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Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Jamie Nicholson
Position Kindergarten Teacher
School/District Belmont Hills Elementary / Cobb County School District
E-mail Jamie.nicholson@cobbk12.org
Phone 678-842-6810
Grade Level(s) Kindergarten
Content Area Technology , Writing, Language
Time line 1 week

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? )
Content Standards
T6.a Comprehends and applies kindergarten concepts and skills to related technology.
ELACCKL2d spell simple words phonetically in writing.
ELACCKW2,3 Uses a combination of drawing, dictating, and writing to compose a narrative.
NETS*S Standards:
1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge,
and develop innovative products and processes using technology. b. Create original works
as a means of personal or group expression

Overview (a short summary of the lesson or unit including assignment or expected or possible products)
Students will be adding text to pictures and creating a book on ocean animals on storyjumper.com. The lesson
will begin whole group with a short presentation on the Promethean Board by the teacher. The students will
watch as the teacher navigates and demonstrates the website and its tools. Immediately following the students
will each be on a computer in the computer lab. They will be given instructions to choose a book with a template
and they will practice changing the pictures and the text on the template. When a student shows knowledge of
how to do these task, they will then begin creating their own online story book. Itll be saved to the teachers free
account. When all storyjumper books have been graded with a rubric, the best ones will be posted on the
classroom wiki page to share with others. This will also serve as motivation for the students to do their best
work.

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? What questions can you ask students to help them focus on important aspects of the
topic? What background or prior knowledge will you expect students to bring to this topic and build on?)
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How can I share my writing?
What ways can I use the computer and its tools?
How can I best spell words?
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?)
The students will produce a story book from storyjumper.com which will help them produce new knowledge about
the keyboard and how to use a mouse to change the size of a picture. During the process they will be formatively
assessed on how they are able to navigate on the website and type. The summative assessment will be the story
book that will be graded with a rubric. Students will be able to read the story book to the teacher prior to grading,
during the process students who are struggling with manipulating pictures will be allowed to just add text to
preexisting pictures.

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?)
Technology supports the students learning of computer skills, phonetic spelling, and the writing process. This
lesson requires minimal resources; you will need a Promethean board, computers, access to Internet site
www.storyjumper.com, and an assessment rubric. The content covers a technology standard, a language
standard, and a writing standard. Previous computer skills are mouse control and a beginning knowledge of
typing.

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 need a working knowledge of letter sounds, the basics on how to use a mouse, and the basics on how
to type. A simple assessment on the computer where the teacher asks the students to use the mouse and type a
few sight words will let you know if they have the right foundation. Students may have difficulty navigating the
website because they will have to switch from page to page and also from text to pictures. Students may have
difficulty typing sentences because they are not familiar with the space bar or where the period is on the
keyboard.

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
troubleshoot them?
The lesson will begin whole group on the Promethean board and the teacher will display how to navigate the
website. Make sure to do the minimum so not to confuse the students with extra information that they wont be
needing. Next, the lesson will go to individual work in the computer lab. Problems that might arise here are
multiple students needing assistance at the same time, students double clicking too many times, or students
may not remember to use the space bar when typing. Pull students with difficulties to watch demonstration again
and make sure these students get extra assistance and monitoring. Finally, the lesson will go to small groups
during center time on the classroom computers. During this time students will create a storyjumper book on their
own. They will need assistance when trying to save the finished product to the teachers free account.

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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?

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?)
For students who struggle with writing they will be given sentence starters and assistance when they are trying to
sound out a word. They will also be allowed to read their story to the teacher before grading for better
understanding of what they wrote. Each student will be at their own computer, but will be allowed to communicate
with their neighbor for help. Students who are achieving the basics of the lesson will be asked to add more details
to their story and to try and write questions and not just statements. Magnifying of the screen for a student and
mouse skills will be assistive technologies that will need to be provided.


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?)
I believe that the students found this lesson to be interesting and meaningful because of the computer skills that
it taught them. This lesson was effective in students controlling the mouse properly and adding text to pictures. I
think they were able to navigate the website very well, but typing was difficult for them which also affected their
ability to spell phonetically. If I was to do this lesson again, I would have made an anchor chart with the students
with an example storyjumper book on it and then posted it in the computer center. I think that this would have
kept the students more focused when they were making their own storyjumper books on the classroom
computers during center time. I would have also made a specific word wall for the Ocean Tale book template.

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?
The instructional strategies in this lesson include whole group with an immediate follow-up individual activity
that will allow the students to apply what they just learned from the whole group lesson. This first individual
workings will be a formative assessment of student skills and when they create a story book on their own that
will become the summative assessment. By the students creating this final book, it puts the lesson at the
highest level of Blooms. This lesson is authentic because it is teaching the students computer skills that they
will have to use for the rest of their lives. It also allows for students to communicate and collaborate with each
other during the writing process and it allows students with the best work to publish it on the class wiki site so
they can share it with peers or family members.
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Overall, I feel like the students accomplished what I was asking of them. Their computer skills are still very young,
but they are improving quickly with the weekly practice that they get. Advice to others would be to build
background knowledge of the computers and how an author writes a story before conducting this lesson.

Category

3 points

2 points

1 point
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Meets Standards 17 - 21 Approaching Standards 13-16 Does Not Meet Standards 7-12

Total Points _________

Information
&
Support


I can use pictures, writing,
and telling to tell about the
topic.

I can use
pictures,
telling, or
writing to tell
about the
topic.
I do not tell
about a
topic.
Mechanics

I use letter sounds to spell
words.

I use some
letter sounds
to spell
words.
I use
random
letters.


I use the space bar
between words.
Sometimes I
use the space
bar between
words.
I do not
use the space
bar between
my words.

I always capitalize the
beginning of a sentence and the
pronoun I.

Sometimes I
capitalize the
first word of
sentences or
the pronoun I.
I do not
capitalize
appropriately
.


I use end punctuation
correctly.

With
support I use
end
punctuation.
I do not
use end
punctuation.

I use the mouse correctly.

I sometimes
use the
mouse
correctly.
I do not
use the
mouse
correctly.