Student Response and Assessment Tools

Lesson Idea Name: What Am I Feeling?

Grade Level(s)/Content Area: Pre-K/Emotions
Content Standard Addressed: SED2.2b Uses verbal and non-verbal expressions to demonstrate basic
emotions such as anger, happiness and sadness.

Technology Standard Addressed: Use technology to design and implement a variety

of formative and summative assessments that accommodate learner needs, provide timely feedback to
students and inform instruction.

Overarching Question: What do we do when we get sad? How do we show our emotions?

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☒ Other: Flippity
URL(s) to support the lesson (if applicable):

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
Bloom’s Digital Taxonomy Level(s):
☐ Remembering ☒ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration:

☒ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce the
SRT activity: I would probably start the lesson in large group and talk about how we are feeling that
morning/afternoon. I could include a book that describes different emotions or why we feel emotions. I could
follow that up with asking students what types of things make them feel sad, mad, happy, etc. We could also
talk about what kind of things we do when we get sad like stomp when we are mad or cry when we are sad. I
could then break it off to small groups and allow some students to do the matching game, some students can
make “emotion masks”

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

TFrazier, 2021
 Student Response and Assessment Tools
☒ 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: The students will be working in smaller groups
or individually to match the emotions to the emojis.

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

If you are unable to provide a working sample of your questions, please list them below (7-10). If you
cannot provide one or two critical thinking questions in your assessment, please list a question or two you
would want students to provide an open response to below. Use your Bloom’s terms to design the
question(s):
What are the different ways we show our emotions?
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? It is a matching game.
Describe what will happen AFTER the SRT activity? How will the data be used? Since this SRS would be
used after a group lesson about the different emotions, I can use how well they do on the matching game/
how difficult it is to assess if there are other things that need to be gone over.
Describe your personal learning goal for this activity. I hope that the students find it as a more fun way to
learn about their emotions and what they look like. Being a game, the students can me more engaged and not
feel like they are learning.

Reflective Practice: I think this activity would be a good way to keep students engaged. I could also make the
game into a physical matching game instead of online to make it more accessible to students in their down
time. I think a fun web tool I could use in teaching about emotions would be Flipgrid and encourage them to
take a video showing their angry face, sad face, etc. Or even other ways they show emotions like stomping or
laughing.

TFrazier, 2021