Student Response and Assessment Tools

Lesson Idea Name: A Wrinkle in Time, Chapter 1

Content Area: ELA
Grade Level(s): 5th
Content Standard Addressed:
ELAGSE5RL1: Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text. ELAGSE5RI1: Quote accurately from a text when explaining what
the text says explicitly and when drawing inferences from the text. ELAGSE5RL2: Determine a theme
of a story, drama, or poem from details in the text, including how characters in a story or drama
respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
ELAGSE5RI2: Determine two or more main ideas of a text and explain how they are supported by key
details; summarize the text. ELAGSE5RL3: Compare and contrast two or more characters, settings, or
events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Technology Standard Addressed:

1. Empowered Learner Students leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning sciences. Students:
c. use technology to seek feedback that informs and improves their practice and to demonstrate their
learning in a variety of ways.

Selected Technology Tool:

☒ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
https://b.socrative.com/teacher/#import-quiz/35053786

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

Universal Design for Learning (UDL): I would offer a Spanish language version of the quiz and an audio
recording of the questions.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
The SRT activity I designed is meant to be a companion to a reading of Chapter 1 of A Wrinkle in Time as
homework. Prior to beginning reading students will have been introduced to Madeleine L’Engle’s history
and gotten a snapshot of the time in which she wrote A Wrinkle in Time for the sake of context. A lesson on
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theme, tone, character, plot and setting would precede this homework assignment. The homework
assignment would span two days to give readers of all levels adequate time to complete the reading.

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):

Briefly describe what will happen DURING the SRT activity: The students will read chapter 1 of A Wrinkle
in Time as part of their assigned homework (approximately 21 pages). Once the student has read the text,
the student will take the Socrative quiz. There is no time limit on the quiz, and questions are listed in the
order events take place in the book. The students are able to use their text as a reference to answer
questions. Students will have two evenings to complete the reading and quiz. The student will submit the
quiz prior to the start of school on the due date. The teacher will review submissions to see where there are
common misconceptions and common understandings. The teacher will also select examples to highlight in
class and incorporate as discussion starters. 15-20 minutes will be allotted for class discussion and discussion
will serve as a warm up for a character traits activity.

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 (8-10):
https://b.socrative.com/teacher/#import-quiz/35053786

Right/Wrong answers: Will there be right/wrong answers to these questions?

☐ Yes ☐ No
☒ Mixed (Some will have correct answers, other will not.)
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
For those questions that have right or wrong answers, students might have time between submission and the
start of ELA block to review reading, discuss with family or peers and gain a better understanding of why
incorrect answers were incorrect.

Describe what will happen AFTER the SRT activity?

After the SRT activity, a lesson will begin where the class dee-dives into character traits.

How will the data be used? This data will be collected by the teacher. Students will receive a completion
grade and their submissions will inform differentiated learning for the next unit segment: character traits and
development. The questions were designed to touch on theme, tone, character, plot and setting but a great
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degree of focus is on character. Gaps in learning and misconceptions on the concept could begin to be
identified before the deep-dive into character to allow for the stressing of necessary concepts.

Describe your personal learning goal for this activity.

My goal for this lesson is for students to appreciate the nuances of storytelling in a world where people tend
to skim information more and more frequently. This will improve their reading comprehension and this will
also have a positive impact on their writing. I hope that the data collected would give me targeted
information about misconceptions and gaps so that I may address them quickly and effectively. A better
understanding of the essential elements of a story in the beginning of the novel will allow students to gain
more insight further into the novel.
Reflective Practice: I would like to do a so-called deep-dive into each story element. I would think of this
novel study as the culmination of most of their ELA study throughout elementary school. This novel and this
kind of approach will help students be more prepared for the rigors of middle school. Over the course of the
unit I would like to utilize Nearpod, word cloud generators, and graphic organizer generators such as Creately.

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