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06 Student Response Tools Lesson Idea Template 2017

This document describes a pre-assessment activity using Plickers that will assess 4th grade students' prior knowledge about abolitionists and women's suffrage activists Susan B. Anthony, Fredrick Douglass, Elizabeth Cady Stanton, Sojourner Truth, and Harriet Tubman. Students will answer multiple choice, true/false, and yes/no questions with their Plicker cards without immediate feedback. The teacher will use the assessment data to identify concepts to focus on and plan instruction for a social studies unit on these historical figures.

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52 views2 pages

06 Student Response Tools Lesson Idea Template 2017

This document describes a pre-assessment activity using Plickers that will assess 4th grade students' prior knowledge about abolitionists and women's suffrage activists Susan B. Anthony, Fredrick Douglass, Elizabeth Cady Stanton, Sojourner Truth, and Harriet Tubman. Students will answer multiple choice, true/false, and yes/no questions with their Plicker cards without immediate feedback. The teacher will use the assessment data to identify concepts to focus on and plan instruction for a social studies unit on these historical figures.

Uploaded by

api-374540980
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Student Response and Assessment Tools

Lesson Idea Name: Abolishment of Slavery and Women Suffrage


Content Area: Social Studies
Grade Level(s): 4th
Content Standard Addressed: SS4H4a. Discuss contributions of and challenges faced by Susan B. Anthony,
Fredrick Douglass, Elizabeth Cady Stanton, Sojourner Truth, and Harriet Tubman.

Technology Standard Addressed:

Selected Technology Tool:


Socrative iRespond Quizlet Plickers Kahoot! Office365 Forms
Other:
URL(s) to support the lesson (if applicable):
https://www.plickers.com/library?folder=5a25f8ae49f8ba0004738fc5

Technology that student will use to respond to questions/prompts:


Computer Hand-held student response system (like iRespond) Phone Tablet (such as iPad)
Other wireless device (such as iPod Touch)
Type of session:
Teacher-Paced Student-Paced
Blooms Taxonomy Level(s):
Remembering Understanding Applying Analyzing Evaluating Creating

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
This will be a pre-assessment that they will take at the beginning of the unit. This will be a good way to see
how much the students know about these historical people. The students will come into the class and I will
tell them that we are going to take a pre-test to see how much we know about these people.

Describe the purpose of the SRT activity (check all that apply):
Assess prior knowledge Anticipatory set (Create interest in a topic) To illuminate common
misconceptions Formative assessment of content knowledge (for purpose of differentiation and
mastery for ALL students) Summative assessment of content knowledge Test preparation
Survey/Poll Discussion starter Homework collection Other (please explain):

Briefly describe what will happen DURING the SRT activity: (What will the students do? What will the
teacher do? What materials are needed? How long with the activity last?)
This will be conducted as a class assessment. Each student will have a Plicker card. I will show them the first
questions I will then tell the students to hold up the card with the correct answer choice facing up. I will then
walk around the class and collect everyones answer with an iPad. Once I have everyone answer we will then
go on to the next question and I will repeat this process all over again. This should take 10-15 minutes.

Type of questions/prompts used in this activity (check all that apply):


Multiple choice Multiple select True/False Yes/No
Short open-ended response or fill-in the blank Longer open-ended response

Summer 2017_SJB
Student Response and Assessment Tools
If you are unable to provide a working sample of your questions, please list them below (8-10):

Right/Wrong answers: Will there be right/wrong answers to these questions?


Yes No
Mixed (Some will have correct answers, other will not.)

Immediate corrective feedback: Will you pre-select correct answers to some of all of the questions and
display correct response to the class after the SRT activity?
Yes
No
Why or why not?
Since this is a pre-assessment to see what they know I will not show the correct answers because at the end
of the unit I will give them these exact answers and see if now after learning the material that they able to get
the questions correct. In addition, this is really for me to see what I need to go over and what I may not need
to discuss because the class seems to have a good grasp on the content.
Describe what will happen AFTER the SRT activity?
After the assessment we will then ask the students how they felt about the quiz and then we will begin the
introduction for this unit.
How will the data be used?
The data will be used to see what the students know, what they dont know, and some things that we may
need to refresh on. This is really for the teacher to have a general idea of where the class is at. This will not be
a grade that will go into the grade book, but the teacher will keep that information and at the end of the unit
the students will be asked the same questions to see if they learned and mastered these concepts. Once the
teacher has reviewed the overall outcome the teacher will based her teaching off of the data she collected.
Describe your personal learning goal for this activity.
The teacher is trying to get an overall idea of what their student already knows. The teacher will then plan out
how she will teach the lesson accordingly really focusing on those questions/concepts that the class really
struggled with.

Summer 2017_SJB

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