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Student Response and Assessment Tools

Lesson Idea Name: I'm a Professional Artist

 

Content Area:Reading Comprehension

Grade Level(s):2nd

Content Standard Addressed:

ELAGSE2RI6: Identify the main purpose of a text, including what the author

wants to answer, explain, or describe.

 

Technology Standard Addressed:

For students: 2. Digital Citizen For teachers: 3. Model Digital Age Work and Learning

Selected Technology Tool:

 

Socrative ☐​iRespond ☐​Quizlet ☐​Plickers X Kahoot! ☐​Office365 Forms

☐​Other:

 

URL(s) to support the lesson (if applicable):

https://www.wilbooks.com/3822

https://create.kahoot.it/share/i-m-a-professional-artist/0e0e6fbd-36cf-4836-a33c-faab88e0810c

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

 

☐​Computer ☐​Hand-held student response system (like iRespond) ☐​Phone X Tablet (such as iPad) X Other wireless device (such as iPod Touch)

Type of session:

 

X

Teacher-Paced

☐​ Student-Paced

Bloom’s Taxonomy Level(s):

 

☐​Remembering ☐​Understanding ☐​Applying X Analyzing ☐​Evaluating ☐​Creating

Universal Design for Learning (UDL):

 

Through the use of this student response system, we can support the learning experiences for students that have trouble writing (or other physical disabilities) through physical use of an Ipad or Ipod. Using SRSs can also help keep children with attention disorders engaged throughout the lesson.

Describe the instructional activities that will occur PRIORto the SRT activity and how you will introduce the SRT activity.

First, I will introduce what author's purpose by describing that author’s purpose relates to why the author even wrote the book to begin with. Then, we will go over different purposes (describe, persuade, answer), but I will explain that there are many more than what we talk about in class (ex: inform, entertain, etc.). Students will read the book "I'm a Professional Artist" by Jim McHugh.

Describe the purpose of the SRT activity (check all that apply):

 

Assess prior knowledge ☐​Anticipatory set (Create interest in a topic) ☐​To illuminate common

X Formative assessment of content knowledge (for purpose of differentiation and mastery

misconceptions for ALL students)

☐​Summative assessment of content knowledge

☐​Test preparation

Spring 2018_SJB

 

Student Response and Assessment Tools

☐​Survey/Poll X Discussion starter ☐​“Homework” collection ☐​Other (please explain):

Briefly describe what will happen DURINGthe SRT activity: Every student will be provided with a tablet or Ipod. Then, they will be instructed to login to the Kahoot, and try their best to provide the correct answer (emphasize that it is not for a grade). The teacher will then open the Kahoot and ensure that everyone is in before starting it. The teacher will also read the questions out loud and all the answer choices. This activity will last about 10 minutes. The last question on the Kahoot prompts discussion between partners. This will be explained in the “AFTER” portion.

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

 

XMultiple choice

X Multiple select

☐​True/False

X Yes/No

X

Short open-ended response or fill-in the blank

☐​Longer open-ended response

If you are unable to provide a working sample of your questions, please list them below (8-10):

https://create.kahoot.it/share/i-m-a-professional-artist/0e0e6fbd-36cf-4836-a33c-faab88e0810c

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

X

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? X Yes ☐​ No Why or why not? Since this Kahoot is more of a formative assessment, I want students to know what they got wrong that way we can discuss why.

Describe what will happen AFTER the SRT activity? The last question of the Kahoot states, “Discuss with a partner another reason why an author may write a story. Choose ‘ready to share’.” Instruct students to talk with their partners first and once they come up with an answer they can both select “ready to share”. After everyone has had a chance to talk with their partners, the teacher can ask if anyone wants to share their responses. Hopefully some students will come up with answers similar to “entertaining” or “informing”. The teacher can then ask for any examples from other books that have been read throughout the semester, or if anyone has an individual reading book that they would like to share and explain the author’s purpose.

How will thedata be used? I will use the results of this Kahoot to formally assess each student and make sure everyone understands author's purpose. I will not share the assessment results with other students, but I will use the results to guide the rest of my instruction on author’s purpose. For example, if I notice that the most missed question was, “If Jim rewrote his story to persuade people into becoming an artist what might he include?”, then I would discuss what “persuading someone” means.

Describe your personal learning goal for this activity. I’ve never made a Kahoot before, so it would be interesting to see what students take away from it. I hope my students will have a better understanding of author’s purpose and how it relates to the book we read in class. I also hope that they can identify the author’s purpose in other reading books. It would be even better if they could relate this lesson to their own writing as well.

Reflective Practice: I feel like this activity is a great way to engage all the students at once. It is also very helpful for the classroom teacher to see what concepts the students are struggling with and which concepts

Spring 2018_SJB

Student Response and Assessment Tools

do not need to be retaught. Looking back after creating this lesson I do believe it could be made better by using a different student response system. I like Kahoot, but I feel like “Socrative” has more options and gives you more control. Overall, this lesson will help impact student learning by engaging them in higher order thinking and collaboration with other students.

Spring 2018_SJB