anning

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ame:

Shimmin

2. Course/Content/Grade:

CSDDocs for Teachers

ule/Topic:

CSDDocs Sheets

4. Plan Duration:

60 min.

ard(s):

1. Facilitate and inspire student

learning and creativity (ISTE
Standards for Teachers #1).
c. Promote student reflection using
collaborative tools to reveal and clarify
students conceptual understanding
and thinking, planning, and creative
processes.
d. Model collaborative knowledge
construction by engaging in learning
with students, colleagues, and others 6. Objective(s):
in face-to-face and virtual
environments.
4. Promote and model digital
citizenship and responsibility (ISTE
Standards for Teachers #4)
b. b. Address the diverse needs of all
learners by using learner-centered
strategies providing
equitable access to appropriate digital
tools and resources

Teachers will be introduced to G

Sheets.

Teachers will be able to create
Google sheet to use in their cla

ocabulary:

Google Spreadsheets is a Web-based

application that allows users to create,
update and modify spreadsheets and
share the data live online. The Ajax-
based program is compatible with
Microsoft Excel and CSV (comma-

This lesson applies across the curr

It can be used for any class.

8. Inter-Disciplinary Connections:

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separated values)
files. Spreadsheets can also be saved as
HTML.

or Student Learning:

Teachers will create a Google Sheet that they will use in their teaching either with students or other te

gy Integration:
Teacher Use:
plicable)

Computer, projector, Internet

Content Specific Additions

13. Lesson Sequence

(What You Do When: Including Explicit
Instruction/Guided Inquiry)

. Begin the lesson by demonstrating what a
Google sheet is.

. In groups have teachers discuss and

search the internet for ideas on how

Google Sheets can be used in their
teaching.
. Create a class spreadsheet where
ideas can be recorded.
. Have teachers choose an idea from the
list or on their own and produce a
Sheet.

Student Use:

Computer, Internet

14.
DOK
Level

15. Grouping and Scaffolding

Structures (including interventions
for diverse learners)

16. Engagement & Checking for Under

(OTRs: What will students be say
writing, reading & doing)

Teachers could work in

partners.

For scaffolding, I would have
screenshots, demonstrations,
plus one-on-one help for all
teachers.

Thumbs up; thumbs down

Walk around the room to check fo
understanding

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ecting on their learning
feedback on their
g to the teacher)

to students:
iding feedback to
heir learning and

In a reflection, have teachers discuss how they will use the Google Sheet that they just produce

I will grade teachers with a rubric on their ability to create and share a Google Sheet.

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an Reflection Questions

students ready for this lesson? Which data support this?

nstructional objective met? How do I know students learned what was intended?

students productively engaged? How do I know?

my instructional plan as I taught the lesson? How and why?

e opportunity to teach the lesson again to the same group of students, would I do anything differently? What? Why?

udents ready to move on? If yes, how do I know? If not, what adjustments/re-teaching do I need to make to ensure student underst

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