Instructional Software

Lesson Idea Name:​ Plotting with Superheros

Content Area:​ English Language Arts
Grade Level(s):​ Kindergarten

Content Standard Addressed:

ELAGSEKRL3: With prompting and support, identify characters,settings, and major events in a story.

Technology Standard Addressed:​ 1c Empowered Learner: use technology to seek feedback that informs and
improves their practice and to demonstrate their learning in a variety of ways.

Selected Technology Tool:​ Brainpop

URL(s) to support the lesson (if applicable):​ https://jr.brainpop.com/readingandwriting/storyelements/plot/

Type of Instructional Software:

X​​Drill and Practice ​X​Tutorial ​☐​Simulation ​☐​Instructional Game ​X​e-books/e-references

Features of this software (check all that apply):

X​Assessment Monitoring/Reporting
X​Allows teacher to create customized lessons for students
☐​Multi-user or collaborative functions with others in the class
☐​Multi-user or collaborative with others outside the class
X​Accessible to students beyond the school day
X​Accessible via mobile devices
X​Multiple languages
X​Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

X​Remembering ​X​Understanding ​X​Applying ​☐​Analyzing ​☐​Evaluating ​☐​Creating

Levels of Technology Integration (LoTi Level):

☐​Level 1: Awareness ​☐​Level 2: Exploration ​☐​Level 3: Infusion ​X​Level 4: Integration

☐​Level 5: Expansion ​☐​Level 6: Refinement

Universal Design for Learning (UDL): ​This assignment can be done utilizing Brainpops other language
versions, in addition to providing the student with either a bilingual version of all book/worksheets used or a
version of all books/worksheets used in their native language.
Lesson idea implementation:

The Brainpop video is to reiterate the ideas of characters, settings, and plot. Before watching the video the
teacher will read students a fun short superhero story. The students and teacher will then have an interactive
discussion on each of the terms and will use the book as a reference. The students and teachers will form a
chart using the whiteboard. They’ll list the characters, settings, and plot of the book they have just read. The
teacher will use this time of charting to further explain each concepts and will call on different students to
help in assessing if all students are understanding.

Spring 2018_SJB
 Instructional Software
Once complete, students will watch the Brainpop video and proceed to take the easy quiz to assess their
understanding and application of the terms to this particular video story. Students are all required to take the
easy quiz and are allowed to attempt the hard quiz as a further challenge to themselves. The easy quiz grade
will be what the teacher uses to assess if the students are grasping the ideas of characters, settings, and plot.

Including the pre-lesson and the Brainpop video/quizzes the teacher will allot 30 mins for completion of this
lesson.

After the Brainpop lesson, students will choose a book during their library time or if they prefer, another
audible book on brainpop or other applicable sites. Students will listen to/read their books and complete a
given worksheet. The worksheet will have areas for the student to fill out the plot, characters, and setting of
the story through pictures or words. These worksheets will be turned in to further help the teacher assess if
students are grasping the concepts and allow the teacher to see if any students need to be pulled aside for
additional support in this content. This activity can be given 2 days to complete with 20-30 mins spent each
day.

The summary activity will be a CD or Audible reading of another superhero book for the class. The book will
be played while students listen on the carpet and view the book in large print from the book the teacher
holds.
Reflective Practice: ​A further expansion of this lesson would be moving onto allowing students to draw, write,
type, or create their own stories. Developing their own stories will further show the students truly grasps the
elements of a story and how to use these elements when creating. Other story writing technologies, apps, and
software could be utilized in doing this in order to help those who still struggle with handwriting and spelling
or for those with any disabilities that might benefit from technology over pencil/paper.

Spring 2018_SJB