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STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Kayla Nobinger


Grade Level: 5th Grade
Content Area: Social Studies
Standards Addressed: SS5H4 Explain Americas involvement in World War II. b. Describe major
events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, D-Day, VE and VJ
Days, and the Holocaust.
Student Response Technology Used:
NearPod Socrative PollEverywhere iRespond TodaysMeet Other:
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: Students will watch the following video on The Holocaust
( https://www.brainpop.com/socialstudies/worldhistory/holocaust/ ) as a class, then individually, students
will go to Socrative and complete the quiz after they log in with my class code (Nobinger).
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: After students watch the Holocaust
BrainPOP video, students will log on to Socrates using my class ID, and will enter their name in
order to get credit for taking the quiz. Students will answer the questions to the best of their ability
without re-watching the video or using notes.
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
Provide samples of questions/prompts to be given to students: How did Hitler become so powerful?
What term matches the type of government in Germany during Hitlers rule? True or False: Anti-
Semitism means racism against Jewish people.

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STUDENT RESPONSE AND ASSESSMENT TOOLS
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? Students will be able to see their grade on the quiz and we will go over it in class
together.
Use of data: I intend to have students take this quiz twice. Once before watching the video, and again after
watching. I will look to see how much of a basic understanding of the Holocaust my students have prior to
starting the lesson, and their understanding of it after our lesson.
Describe what will occur after the SRS activity: After the activity, we will look deeper into the United
States involvement in the Holocaust and WWII.
Describe your personal learning goal for this activity. My personal learning goal for this activity is to
see what my students know about the Holocaust before we discuss it, and to see how having a visual
representation affects their understanding and knowledge of the material.