Student Response and Assessment Tools

Lesson Idea Name: What is the Perfect PB&J?

Grade Level(s)/Content Area: 1st Grade ELA
Content Standard Addressed: ELAGSE1W2 Write informative/ explanatory texts in which they name a topic,
supply some facts about the topic, and provide some sense of closure.

Technology Standard Addressed: ISTE Educator Standard 7B: 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: How do you write a piece of non-fiction text like an instruction manual for a meal?

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): https://www.socrative.com/

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: Teacher will begin discussing types of informative texts and discussing instruction manuals
and explain how they will be making instructions to make a PB&J. Tell them the teacher has the secret
instructions to make the perfect PB&J and the student will be trying to write their plans and seeing how
close they can get to this secret plan. Then students will be given access to the Socrative quiz.

Describe the purpose of the SRT 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 purpose of differentiation and
mastery for ALL students) ☐ Summative assessment of content knowledge ☐ Test preparation
☐ Survey/Poll ☐ Discussion starter ☐ “Homework” collection ☐ Other (please explain):
TFrazier, 2021
 Student Response and Assessment Tools

Briefly describe what will happen DURING the SRT activity: The students will fill out the first Socrative
question and once all answers have been submitted students will be paired off to exchange and discuss their
plans to see how they are similar and different. Then teacher will reveal the “secret” plan for the perfect PB&J
and then open the second Socrative question which will allow them to modify their original plan now knowing
what they could add or takeaway.

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): 1. “Create a plan to make the perfect Peanut Butter and Jelly sandwich” 2. “After seeing the
teacher’s secret plan, how would you change your PB&J plan to be clearer and more specific?”

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? No because there is no specific correct answer for this lesson idea
Describe what will happen AFTER the SRT activity? How will the data be used? Creativity with the
instructions will be collected to see how well students do with thoroughness and specificity when writing
informative pieces of text. Information will be shared with students in their pairs for discussion purposes, but
to conclude students can choose to share their plans with the whole class for feedback. Students who
struggle with this will be met with during any available small group time to further discuss informative
writing, as well as any extra practice can be given for this student in a way that would allow them to practice
and learn most effectively for their specific needs.

Describe your personal learning goal for this activity. Goal is for students to feel more confident and less
intimidated by informative writing and will help them learn by interesting them with this secret plan for the
perfect PB&J.

Reflective Practice: This lesson is a great introductory to ease students into nonfiction text and make them
more confident in their abilities concerning it. Taking steps further into nonfiction writing that expands
beyond just instructional pieces.

TFrazier, 2021