STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Jesse Garber

Grade Level: 6th Grade
Content Area: English Language Arts
Standards Addressed: ELAGSE6L5: Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
Student Response Technology Used:
NearPod Socrative PollEverywhere iRespond Todays Meet Other: Kahoot!
Technology that students will use to respond to questions/prompts:
Computer Hand-held student response system (such as iRespond) Phone
Tablet (such as iPad) Other wireless device (such as iPod Touch)
Describe the instructional activities that will occur prior to the SRS activity and how you will
introduce the SRS activity:
Prior to completing the student response activity there will be a class presentation on the different types of
figurative language to review the definitions, terms, and a few examples. The figurative language terms
that will be covered will include simile, metaphor, alliteration, hyperbole, idiom, personification, and
onomatopoeia.Students will be instructed to take notes on a specific notes sheet during the presentation so
that they will have it for reference in future lessons.
Describe the purpose of the SRS 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 purposes of differentiation and
mastery for ALL students) Summative Assessment of Content Knowledge Test Preparation
Survey/Poll Discussion Starter Homework Collection Other

Type of session: Teacher-Paced Student-Paced

Identification of students:
Students will log-in so their individual scores will be available to you after the session
SRS activity will be anonymous
Briefly describe what will happen during the SRS activity: During the activity students will be using
Kahoot! as a pre assessment to a mini unit on figurative language. While playing Kahoot! students will
work individually but be playing against one another to create a competition and game like feel. Prior to
the activity the teacher will create the Kahoot! quiz and as students are logging onto the website the teacher
will provide the code for students to login. Students will use the classroom set of iPads to complete the
activity and the activity should take a total of no more than 15 minutes.
Blooms Level of Critical Thinking Required (check all that apply):
See http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering Understanding Applying Analyzing Evaluating Creating
Types of questions/prompts (Check all that apply):
Multiple choice Multiple Select True/False Yes/No Short open-ended response

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 STUDENT RESPONSE AND ASSESSMENT TOOLS
or fill in the blank Longer open-ended response
Provide samples of questions/prompts to be given to students:
For the following questions students will be asked to identify the type of figurative language being used.
The multiple choice answers that students will be able to choose from contain a variety of the figurative
language options. There are 10 questions but below are an example of three.
1. An example of a simile is:
a. I am king.
b. Pop! Bang! Boom!
c. Two tiny tots talking to them.
d. He is as tall as a tree.
2. Break a leg is an example of:
a. Alliteration
b. Hyperbole
c. Idiom
d. Onomatopeia
3. Which is an example of personification:
a. He hit his head hard.
b. Our class is as loud as a lion
c. The roses danced in the wind.
d. The book is a bombshell.
Right/Wrong Answers: Will there be right/wrong answers to these questions? Yes No
Mixed (Some will have correct answers, others will not.)
Immediate corrective feedback:
Will you pre-select correct answers to some or all of the questions and display correct response to the class
after the SRS activity? Yes No
Why or why not? Yes, I would go over the correct answers with the class after the activity in order to
reinforce the concepts and so that students see a purpose to the activity.
Use of data: What data will be collected as a result of this activity? How will it be used and by whom?
The data collected from the activity will help guide instruction as well as provide information on specific
students in order to differentiate future lessons. Since this activity will serve as a pre assessment it will be
most important to use the data to help me to understand which types of figurative language my students are
struggling to understand to provide more direct instruction during the mini lesson on those concepts.
Describe what will occur after the SRS activity:
After the SRS activity students will complete a week long mini unit on figurative language. During this
instruction students will analyze a short story containing a variety of figurative language examples.
Students will also have the opportunity to work with figurative language by creating their own examples.
Describe your personal learning goal for this activity: My personal goal for using student response
systems in the classroom is to provide the students with a fun and engaging way to collect student data on
their prior knowledge relating to figurative language. Using a SRS in my classroom would be a new
learning tool that I have not tried before and I hope that the instantaneous data will assist me in guiding
instruction quickly with also being able to differentiate for students who need it in real time.