Topic: Science

Standard(s): 2.PS.1 Forces change the motion of an object.

Objective(s): The students will create a “leprechaun trap” and cause it to close using what they

have learned about force and motion. The students will complete an exit slip explaining what

force is, what motion is, and how they used force and motion to cause their trap to close.

Description: The students were assessed on their ability to recall information from the read

aloud, the video on force and motion, and the hands-on activity to complete the sentence starters,

“Force is…”, “Motion is…”. The students are also assessed on their ability to explain how their

trap used force and motion to close and essentially “trap” their leprechaun.

Rationale: To begin this lesson, the students will participate in a think-pair-share with a partner

to discuss what they think the words force and motion mean. This will allow for the students to

brainstorm about they already know and maybe gain new ideas from their peers’ thoughts on the

definitions as well. The teacher will then display the definitions on the board and show the

students a video about force and motion and the students will work in groups to make a list of

different forces that are considered a push and a pull (i.e. pushing a shopping cart, pulling a rope

in tug of war). These activities will support all learners in the classroom by giving them the

opportunity to both read, write, see the definitions and examples of force and motion visually as

well as come up with their own examples amongst their groups. Then, in the same groups, the

students will devise a plan for how they will create their leprechaun traps and cause them to

close using what they have learned about force and motion. This activity is developmentally

appropriate due to the teacher providing clear directions, giving the students the information

necessary to successfully build their traps, providing specific feedback throughout the activity,

demonstrating how to build a trap by providing examples, and assisting groups when necessary.
The scoring guide aligns with the criteria because it checks for the students’ understanding of

both the definitions of force and notion and their ability to explain how force and motion is used

in their own leprechaun traps. The child friendly rubric allows for the students to check whether

they were able to define force and motion on their exit slip or if they are still unsure what the

terms mean. The differentiated scoring guide is simplified for the students that are given a

differentiated exit slip that requires them to match the words to the definitions whether than

define them and therefore there are only two areas for them to check whether they were able to

match the words or whether they need some review.

Differentiation: A differentiated assessment was provided to the two students in the class that

struggle with reading and writing, allowing them to match the definitions to the words force and

motion rather than writing out full sentences themselves. Additionally, these students will have

the words and definitions read aloud to them during the assessment by either the TC or the

classroom aide.
 The student participated in creating the leprechaun trap.

The student explained how force plays a role in the operation

of their leprechaun trap.
The student explained how motion plays a role in the
operation of their leprechaun trap.
The student accurately defined motion on the exit slip.

The student accurately defined force on the exit slip.

I defined force accurately!

I defined motion accurately!

I understand how my leprechaun trap used

force and motion!

I understand force and motion!

I need some review with force and

motion!
Topic: Social Studies

Standard(s): SS.2.4 Biographies can show how peoples’ actions have shaped the world in which
we live.
Objective(s): The students will read a biography about Saint Patrick and then answer who, what,

where, when, why, how questions to show understanding of the main idea and details. The

students will also complete an a KWL chart and in the L column, the students will need to write

what a biography is and at least 1 thing that they learned about Saint Patrick or Saint Patrick

from the lesson.

Description: The lesson will begin with students participating in a think-pair-share about Saint

Patrick and what a biography is. They will share their ideas about what they think a biography

is/is about and then the teacher will explicitly explain what a biography is to the class and give

examples. Then, the students will need to write in their KWL charts, the definition to biography

in own their words in the K column and what they think they will learn from reading a biography

or what they want to learn from the biography in the W column. Then, after reading the

biography aloud as a class, the students will review what a biography is and what they learned

from the biography by answering four questions on a handout related to the details of the

biography. After all of this, the students will be given the sentence starter “A biography is…”

and they will need to define that and then also write at least 1 thing that they learned about Saint

Patrick from the biography read in class.

Rationale: Prior to this assessment, the students have explicitly reviewed what a KWL chart is

and what kind of information that they should be writing in each column. The teacher provided

the students with plenty of information to be able to complete the sentence starter and explain

what they learned by reading a biography. Throughout the assessment, the teacher walks around
the room and provides assistance to students, asking them questions to promote their thinking

about what they have learned and how biographies provide us with a plethora of information.

The scoring guide aligns with the criteria because it scores the students on three separate areas

related to the social studies standard. The students are first assessed on their ability to answer

four questions about the biography on Saint Patrick to show understanding of how biographies

can show how people’s actions have shaped the world. Then, the students are assessed on their

ability to define biography on the exit slip. Finally, the students are assessed on their ability to

recall 1 detail from the biography that shows how Saint Patrick has shaped the world. The

scoring guides allow for both the TC to assess the students and the students to assess themselves

in all these areas. The differentiated scoring guide provided to the two students that struggle to

read and write due to working a grade level behind, allows for them to be successful by

completing the handout even if they do not get all four answers correct. The wording is also

simplified and gives the students the opportunity to receive credit for recalling 1 detail from the

biography orally.

Differentiation: The two students in the classroom that are reading and writing a grade level

behind will be pulled to reread the biography and complete the handout questions together.

During this time, the classroom aide will provide additional assistance with both the handout

questions as well as the exit slip. The students will be given the option to complete the exit slip

questions orally for credit.

Color in 1 leaf of the four-
leaf clover for each question
you get correct!

Circle one:
I’m not sure what a biography is.
I know what a biography is!

How many details from the biography did you write?

012+
 Color in the clover if
you finished the
questions!

Circle one:
I’m not sure what a biography is.
I know what a biography is!

Did you name 1 detail to the teacher from the biography?

YesNo
Topic: ELA

Standard(s): RI.2.1 Ask and answer such questions as who, what, where, when, why, and how

to demonstrate understanding of key details in a text.

Objective(s): The student will show understanding of main idea and key details in a nonfiction

text by answering questions such as who, what, where, when, why, and how on the given online

quiz through National Geographic Kids.

Description: This is a technology-based assessment using National Geographic Kids and the

students’ chromebooks. Prior to the assessment, the students will be participating in a lesson

about Saint Patrick and St. Patrick’s Day. The class will be watching a video about the holiday

and Ireland, as well as read a passage about the holiday aloud together. After reading, the

students will have a short discussion about what they have read and learned from the passage and

then the teacher will have them all log into their Google classroom where they will find a link to

an online quiz through National Geographic Kids, with a similar set up to other assessment tools

such as Kahoot. The quiz contains 10 questions that were covered in the lesson. When the

students are finished completing the quiz, they are to raise their hands to have their score

checked and recorded by the teacher (_/10).

Rationale: The students provided with a large variety of information through different forms of

media to prepare them for this assessment. The assessment has a variety of who, what, when,

where, why, and how questions relevant to the information learned in class about St. Patrick’s

Day. The TC will put the first question on the Smart Board and the class will answer it together

to demonstrate how to operate the quiz on their own. Then, the students will be given their

scoring guides and finish the quiz independently.

The scoring guide aligns with the criteria because it allows for the students to answer questions

that support the reading standard and show evidence that they can pick out key details in a

nonfiction text like the ones read during class. The scoring guide also gives the students an

opportunity to reflect on the questions that they got wrong by having them fill in the correct

answer in the third column when they get a question incorrect. The differentiated scoring guide is

appropriate for the students that have trouble writing because all they will need to do on their

scoring guide is mark when they get a question correct.

Differentiation: During the online quiz, the two students will be pulled to have the questions

and answer choices read aloud to them. These students will still be working independently but

will be given additional assistance. Instead of the students needing to reflect on their incorrect

answers in written form, the TC or classroom aide will have a discussion about each missed

question with the student at the end of the quiz to help them better understand why they missed

the questions that they missed.

 Teacher Checklist
Student Quiz Results
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Question # Mark if If incorrect, write the correct answer
correct here:

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Question # Mark if correct

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Topic: Math

Standard(s): 2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds,

tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Objective(s): The students will be able to accurately compare two three-digit numbers using the

words greater than, less than, and equal to.

Description: The students will be partnered up and given a deck of color cards. The color cards

are colored index cards that have comparison equations printed on them. For example, “164 __

391”. Some of the cards will also show the amounts represented in images of base ten blocks to

allow the students to see the values in more than one way. Each deck has 20 cards. The students

will take turns quizzing each other with the color cards, answering either greater than, less than,

or equal to. The students will be given a “goal” of getting at least 15 correct. The teacher will

walk around to each set of partners and answer any questions. The answers will be printed on the

opposite side of the index cards.

Rationale: The color cards include both numerical and manipulative visuals to support different

types of learners. It allows the students to display their knowledge in a way that is different from

the traditional paper and pencil assessments. In addition, the students may add challenges in their

duos such as how many they can get correct in 30 seconds. The teacher walks around and

provides any additional explanation if students appear to be struggling. This is developmentally

appropriate because it allows the students to have choice in choosing their partners. It also gets

the students in the habit of using the academic language greater than, less than, and equal to and

applying it.

The scoring guide aligns with the criteria because it allows for the students to evaluate both their

ability to understand the math concept of comparison as well as their ability to use the correct
academic language of greater than, less than, and equal to. The scoring guide also allows them

to evaluate their ability to collaborate respectfully and efficiently with their partner during the

activity.

Differentiation: The assessment includes three-digit numbers shown in multiple different forms

using standard form and base ten blocks The differentiated scoring guide was created for a

student that struggles with learning new math concepts and requires a classroom aide to keep

them on task. The scoring guide allows for the child to succeed even if they made a few more

mistakes. It also allows for the child to receive help from the classroom aide during the activity.

This scoring guide will then be used to pull the student out and reteach the concept if necessary.