developed by a collaborative team of teachers and division staff from Middlesex, Poquoson, and West Point school divisions.

Students will publish a class website about visiting a country after completing research on the internet. Students will use a variety of resources to explore how we stay connected globally, as well as look at how technology has changed the way information is shared around the world. Students will describe how their website might be viewed or accessed around the globe and how it might impact those who see it.

You are an expert at many aspects of your life. Maybe you bake the best chocolate chip cookies, or know how to hit a homerun in baseball. Perhaps you wrap beautiful presents or do amazing cartwheels or front flips. You will choose a task that you are very familiar with and write step-by-step instructions for someone who has never performed that task. ** This performance assessment was developed by a collaborative team of teachers and division staff from Middlesex, Poquoson, and West Point school divisions.