Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Julia Cagle

Position Teacher

School/District Dalton Public Schools

E-mail Julia.cagle@dalton.k12.ga.us

Phone 706-428-7800

Grade Level(s) 7th

Content Area Literacy

Time line January 31-February 14 2017 (Two Weeks)

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.
ELAGSE7W7: Conduct short research projects to answer a question, drawing on several
sources and generating additional related, focused questions for further research and
investigation
ELAGSE7SL1: Engage effectively in a range of collaborative discussions with diverse
partners on grade 7 topics, texts, issues, building on others ideas and expressing their own
clearly. D: Acknowledge new information expressed by others and, when warranted, modify
their own view and understanding.
ELAGSE7SL4: Present claims and findings, emphasizing salient points in a focused,
coherent manner with pertinent descriptions, facts, details, and examples; use appropriate
eye contact, adequate volume, and clear pronunciation.
ELAGSE7SL5: Include multimedia components and visual displays in presentations to
clarify claims and findings and emphasize salient points.
Content Standards
3Knowledge Constructor: Students critically curate a variety of resources using digital
tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others. 3c: Students curate information from digital
resources using a variety of tools and methods to create collections of artifacts that
demonstrate meaningful connections or conclusions.
6Creative Communicator: Students communicate clearly and express themselves
creatively for a variety of purposes using the platforms, tools, styles, formats and digital
media appropriate to their goals. 6b: Students create original works or responsibly
repurpose or remix digital resources into new creations. 6c: Students communicate
complex ideas clearly and effectively by creating or using a variety of digital objects such
as visualizations, models or simulations. 6d: Students publish or present content that
customizes the message and medium for their intended audiences.
7Global Connector: Students use digital tools to broaden their perspectives and enrich
their learning by collaborating with others and working effectively in teams locally and
globally. 7b: Students use collaborative technologies to work with others, including peers,
NETS*S Standards: experts, or community members, to examine issues and problems from multiple viewpoints.

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Overview (a short summary of the lesson or unit including assignment or expected or possible products)

Students will learn more about their individual communication preferences by taking the Myers-Briggs personality
indicator. Students will create a written response, further explaining their specific communication preferences.
They will then post an oral response to questions by using the letsRecap.com. After critically reviewing peers
responses, and objectively observing others, students will gain a better understanding of communication
preferences and will synthesize this knowledge into a digital poster (using Canva, Pixlr, or Pixton) that teaches
others to embrace individual differences. Each student will present their poster to the class with an explanation as
to how their design shows their understanding of individual differences and the importance of embracing others.
Posters will then be placed around the school.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple yes or no and should have many acceptable answers.

Driving Question: How can I create a poster that teaches others to embrace individual differences?
Essential Questions:
1. What are my specific communication preferences? How does this influence how I interact with others?
How does this influence how others interact with me?
2. In what ways can I predict how others will communicate?
3. If I am trying to understand how other people communicate, what kinds of things will I look for when
observing them?
4. What visual elements are important when creating a poster?
5. How can I create a poster that is engaging and informative to my task?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

Students will create a culminating digital poster (using Canva, Pixlr, or Pixton) that demonstrates their learning.
This poster will be both presented to the class and hung around the school. Designs will be graded using the
teacher created rubric to determine if students synthesized their learning. Additionally, several other formative
assessments will be given throughout the lesson. These include: the written analysis of individual Myers-Briggs
results, individual oral responses using LetsRecap.com, observation sheets from objective observations, and
numerous quick learning checks at the end of specific class periods. Products will be differentiated by the unique
format of each assessment. The digital poster allows for students to choose among 3 different Web 2.0 tools,
allowing for choice. This permits students to choose which tool they are the most comfortable with. For the various
other assignments, students will use open-ended questions which allow for unique responses and more individual
assessment.

Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

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This project pushes students to learn more about themselves and the people around them. Oftentimes, students
are judgmental and harsh toward peers due to an unawareness of why people behave. By exploring the ways
people communicate, students will gain awareness that will serve them now and in the future. Technology will
support student learning in numerous ways: it offers sources for students to gain knowledge in communication
preferences, it supports the analysis process through use of LetsRecap.com, it provides a curation tool through
Canvas, and allows students to show their learning through use of Canva, Pixlr, and Pixton. Students will cement
their learning by presenting their poster through and hanging their designs around the school, leveraging an
authentic audience which promotes higher engagement. Students should understand how to use the Web 2.0
tools used in this project, or if they are new, mini lessons in use will be needed.

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)

Students have been working on research skills prior to this project including summarizing and informative writing.
Also, students have begun to show short tempers toward each other, which has led to several behavioral
concerns. There appears to be a need to learn how individual people behave, leading to a broader understanding
and acceptance of each other. Students have been working with Web 2.0 tools all year, so the main difficulties will
come with using a new tool. Specifically, LetsRecap.com might be uncomfortable for some students, but many
use video tools such as Snap Chat and Instagram often. Although students have been presenting all year, there
are many students whom still feel nervous speaking in front of the class.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

The core products will be completed individually, but with collaboration with small groups frequently throughout
the project. Much of the thinking behind the project will be learning from each other, including analyzing
someones work and observing others as they communicate. To further thinking, students will share their
observations with small groups in order to gain further analysis. This work will be completed in the classroom and
within other classrooms around the building. All students have been issued a Lenovo Laptop, though a small
percentage of students might not have their device on a given day due to repairs or other circumstances. In these
instances, students can use one of the two classroom desktop computers, my personal lap top, or my iPad, all of
which have access to each Web 2.0 tool used in this project. For days in which the internet might not be working, I
will have backup plans including students taking the Myers-Briggs on paper, writing responses on paper, and
creating video responses using either personal cell phones or the cameras on the laptops, then partnering with
someone to view and analyze responses.

Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Blooms Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

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Throughout this lesson, students will be constructors of their own learning through careful research, reflection,
and collaboration with others. I will work as facilitator, providing the necessary tools and aids during the project. I
will push students to think broadly and to synthesize what they have learned in order to teach others. Students will
need to evaluate the importance of certain information when explaining both their own and anothers behavior.
Students will also have to create a culminating project that demonstrates this learning. The knowledge they will
gain is authentic; understanding individual personality traits is crucial in creating and maintaining relationships. All
steps and resources will be available on Canvas, allowing students to move at their own pace. Collaboration will
be facilitated through a careful structure. Students will conduct individual research followed by collaborative
reflection to increase their overall understanding. During collaboration time, students will be given guiding
questions and other frameworks to shape their conversations. Each collaboration session will be followed with a
related assignment, such as individual reflection or another element to the overall project.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

My classes are grouped into 2 regular sections, and 1 advanced section. I have no ESS or ELL students in any of
my classes. Within each class, students have been assessed regarding their reading level, research skills, and
abilities to collaborate with others. In order to differentiate for this project, students will be ability grouped into
small groups; this is reflected by a seating chart, with like-ability students sitting at the same table. Additionally,
when students conduct observations, they will be assigned to a classroom based on information provided by that
teacher. I will look for specific students and classroom environments that I feel are of specific benefit to my
students due to their unique needs. Students will be able to learn independently and collaborative through careful
structure and guided assignments. Lastly, students will have the opportunity for extension of this project by
creating choosing a specific way to further teach others about their learning.
Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)

Students will present their posters to the class, including a description of their learning, observations, and
reflections throughout the project. After presentations, students will hang their posters around the school. Finally,
students will complete a Google form, in which they will provide information to me regarding the project. Did they
enjoy the project, what they found challenging and easy, and ways in which the project can be improved.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
After implementing this lesson, I found having everything available on Canvas not as effective as I had hoped. I
had envisioned some students being able to move ahead, while others would benefit from having all the steps
there to see. However, I feel this overwhelmed many students. They saw it as too much work. In hindsight, I
should have published activities on the day they were be completed. I also was surprised to see so many
students highly uncomfortable with LetsRecap.com. Many were instantly shy, and this assignment took about 3
times as long as I had budgeted. When I use this tool in the future, I will make sure to provide exposure in a safe
environment (like having responses only available to the teacher), before opening it up to the whole class. Even
with these setbacks, I do feel students gained a better sense of themselves and the people around them. I have
frequently heard them talking with each other using the specific vocabulary they learned in this lesson. They
especially liked the observation sessions. From their feedback, I believe this was the most impactful activity. I
hope in time I will see better communication and less aggravation with each other.

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 Rubrics

Step One & Two

Step Three

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