LessonPlanningFormforAccessibleInstructionCalvinCollegeEducationProgram

Teacher:ErinGibbs

Date

th th
Subject/Topic/Theme:SocialStudies/NoteTaking(Digital) Grade:4
/5

I.Objectives
Howdoesthislessonconnecttotheunitplan?
Thestudentshavebeenlearningdifferentnotetakingstrategies.Inthepreviouslesson,theylearnedthreestrategiesofnotetakinginprint.Thislessonwillfocuson
digitalnotetaking,continuingonwiththetheme.Theyareusingtheirstrategiestodoresearchonanewamendmenttheyhavenotpreviouslylearnedabout,andwill
laterpresentwithagroupontheirfindings.

cognitive
physical
socioemoti
Learnerswillbeableto:
RUApAnEC* development
onal

Recallandlistthethreeprintnotetakingstrategiesfromlesson1
OperatetheiPadsappropriately
CompareandContrastthedifferencebetweenprintanddigitalnotetaking
Evaluateandselectthebestmodeofresearchfortheirgroup
Relatelesson1strategiestodigitalnotetaking

U
Ap

An
AnE
An

CommonCorestandards(orGLCEsifnotavailableinCommonCore)addressed:
CCSS.ELALITERACY.L.5.4.C:
Consultreferencematerials(e.g.,dictionaries,glossaries,thesauruses),bothprintanddigital,tofindthepronunciationand
determineorclarifytheprecisemeaningofkeywordsandphrases.
CCSS.ELALITERACY.L.4.4.C:
Consultreferencematerials(e.g.,dictionaries,glossaries,thesauruses),bothprintanddigital,tofindthepronunciationand
determineorclarifytheprecisemeaningofkeywordsandphrases.
CCSS.ELALITERACY.SL.5.1.B:
Followagreeduponrulesfordiscussionsandcarryoutassignedroles.
CCSS.ELALITERACY.SL.4.1.B:
Followagreeduponrulesfordiscussionsandcarryoutassignedroles.
CCSS.ELALITERACY.RI.5.2:
Determinetwoormoremainideasofatextandexplainhowtheyaresupportedbykeydetailssummarizethetext.
CCSS.ELALITERACY.RI.4.2:
Determinethemainideaofatextandexplainhowitissupportedbykeydetailssummarizethetext.

GradeLevelContentExpectations
P4.2.2
Participateinprojectstohelporinformothers
P2.3
Knowhowtofind,organize,interpretinformationfromavarietyofsources.
P2.4
Useresourcesinmultipleforms
andfrommultipleperspectivestoanalyzeissues.
P1.1
Useappropriatestrategiestoreadandinterpretbasicsocialsciencetables,graphs,graphics,mapsand
texts

MichiganTechnologyStandards
3-5.CC.1.
use digital communication tools (e.g., e-mail, wikis, blogs, IM, chat rooms, video conferencing, Moodle, Blackboard) and online resources for
group learning projects
3-5.DC.2.
recognize issues involving ethical use of information (e.g., copyright adherence,
source citation
)

st
21
CenturySkills(skills21.org)

ResponsibleCitizenship:demonstrationofpropertechnologyuse
Collaboration:
Workingtogethertoshare,advocate,andcompromiseonissuescriticaltoteamssuccess
.
InformationLiteracy:theabilitytofindusefulandreliableinformation
*remember,understand,apply,analyze,evaluate,create

II.Beforeyoustart
Identifyprerequisite
knowledgeandskills.

Outlineassessmentactivities
(applicabletothislesson)

Studentsshouldknow:
WhataniPadis
Whichamendmenttheirgroupwasassignedbynameandnumber
Howtotypeonanelectronicdevice
Thethreenotetakingstrategieswelearnedinlesson1
Preassessment(forlearning):
Studentswillbegivenashortsurveyonwhattheyknowabouttechnologyandnotetaking.Itwillconsistofthree
questions.

Formative(forlearning):

Studentswillbegivenaselfassessmentsurveytofilloutaftertheirresearchperiodisover.
Formative(aslearning):

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Iwillwalkaroundandobservestudentsduringresearchtime.
Summative(oflearning
):
StudentswillsubmittheirnotesonEvernotebyeditingthesharednote,NotesfromiPad

Whatbarriersmightthis
lessonpresent?
Forstudentswhodonthave
accesstotechnologyathome,
thislessoncouldpresentbarriers
inoperationskills.Thiscould
alsopresentissuesforstudents
whohaveahardtimewithfine
motorskillsasthetouchingofa
screenrequiresprecisetouches
foraccuracy,especiallywith
typing.

Whatwillittake
neurodevelopmentally,
experientially,emotionally,
etc.,foryourstudentstodo
thislesson?
Tobesuccessfulinthislesson,it
wouldbeidealforstudentsto
havesomeexperiencewith
technologieslikeiPadsorsome
othertablet.Goodintakecontrol
willbecrucialforthislesson
becausetherewillbealotof
newthingscomingatthe
students.Eventhebestonescan
havedifficultywithnew
overload.Themainintake
controlsthatwillneedtobe
welldevelopedareselection,
span,andmindactivitycontrol.
Thiswillbeimportantfor
studentstomakethebig
connectionstotheprevious
lesson.
Finemotorfunctionwillbe
importantforsuccessinthis
lessonaswell.Typingona
keyboardishardenough,and
thosearephysicalkeysyoucan
feel.Typingonkeysyoucant
feelandthatareverysensitive
takesalotofgoodfinemotor.

Materialswhatmaterials
(books,handouts,etc)doyou
needforthislessonandare
theyreadytouse?

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ProvideMultipleMeansof
Representation
Provideoptionsforperception
makinginformationperceptible
TheiPadsprovidetheoptionof
customizinghowyouview
informationtextsize,screen
brightness,etc.

Provideoptionsforlanguage,
mathematicalexpressions,and
symbols
clarify&connect
language
Studentswillhavetheoptionof
lookingupvocabularyviathe
Internet,printresourcesoraskinga
teacheriftheyneedto.Theywill
alsohaveacoupleofinteractive
gamesthattheycanplaywiththeir
tablepartnertohaveconcepts
displayednonlinguistically.
Provideoptionsforcomprehension
activate,apply&highlight

ProvideMultipleMeansof
ActionandExpression
Provideoptionsforphysicalaction
increaseoptionsforinteraction
TheiPadswillbetheassistive
technologiesforthislesson,
providingstudentswithmany
avenuesoffindinginformation.
Someinformationcanbereadto
themlikeanaudiobookwouldbeif
theyhaveahardtimereadingthe
words.Theywillalsohavethe
optionofusingprintresourceslike
dictionariesandthesaurusesifthey
wantto.Forthislesson,theyare
requiredtosubmitnotesdigitally,
buttheywillbeallowedtowritea
hardcopyiftheychoosetokeep
themfortheirownuse.
Provideoptionsforexpressionand
communication
increasemedium
ofexpression
Studentscanwritetheirnotesin
theirSocialStudiesnotebooksas
wellasintheEvernote.

Provideoptionsforexecutive
functions
coordinateshort&long
termgoals,monitorprogress,and
modifystrategies
Alistofwebsitestheyareallowed
touseforresearchandgameplay
willbeprovided.Theywillneedto
choosefromthatlist12things
theywanttodo.

12iPads(1perpairofstudents)
24selfassessmentsurveys
Groupchecklist
24listsofwebsitesforresearchandgames
24preassessmentsurveys

ProvideMultipleMeansof
Engagement
Provideoptionsforrecruiting
interest
choice,relevance,value,
authenticity,minimizethreats
Studentsmaychoosetowork(with
theirpartner)attheirseats,in
thehallway,orinthereading
corner,minimizinganythreats
ordistractionsthatmaybe
present.

Provideoptionsforsustaining
effortandpersistence
optimize
challenge,collaboration,
masteryorientedfeedback
Studentswillbeworkingagain
withtheirtablepartnersonthe
activities,sothiswillallowthemto
collaborate.Theyalsowillbe
collaboratingonanEvernote
documentwiththeirentiretable
throughoutclass.Theywillbe
providedachecklistthatcanbe
completedeitheronlineoron
paper.
Provideoptionsforselfregulation
expectations,personalskillsand
strategies,selfassessment&
reflection
Attheendofclass,studentswillbe
givenashortselfevaluationform
toseehowtheythinktheyhandled
thetechnologyandhowwellthey
thinktheylearnedinformationfrom
itversususingtraditionalpaperand
pencil.

Howwillyourclassroombe
setupforthislesson?

III.ThePlan

Time
Components
:00

:04

Motivation
(opening/
introduction/
engagement)

:08

:12

:14

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Development
(thelargest
componentor
mainbodyof
thelesson)

Theclassroomwillbesetupinfourtablesofsixdeskseach,howtheyarecurrentlysetup.However,
studentsmayusethehallwayorthereadingcorneronceIreleasethemtoresearch.

Describe
teacher
activitiesAND
student
activities
foreachcomponentofthelesson.Includeimportanthigherorderthinkingquestionsand/or
prompts.
**
iPadswillbedistributedbeforethelessonbegins,
preferablywhilestudentsarenotintheroom**

Giveoutthepreassessmentandallowsometime

forthemtoworkonit.

Ask:Whocantellmewhattheyhaveinfrontof

themrightnow?
Studentsanswer,iPads
Whatdoyouthinkwewillbeusingthemfortoday

thatrelatestowhatwelearnedlasttime?Howwould

youusetheiPadstodothat,doyouthink?
Studentsanswer,researchandthengivesome
Takeahandortwotoanswerthequestion.
examplesofhowtheythinkwecouldresearchwith
Explainfullywhatstudentswillbedoinginthelesson
aniPad.
Researchingmoreabouttheiramendment

withwebsites

TakingnotesusingEvernote

PlaysomegamesconcerningtheBillof

Rightsifwehavetime

IntroducetheiPadandtherulesforusingthem:

TheiPadsarenotinyourhandswhenIam
talkingunlessIaskyoutodoitwithme

YoumayonlyusethewebsitesIlistedon

the
orangesheet

Whenyoufinishtheactivity,puttheiPad

downsoIknowyouaredone

IfyouarecaughtusingtheiPad

inappropriately,youandyourpartnerwill
loseprivileges.

IntroduceEvernote,showstudentshowtoaccessit: Onepartnerischosentologintotheiremailand
1.
Openonepersonsschoolemail
theywillopentheEvernote.
2.
ClickthelinktothesharedEvernote

Icirculatetomakesureeveryoneisgettingtothe

webpage,andtoansweranyquestions.

Say:Now,whenweresearch,wehavetomake

surethatauthorsgetcreditfortheirwork,so

pleasetakeoutthe
bluesheet
Igaveyouatthe
Studentstakeouttheir
bluesheets
beginningofclass.Thiswillhelpusgivecreditto
peoplewhowrotethethingswetakenoteson.

:20

:23

:33

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Closure
(conclusion,
culmination,
wrapup)

Haveanexamplepreparedandallowstudentsto
workonitontheirown.GiveaURLtotypeinand
havethemfindthefollowinginformation:
Authorname
Dateofpublication
Websitename

Studentswillwritetheseelementsofwebcitations
ontheir
bluesheet
thatistobekeptintheSocial
Studiesfolder.

Iwalkaroundtochecktheirworkandanswer
questions.

Invitestudentstofillintheproperformatonthe
board.Ichoosethefirststudentandthenthat
studentchoosesthenextone,andsoon.Encourage
studentstochoosepeoplewhohavenotyet
participatedinclass.

Ask:Whocantellmetwothingsthatare
importantandthatweshouldtakenoteson?
Takeafewresponses,andhighlightthemajorones:
importantvocabulary(orvocabularyyoudont
know)andmainideas.Alsohighlightthatthey
shouldbepayingattentiontothecitationelements
andtomakenotesofthemtoosotheycanmakefull
citationslater.

Releasestudentstoworkontheirresearch.Givethe
guidelines,butremindthemthattheyarelistedon
theirgroupchecklist(
yellowsheet
)iftheyneedto
remember.
Eachpairofstudentsmustmake2notes
ontheEvernotefortheiramendment.
Makesurethatifyoudontunderstand
somethingthatyouhighlightitinthenote
ortypeitinadifferentcolor.

Somestudentswillaskiftheycangointhehallway
towork.Usegoodjudgmentofthestudentsyou
knowwillbehavewiththeiPadmostly
unsupervised.

IfInoticestudentsthataredoneortheysaytheyare
doneandtheworkchecksout,tellthemtheycango
ontoagamefromthelistgiven.

Invitestudentsbacktotheirseats.

Passouttheselfassessmentsurvey,
pinksheets.

Pairsofstudentswillgotoworkonthecitation.
TheywillputtheiPadsdownwhentheyare
finished.

Whenfinished,theywritedowntheelementsof
webcitationonthe
bluesheet.

Studentswilltaketurnswritingthecompleted
exampleontheboard.

Studentsanswerwithexampleslikeimportant
vocabularyandmainideas

Studentswillbreakoffandbegintheassignment.
Whentheyarefinished,theiPadshouldbeput
away,everythingclosedoutof,andnotesputaway.

Fillout
yellow
groupchecklistwheneveryoneis
done.

Studentsmaketheirwaybacktotheirseats

Givestudentssometimetocompletethesurveyand Studentsfilloutthesurveys.
haveonestudentfromeachtablecollectthemand
Oneteammembercollectsthemandputsthemon
puttheminapileonthebacktable.
thebacktable.
:40

Dothesamewithgroupevaluations,thenbring

everyonebacktogether.

Ask:Whataresomeproandcons(goodthings
Studentsgivesomeprosandconsi.e.,itseasyto
andbadthings)ofusingtheInternetor
searchtheInternet,theresalotofinformationon
technologyingeneraltodoresearch?
theInternet,itshardtotakenotesbecauseyou

cantwriteonit,etc.
Fornexttime,bethinkingaboutwhatyouputon
yourselfevaluations.Anythingyoufeltyou
couldimprove,besuretomakethose
adjustmentstohelpyourgroupmakeagreat
project.
Yourreflectionaboutthelesson,includingevidence(s)ofstudentlearningandengagement,aswellasideasforimprovementfor
nexttime.
(Writethisafterteachingthelesson,ifyouhadachancetoteachit.Ifyoudidnotteachthislesson,focusontheprocessof
preparingthelesson.)

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