Ashley Vinas

A. Personalization / Individualization / Differentiation

Learning Goal:
Teacher is the one who personalizes the lesson to connect to previous lesson realistically from
the story Turkey Trouble.
The learning goal from this lesson is: Students will be able to understand what Thanksgiving is
about, and identify how Thanksgiving happens in peoples life within 45 minutes.

Learning Activity:
Teacher presents the learning activity by incorporating factual evidence from a resource to
present to students. There is differentiation in this lesson because teacher makes a video from a
multimedia presentation that incorporates visual and auditory learning.
1.
2.
3.
4.

Teacher shares YouTube video for students to understand what Thanksgiving is about.
Teacher reviews the multimedia presentation individually for review.
Teacher uses quizlet for students to respond to questions and hand them in.
Teacher shares Voki to engage students in responding to a question based on an animated
cartoon turkey asking students what is their favorite food? Why?
5. Students draw and explain their favorite foods to share with class.

Assessment of Learning:
Teacher makes the assessment using quizlet to ensure that students understood the main points
about Thanksgiving from the lesson.

Technology Selection:
Teacher selects the technology.
Resources of technology selected are:

Screen-Cast- this is to record the information on the computer screen to make into a
video, and put onto YouTube
-Screen-Cast needs to be downloaded onto the main computer that lessons are being
taught.
-Teacher needs to have a YouTube account, and can make one easily if he/she has a
google account.

Prezi Presentation-this is a format to put information that is presented for others to see.
Prezi Presentation is online, and an account can be made to make presentations.

Technology Selection:

Visuals, text, pictures can all be included.

Voki- This is an online website that has animated characters that can be created, and can
have written information/auditory aspects included to publish the voki.
Username is necessary to make.
Quizlet- Create an account and ask questions related to the lesson for students to answer.
My link is here:

https://quizlet.com/_1ofpc2

B. Agency / Control / Ownership / Choice / Interest / Passion

Talk Time: During the lesson/unit, who is the primary driver of the talk time?
Both, because teacher initiates the lesson and gives directions. Then as students learn about
Thanksgiving they are able to share their thoughts, connections, and questions at any point in the
lesson.

Work Time: During the lesson/unit, who is the primary driver of the work time?
Both because the teacher will guide them into completing the activities in a timely manner, but
students are able to provide feedback on how much longer they need during work time.

Interest-Based: Is student work reflective of their interests or passions?

Somewhat because Thanksgiving connects to where they are living, and the final activity of their
favorite food is a great ending note to share their interests in foods.

Technology Usage: Who is the primary user of the technology?

Teacher because he/she facilitates the lesson activities by organizing the structure, format, and
ways of using the technology to complete the lesson activity.

C. Communication
Audience: How are students communicating?
Students in this school are communicating together by sharing their thoughts on the information
on Thanksgiving, identifying reasons why Thanksgiving has happened, and explaining what their
favorite food is.

Communication Technologies: Are digital technologies being used to facilitate the

communication processes?
Yes
Yes by using the following to facilitate learning with communicating technology:

Video

Infographics

Audio

Multimedia

D. Collaboration (co-working, co-creating; more than just

communication)
Collaborators: How are students working?
Students are able to identify information about Thanksgiving, and review the information together.
Students in this school are collaborating together as a whole classroom by co-creating their own important
foods that connect to who they are and their interests that can be shared and displayed as a classroom.

Collaborative Technologies: Are digital technologies being used to facilitate collaborative

processes?
Yes.

E. Authenticity / Relevancy
Real or Fake: Is student work authentic and reflective of that done by real people outside of
school?
Real because Thanksgiving is a historical aspect that has happened to people outside of the
school, and has affected many people to celebrate this holiday in the United States.

Contribution: Does student work make a contribution to an audience beyond the classroom
walls to the outside world?
No.

F. Discipline-Specific Inquiry
Domain Knowledge: Are students learning discipline-specific and -appropriate content and
procedural knowledge?
Yes because it describes the social/physical/cultural outcomes from Thanksgiving to relate the
history to how far we have come today.
If yes, is student work focused around big, important concepts central to the discipline?
Yes student work is focused around their responses to what they noticed about Thanksgiving from the
lesson activities, how they respond to the assessed questions, and how they relate these concepts back to
their favorite food that may be a food commonly ate during Thanksgiving.

Domain Practices: Are students utilizing discipline-specific and -appropriate practices and
processes?

Yes because first students are provided with the content about the discipline on
Thanksgiving, then discussion/review is available, followed by the assessment all
about Thanksgiving, and lastly allows students to be creative and thoughtful of their
own personal experience with the food that they have ate.
These steps to how the domain is practiced are in a gradual progression for students
to be able to practice and process the information about Thanksgiving.

Domain Technologies: Are students utilizing discipline-specific and -appropriate tools and
technologies?

Somewhat, because the teacher is the one utilizing the technology for them to receive the
information to learn about the discipline.

G. Critical Thinking (HOTS + metacognition) / Creativity / Initiative /

Entrepreneurship
Deeper Thinking: Do student learning activities and assessments go beyond facts,
procedures, and/or previously-provided ways of thinking?

Somewhat because then after hearing about Thanksgiving they need to connect to their
own background knowledge and experiences to identify a favorite food, and explain why.

Creativity: Do students have the opportunity to design, create, make, or otherwise add value
that is unique to them?

Somewhat because at the end of the lesson students are able to design and create any food
that they want to add as their favorite food, and it does not have to relate to Thanksgiving
foods.

Initiative: Do students have the opportunity to initiate, be entrepreneurial, be self-directed,

and/or go beyond given parameters of the learning task or environment?

Somewhat because they have to assess their knowledge of how this affected themselves,
and then grasp other places in their world that have a significance as to what their favorite
food has become.

Metacognition: Do students have the opportunity to reflect on their planning, thinking, work,
and/or progress?

Yes because of the assessment used from quizlet to identify certain questions that they
should be able to reflect and answer on their own. Also, they need to plan an appropriate
visual thinking of what their favorite food is and work on creating thoughts about that
food. There is progress because all the activities connect together from start to end of the
lesson.

H. Technology
Technology as Means, Not End: When digital technologies are utilized, do the tools
overshadow, mask, or otherwise draw the focus away from important learning?
No.

Technology Adds Value: Does technology add value so that students can do their work in
better or different ways than are possible without the technology?
Yes because it promotes interaction, listening skills, and animation that the teacher may not be able to
apply by just discussing it for the content without technology.

Meaningful Technology Usage: Are digital technologies utilized appropriately and

meaningfully for the learning tasks?
Yes because the teacher can apply the technology usage to bring the discussion to relate to those
technology usages.

I. Assessment
Alignment: Are standards, learning goals, instruction, learning activities, and assessments all
aligned, both topically and cognitively?
Yes because there is a gradual progression to achieve these learning goals based on how the
instruction starts with the direct instruction on what it is about from the learning activities on the
Prezi and YouTube video, and then assessed on what they have learned.

Authentic Assessment: Are students creating real-world products or performances?

Yes because they are able to create any food product they want to that they have ate in their daily life.

Assessment Technology: Are digital technologies being used to facilitate the assessment
process?
Yes, because all questions are displayed on the screen using an interactive link to make students look at
the question, and write down the answers. Then when students are done the teacher can go over the
assessment step-by-step through the online assessment that has a variety of ways to learn about the
content such as flashcards and scatter.