Lesson 7 - Checkpoint Assessment Day 2

STEPP Lesson Plan Form
Teacher: Ms. Eder

School: Altona Middle School
Title: Checkpoint Assessment Day 2
Grade Level: 6th
Date: 4/17/2015
Content Area: Language Arts
Lesson #: 1 of 1
Content Standard(s) addressed by this lesson:

6.3.3.a. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. (CCSS: L.6.1)
6.3.3. b. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (CCSS: L.6.2)
6.3.3.b.ii. Spell correctly (CCSS L.6.2.b.)
CDE Technology Standards
VI. Technology Operations Standard
Students demonstrate a sound understanding of technology concepts, systems and operations. Students:
A. understand and use technology systems.
B. select and use applications effectively and productively.
CSS Math Standards
6.1.1.c. Use ratio and rate reasoning to solve real-world and mathematical problems. (CCSS: 6.RP.3)
6.1.1.c.iv. Find a percent of a quantity as a rate per 100. (CCSS: 6.RP.3c)
Understandings:
- Students will understand that knowing how to spell and adding new words to their vocabulary gives
them more opportunity to be strong writers and readers.
- Students will understand that knowing the difference between passive and active voice is important to
improving their own writing.
Inquiry Questions:
- How does knowledge of roots and affixes help determine the meaning of unknown words?
- How is word selection important to a piece of writing?
- If strong, well-selected vocabulary is used, what might a reader say to the author?
Evidence Outcomes:
Every student will be able to: spell and give the definitions for the spelling words.
Given the spelling packets and practice on SpellingCity throughout the week I can successfully take and
pass my spelling and vocabulary quiz with no help from my peers or teacher.
Every student will be able to: identify passive and active voice verbs.
Given the NoRedInk homework throughout the week, and the in-class presentation I can successfully
take and pass my NoRedInk quiz with no help from my peers or teacher.
Colorado State University College of Health and Human Sciences
Page 1
Planned Lesson Activities

Name and Purpose of Lesson
Approx. Time and Materials

Anticipatory Set
Procedures
Closure
Differentiation
Checkpoint Assessment Day 2

Fridays are dedicated to assessing the students knowledge for the week. That way we, the
teachers, can look at the students results to see if they have mastered the material. If they
have then we move on, and if not we know that we need to spend more time on that
subject in the upcoming weeks.
One regular class period (85 minutes)
iPads, green pens, class roster, spelling packets, calculators, NoRedInk, SpellingCity, hink
pinks, head phones
Do now!
Students will begin by turning in their Academic Vocabulary 4.13-4.16 into Showbie.
They then get until 10 minutes after class starts to study for their spelling and vocab.
Do now! (10 minutes) - individual practice
Grade Spelling (20 minutes) - group practice, teacher input: After someone passes out the
green pens we grade the spelling. Each student grades their own, and I will do a quick
glance before entering them to check if they were honest.
Collect Spelling (5 minutes) - I have to collect all the packets at their table before they are
allowed to begin their quiz.
Spelling/Vocab Quiz (30 minutes) - individual practice: On their iPads students takes
these quizzes. The spelling portion requires head phones, but we no longer lend out these
head phones since it is the 4th quarter.
NoRedInk Quiz (20 minutes) - individual practice: In previous months these quizzes
were taken in the computer lab, but due to testing (CMAS and PARCC) students now take
them on their iPads in the room. Once they complete their spelling they are to go directly
to this.
Hink Pinks (remainder of class) - group practice: Hink pinks have students use
thesauruses and make them think about word choice. They are brain teasers that can
increase vocab. Once everyone in the class is completed they may take the remaining time
to solve these puzzles.
Closure (3 minutes)
Today's closure is more of housekeeping. I will remind them of what is due in the next few
weeks and we will go over some of the Hink Pink answers.
We have a different spelling test set for one student. He gets tested on different words. A
few students write the spelling on paper before putting in the iPad. One student takes
spelling test on paper and I grade it manually.
Page 2

Assessment
Summative: Both the NoRedInk and Spelling are Summative. They come as a final test at
the end of the week of work to see how well the students stayed current on homework.
They do have the option to reassess if they fill out the sheet, but chances are we are not
returning to the subject and this knowledge is now expected to be known.
Page 3
Post Lesson Reflection

1.
To what extent were lesson objectives achieved?

Here are the NoRedInk results:
Class period
Average
Low
High
92%
76%
100%
95%
83%
100%
87%
33%
100%
These results showed me that nearly everyone achieved the lesson objectives. If you look
at the lowest scores in period 2 and 4 they are passing. The student who received the 33%
in period 5 has since reassessed and earned a 90%. The next lowest score to his was a
63%. So if you take out the 33 since it has been resolved and improved that means not
one student failed the quiz. A 63% is not ideal, but it shows basic proficiency and that is
growth from before. The averages are what were really encouraging; these are some of
the better NoRedInk averages. I was concerned since they have never heard of passive
and active voice, but the combination of in-class work and homework seemed to help
them really learn and understand it. The spelling and vocabulary data wasn't as
encouraging. I had a feeling that the students had not studied much when they asked me
on Thursday if we were on week 27. In order to study their words on their iPad app they
need to click on the week, and if they were just asking about what week were on the day
before the test I knew that there would be some issues. I still had some students get 100%
on these quizzes, but I had a lot of lower scores. This is due to the fact that spelling and
vocabulary is completely independent work, so if I don't do any work with it in class then
they have to take the initiative to do it on their own.
2.
What changes, omissions, or additions to the lesson would you make if you were to
teach again?
I would have better organized the Hink Pinks. I didn't leave enough room at the end to go
over them and why we did them. The closure was rushed, but they were so into figuring
out the answers that I got caught up in their engagement and my timing got thrown off.
3. What do you envision for the next lesson?

The next lesson is our typical Monday routine. After that we will be working on writing
our argument papers again.
Page 4

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STEPP Lesson Plan Form

Teacher: Ms. Eder

Grade Level: 6th

Content Standard(s) addressed by this lesson:

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

Planned Lesson Activities

Approx. Time and Materials

Checkpoint Assessment Day 2

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

Colorado State University College of Health and Human Sciences

STEPP Lesson Plan Form

Post Lesson Reflection

To what extent were lesson objectives achieved?

3. What do you envision for the next lesson?

Colorado State University College of Health and Human Sciences

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