Name: Sara Boyer

Grade Level: Fourth

STUDENT RESPONSE AND ASSESSMENT TOOLS
Content Area: Social Studies
Standards Addressed: SS4H5 The student will analyze the challenges faced by the new
nation. a. Identify the weaknesses of the government established by the Articles of
Confederation. b. Identify the major leaders of the Constitutional Convention (James
Madison and Benjamin Franklin) and describe the major issues they debated,
including the rights of states, the Great Compromise, and slavery
Student Response Technology Used:
NearPod Socrative PollEverywhere iRespond TodaysMeet Other: Quizlet
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 the SRS activity we will learn about the Articles of Confederation. We
will focus on the academic language involved in the subject. We will also discuss what Quizlet is and how
to use it.
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
Additional explanation of purpose (optional):
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 The students will start the SRS activity by
discussing how to use Quizlet. I will answer questions that the students have about the technology and the
Articles of Confederation prior to the SRS activity. The only material needed is technology such as
computers, phones, or tablets for the students.
The students will begin the Quizlet by reading the questions and answering them at their own pace. This
allows for differentiation in the classroom. Then, the students will lock in their answers and be able to
review their answers. Lastly, we will go over all of the vocabulary words together and discuss questions in
class. This activity should take about forty minutes to complete.

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
or fill in the blank Longer open-ended response
1. Provide samples of questions/prompts to be given to students:
2. A written plan of government

TYPE THE ANSWER

THIS IS A SHORT ANSWER RESPONSE QUESTION.

1
Right/Wrong Answers: Will there be right/wrong answers to these questions? Yes No
Mixed (Some will have correct answers, others will not.)