Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Summaya Knight

Position Educational Technology Specialist

School/District Red Oak Elementary/Henry County Schools

E-mail Summaya@ksuiteach.org

Phone 678-640-0997

Grade Level(s) Second Grade

Content Area Social Studies/ELA

Time line 4 weeks- Students will work on project 2 times a 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:
NETS*S Standards:
Students will read and describe the lives of Historical Figures in Georgia particularly Native Americans. They will
also describe the Georgia Creek and Cherokee cultures of the past through a shared research project on
individuals from both Tribes. Students will construct their knowledge by using digital tools to create digital artifacts
to make their learning experience more meaningful. Students must collect, locate information, and other
resources for their digital projects on the Georgia Creek and Cherokee cultures.

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

This lesson is a culminating task in which the students will complete at the end of the Creek and Cherokee
Native American Unit. Students have previously learned about important historical figures during the
colonization of Georgia. Students will have the option of picking an historical figure during this time period or a
Creek or Cherokee Native American Tribe to research. First the students will Skype with a researcher from the
Chattahoochee Nature Center to gain more information on the tribes of Georgia. The students will then be
placed into groups based on their topic of interest to complete research. The students will work in groups of two
to three students researching their topic of choice using Pebblego.com, Epic Books, and Overdrive. Digital
artifacts and presentations must include three to four important facts, life during colonization, influence on
Georgia Society, interesting or unknown facts, and how life would be without the tribe or historical figure. The
students were given the choice of creating a Microsoft Sway, Chatterpix, or Shadow Puppet to showcase their
information in a digital product. The students then shared their presentations with their parents and First grade
students so they can preview information for the upcoming grade level. The presentations were shared via
padlet where comments can be made regarding glows and grows of the project. Students also reflected on
their ability to research, create digital artifacts, and work together as a group via Creek and Cherokee Historical
Figures Flipgrid.

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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.

How can we use what we know about the Creek and Cherokee to show understanding of how
they lived long ago?
How can I compare the Creek and Cherokee cultures to present day Georgia?
How can we use what we know about important historical figures (Tomochichi, Sequoyah, Mary
Musgrove, and James Olglethrope) to understand Georgias colonization?
How did the historical figures (Tomochichi, Sequoyah, Mary Musgrove, and James Olglethrope)
impact life in Georgia today?

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 digital artifacts to demonstrate their understanding of the Creek and Cherokee Native
American tribes and/or important historical figures during this time. A graphic organizer and checklist will be
used to guide the students when finding information on their topic. Student presentations will be assessed with
a rubric created by the second grade teachers and instructional technology coach to determine if the students
understand how Creek and Cherokee lived long ago, their ability to compare life in the present and past, and
how the historical figures impacted life in Georgia. The process of researching is differentiated for all students.
There is an option to use overdrive, pebblego.com, Epic books (ebooks), or regular paper books to find
information. Students digital products are also differentiated with choices to create a Microsoft Sway, Shadow
Puppet, or Chatterpix to show their understanding of the research. Most importantly students have some
autonomy in picking their topic of research and are paired with a peer of similar interest.

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?)

The technology in this lesson supports several aspects of student learning. Students must use their research
and critical thinking skills to take notes and collect information while researching using online tools (Overdrive,
Pebblego.com, and Epic Books). Video tutorials and direct modeling were given on the use of each of the
research tools. The students were familiar with using Epic Books and Overdrive from previous lessons.
However, the skill of researching was a skill not previously modeled for students. Therefore, a mini-lesson was
demonstrated on how to gather information and write the information in student language. Students are able to

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 connect with a researcher via Skype to learn about the Cherokee and Creek Native American tribes that would
not have been possible without the use of Skype. Students prepared questions for the researcher prior to the
Skype session. Students are able to show their understanding through Chatterpix, Shadow Puppet, and
Microsoft Sway. Most of the students have been introduced to Shadow Puppet and Chatterpix from previous
lessons. Microsoft Sway was a new tool introduced and none of the students chose to use this tool. Video
tutorials and modeling were used to introduce the new tool Sway. Students presented their digital artifacts to a
meaningful audience of their peers and parents via Padlet. This allowed for the students to accept and give
criticism to their peers. Lastly the students reflected on their ability to collaborate, research information, and
comment on their success/failures on their digital artifacts via Flipgrid. Previously students have not used Padlet
or Flipgrid so direct modeling was used to explain the tools.
Digital Tools: Pebblego.com, Epic Books, OverDrive, Microsoft Sway, Chatterpix, Shadow Puppet, Flipgrid,
Skype, and Padlet
Resources: Cherokee and Creek Rubric, Graphic Organizer, Project checklist, Video Tutorials on Sway,
Chatterpix, and Shadow Puppet

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 are very familiar with the Cherokee and Creek native Americans of Georgia and the important historical
figures during this time from previously working on this unit during Social Studies. Some students may need
additional support during the lessons while others students have already learned how to use the different apps
and tools on the student iPads. Students who receive ELL and EIP support will require additional assistance.
Infographics and video tutorials will be used to support their diverse learning needs on how to use the apps.
Students may have difficulty using Microsoft Sway and Flipgrid due to this being a new tool introduced. Students
will have the option of picking the web 2.0 tool that demonstrates their learning of the material which helps in
their level of engagement and interest when using the tools.

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 classroom has access to their own iPads throughout the school day. The classroom is a 1:1 environment in
which the iPads reside in the classroom. Students will work in groups of two to three students with the same
research topic. iPads cannot be taken home during off school hours, so the teacher will give students time at the
end of the day to complete any unfinished work. Due to the limited number of adults in the classroom Third
Grade students will help during the creation of the digital projects. Each group will have an upper classman peer
helper to assist during the process. While creating the projects there may be an issue of loud noise while
recording the Chatterpix or ShadowPuppet videos. Therefore, students can record in the hallway and media
center for quieter recording space. Typically, the Wi-Fi runs smoothly in the school. However, during the
research portion of the project, the internet went completely out for the day. The students simply began using
paper books for research. I cant imagine the Wi-Fi completely stopping during the project and if so the digital
artifacts would have to change.

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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 This lesson provides high levels of engagement and collaboration for the students. The students are actively
involved in planning, researching, and creating a digital artifact that demonstrates their understanding of the
Cherokee and Creek Native Americans from the beginning of the project until the end. During the digital
creation process the students were always on task with no behavior problems. Students must use their critical
thinking and communication skills while researching their topic with a partner(s). Their ability to take
information and synthesize it to make sense for themselves and others is a hard task. Once the students
projects are complete they present their projects to first graders and their parents for a meaningful audience.
They also must evaluate their digital product and their ability to collaborate and research with others. Students
will complete their self-reflections using Flipgrid. The students ability to analyze and think about their learning
process makes the project come full circle.

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?)

Students are grouped in pairs and trios based upon their topic and interest level. The process is differentiated
during the research phase of the lessons. All of the students can choose how they would like to conduct their
research through Overdrive, Epic Books (ebooks), Pebblego.com, or paper books. Therefore, students may
choose to use digital or paper resources to research. The students can then search and find books on their
reading levels when using Epic Books. Also, students will have a choice to pick their presentation platform
based upon their learning style and needs. The classroom consist of EIP (Early Intervention Program) students,
ELL(English Language Learners), and students who receive support through Title funds so there is a wide range
of ability levels and learning styles in the classroom. These students will receive additional support from the
teacher during small group instruction with research and digital project completion. Enrichment opportunities will
be provided by allowing students to collaborate with other Second Graders in the school. The students can
practice their communication skills by discussing their project to their peers and reflecting on their strength and
weaknesses with researching and the digital artifact. Students can then help other Second Graders use the new
web 2.0 tools they learned to demonstrate their understanding on a subject.

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?

The closing event will take place at the end of the 4 weeks in November. Students will place their digital artifacts
on the classroom Padlet page to share presentations with their parents and a First Grade Classroom. The first
grade students and parents will have the opportunity to comment on the students digital artifacts on the
Cherokee and Creek Native Americans. This will give the students an opportunity to accept feedback and
criticism on their projects. The students will also reflect on their learning experience by posting their reflections
on Flipgird. On their Flipgrid video students will reflect on how well they collaborated with a partner, the
strengths and weaknesses of their digital artifact, and what they would change if they had the opportunity to
complete the project again. It was interesting to see the students reflect on their projects via Flipgrid which has
already been completed. The students were able to summarize what they learned and their experience with
collaborating with others. Students had the most difficulty stating what they would change about their project if
they were given the opportunity again. Overall the students were highly engaged and involved with the project
from the beginning when completing research until the end when completing their digital artifacts. The Third
Grade students were very helpful during the creation process of the project. Some students had difficulty taking
the information from their research and synthesizing the information in their own words. The co-operating
teacher and I revisited a mini lesson on how research by taking information from resources and writing down

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 important facts and information. The students digital artifacts were very creative and thought provoking which
may result from the students deep motivation and interest to complete their projects. The students also knew the
expectations before completing the project because a rubric was explained and reviewed. If I had the
opportunity to reteach this lesson again I would definitely give the students the same amount of choice with their
topic and project web 2.0 tools. I would definitely not introduce a new tool for the students to use without some
prior knowledge. Microsoft Sway was introduced as a project creation tool but none of the students chose this
tool mainly because it was more complex for Second Graders and took some time to learn. I would also give the
students a more authentic audience. It would be great to present their knowledge of the Cherokee and Creek
Native Americans to a group of students in another state or county learning about Native Americans.

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.
This lesson was well planned and implemented. A great deal of time was used for planning rubrics, video
tutorials, and infographics on the different Web 2.0 tools used. Overall the lesson ran smoothly each day
because of the constant modeling and premade materials on how to complete research. The extra support with
the Third Grade students was also a great form of assistance. I hope this experience allowed the students to
communicate and collaborate in a different way than normal. I also hope the teacher will be inspired to complete
more authentic digital projects in the future and allow her students to have some form of choice and voice in
what they are learning in the classroom. If educators were to implement a similar lesson as this, I would
definitely recommend having ample technology available for the students to use. Its difficult to recreate a project
with several digital components with little access to Wi-Fi and computers or tablets. Time is also an important
factor when students are creating artifacts. Therefore, allowing extra time for project research and completion
should definitely be taken into consideration. Many of the EIP, ELL, and Title students were pulled for extra
support during the Social Studies block. Therefore, half the class missed instruction. The teacher and I had to
get creative and allow the students to work on their projects during the morning work block and
enrichment/response to intervention time at the end of the day. Also, plan for enrichment activities for the early
finishers. I had several students finish their projects early and wanted to do an extension activity. The extension
activity planned for the students was too time consuming and more information was needed to complete the
activity. Also, teachers must be knowledgeable of different Web 2.0 tools for different age ranges and ability
levels. Its also important to make sure students have experience using the Web 2.0 tools offered in the project
this makes the digital artifact and researching portion run smoother.

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 Creek and Cherokee Native American Rubric
Student Name _______________________________________________________

Components Meets Approaches Met Minimum Does not meet Points

Requirements Requirements Requirements Requirements Earned

Information Includes an Includes only 2 of the Includes only 1 of Does not include
illustration, name of following: an the following: an illustration, name
about the famous illustration, name of illustration, name of the famous
individual/topic figure/tribe and birth famous figure/tribe of the famous figure/tribe or
place/origin of tribe. and birth place/origin figure/tribe and birth place.
of tribe. birth place/origin
of tribe.

25 pts 20 pts 15 pts 10 pts

Famous Facts Writes 8 or more facts Writes only 6 facts Writes only 4 facts Does not write
about how the famous about how the famous about how the about how the
figure/tribe influenced figure/tribe influenced famous figure/tribe famous
or impacted society. or impacted society. influenced or figure/tribe
No spelling or No more than 2 impacted society. influenced or
grammar errors; with spelling and/or No more than 3 impacted society.
neat and legible grammar errors; with spelling and/or
handwriting or typing. legible handwriting or grammar errors;
typing. with legible
handwriting or
typing.

25 pts 20 pts 15 pts 10 pts

Presentation Students display is Students display Students display Students display
exceptionally shows evidence of shows some has little to no
appealing in terms of effort in terms of evidence of effort evidence of effort
design, layout, and design, layout, and for appeal in terms or appeal in terms
neatness. neatness. of design, layout, of design, layout,
and neatness. and neatness.

10 pts
25 pts 20 pts 15 pts
Character Student portrayed Student displays only Student displays Does not include
character by dressing 2 of the following: only 1 of the dressing up,
Portrayal up, creating props, dressing up, using a following: dressing props, or scene.
and a scene. prop, or scene. up, using a prop, or
scene.

25pts 20 pts 15 pts 10 pts

Total Points earned for project: ___________________________________

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 References

Georgia Department of Education. (2015). Social Studies grade two Georgia Standards of Excellence.

Retrieved on November 1, 2017 from https://www.georgiastandards.org/Georgia-

Standards/Documents/Social-Studies-2nd-Grade-Georgia-Standards.pdf

Georgia Department of Education. (2015). 2nd grade English language arts Georgia standards of

excellence. Retrieved on November 1, 2017 from https://www.georgiastandards.org/Georgia-

Standards/Frameworks/ELA-Grade-2-Standards.pdf

International Society for Technology in Education. (2016). ISTE standards for students. Retrieved on

November 21, 2017 from http://www.iste.org/docs/Standards-Resources/iste-standards_students-

2016_one-sheet_final.pdf?sfvrsn=0.23432948779836327

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