google drive lesson

FRIT 7231 Key Assessment

Joyce (LyAnne) Polk

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Joyce (LyAnne) Polk

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Part IV: Instructional Objectives

Terminal Objective 1: The student can navigate Google Chrome documents.

Enabling Objectives:

1A. Gain access to Chromebook programs.

1B. Gain access to Google Chrome documents shared with user.

1C. Copy a shared document and create a new document without modifying the original.

1D. Use word processing skills to modify a document and save changes.

1E. Share a document with instructor and other users.

Terminal Objective 2: The student can explain what is meant by a constructed response answer.


2A. Recognize clues that a constructed response is necessary.

2B. Explain the steps for adequately completing a constructed response.

Terminal Objective 3: The student can provide an adequate answer to any given constructed

response question.


3A. Restate the question in the form of a statement.

3B. Include sufficient information to answer all parts of the question.

3C. Cite specific examples or quotes from the text or problem to support the answer.

3D. Explain the connection between the evidence cited and the answer given.

Terminal Objective 4: The student can self-assess their own response to a constructed-response

question.


4A. Use a checklist to ensure the response is adequate.

4B. Recognize areas that need improvement and that excel.

4C. Make changes that are necessary to improve response.

Classification of Instructional Objectives:

Content Performance

Recall Application

Fact 2 2A,

Concept 3B, 3C, 4B, 3A, 4C

Principles & Rules 3D

Procedural 1A, 1B, 3 1, 1C, 1D, 2B

Interpersonal 1E

Attitude 4A 4


Joyce (LyAnne) Polk

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Relationship between Instructional Objectives and Standards:

Instructional Objectives CCGPS (Common Core GA Performance Standards)

2B, 3B, 3C ELACC4RL1: Refer to details and examples in a text when

explaining what the text says explicitly and when drawing

inferences from the text. / ELACC4RL3: Describe in depth a

character, setting, or event in a story or drama, drawing on specific

details in the text (e.g., a characters thoughts, words, or actions).

2A, 3A, 3D ELACC4RI7: Interpret information presented visually, orally, or

quantitatively and explain how the information contributes to an

understanding of the text in which it appears.

2, 3, ELACC4W10: Write routinely over extended time frames (time

for research, reflection, and revision) and shorter time frames (a

single sitting or a day or two) for a range of discipline-specific

tasks, purposes, and audiences.

4, 4A, 4B, 4C ELACC4W4: Produce clear and coherent writing in which the

development and organization are appropriate to task, purpose, and

audience. / ELACC4W5: With guidance and support from peers

and adults, develop and strengthen writing as needed by planning,

revising, and editing.

1, 1A, 1B, 1C, 1D, 1E ELACC4W6: With some guidance and support from adults, use

technology, including the Internet, to produce and publish writing

as well as to interact and collaborate with others; demonstrate

sufficient command of keyboarding skills to type a minimum of one

page in a single sitting.


Joyce (LyAnne) Polk

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Part V: Development of Assessments

Lesson 1: Learning to Google

Objective 1: The student can navigate Google Chrome documents.






Assessments: In order to assess whether or not students have mastered the objective, I will use a

checklist style rubric. The rubric will be completed as I observe the learners and as I receive the

completed documents that are shared via Google documents.

UDL Principles:


Joyce (LyAnne) Polk

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Lesson 2: What kind of question is that?

Objective 2: The student can explain what is meant by a constructed response answer.

2A. Recognize clues that a question requires a constructed-response answer.

2B. Explain the steps for adequately completing a constructed response.

Assessments: The lesson will begin with informal assessments through the use of teacher

observations during the sort activity. During the work session, students will complete a practice

assignment in which they restate questions in the form of a statement. As a final assessment,

students will complete a ticket out the door task. Each student will be given a note card on

which to write an explanation of what constructed response is all about, and briefly explain how

to generate an answer.

Question Sort Activity:


Joyce (LyAnne) Polk

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Question Sort Answer Key:


Joyce (LyAnne) Polk

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Work Session Question Activity:


Joyce (LyAnne) Polk

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Work Session Question Activity:

Example of Ticket-out-the-Door Assessment:

Name Date

Constructed response means that you have to

come up with the answer on your own,

without any choices. To answer a

constructed-response question you should

always start by restating the question in

the form of a statement.


Joyce (LyAnne) Polk

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Lesson 3: RACE to the end.

Objective 3: The student can provide an adequate answer to any given constructed response

question.

3A. Restate the question in the form of a statement.

3B. Include sufficient information to answer all parts of the question.

3C. Cite specific examples or quotes from the text or problem to support the answer.

3D. Explain the connection between the evidence cited and the answer given.

Assessment: The students will complete a performance-based assessment in which they rotate

through stations to answer levelled constructed-response questions. The groups will be assigned

to visit three stations, depending on their reading levels.


Joyce (LyAnne) Polk

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Joyce (LyAnne) Polk

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Lesson 4: What can I do better?

Objective 4: The student can self-assess their own response to a constructed-response question.

4A. Use a checklist to ensure the response is adequate.

4B. Recognize areas that need improvement and that excel.

4C. Make changes necessary to improve responses.


Joyce (LyAnne) Polk

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Joyce (LyAnne) Polk

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Part VI: Content Sequencing & Instructional Strategies

Sequence Sequence Description Objective

1

Students will learn to navigate Chromebook software

in order to copy and modify a shared document in

Google Chrome.

1, 1A, 1B, 1C, 1D, 1E

2

Students will recognize questions that require

constructed-response answers and be able to explain

the steps that will lead to an adequate response.

2, 2A, 2B

3

Students will apply steps learned in lesson 1 to

adequately respond to a multi-step question that

requires a constructed response with cited evidence.

3, 3A, 3B, 3C, 3D

4

Students will assess their own responses to a

constructed-response question using a checklist and

rubric, and make necessary changes to improve the

response.

4, 4A, 4B, 4C

5 Students will demonstrate mastery of the skills listed

above.

All of the above.

The sequencing for the lessons is based on the learning-related sequencing method. At

any point prior to the academic lessons, the students must be taught to use Chromebooks, as well

as to navigate Google documents. The academic lessons begin with familiarizing the students

with the concept that there are various types of questions, and that each question type has

specific response styles that are appropriate. Next, the students must be taught the pre-requisite

technology skills that are needed in order to access the content. The remaining lessons are

designed to develop the content in a logical manner.

Lesson 1: Learning to Google

Objective 1: The student can navigate Google Chrome documents.






Motivational Strategy: Present student with make-believe situation: Termites entered the

classroom overnight and ate all the paper and pencils we had. How can we do any work

today?? Have students brainstorm ways to continue with lessons and still complete

assignments.

google drive lesson

Documents

constructed response

constructedresponse

b interpersonal

c elacc4w4

c elacc4rl1

adequate answer

shared document

c principles rules