Instructional Software

Lesson Idea Name: The Gist and You

Content Area: ELA
Grade Level(s): 4

Content Standard Addressed: ELAGSE4RI2: Determine the main idea of a text and explain how it is supported
by key details; summarize the text.

Technology Standard Addressed: Knowledge Constructor level 3 and Creative Communicator level 6

Selected Technology Tool: Brain Pop, Post-It Notes, PowerPoint, Text-to-Speech and Graphic Organizers.

URL(s) to support the lesson (if applicable): https://www.brainpop.com/english/writing/mainidea/

Concept map: https://www.brainpop.com/make-a-map/?topic=/english/writing/mainidea/
Movie Maker: https://www.brainpop.com/make-a-movie/landing/?refer=/make-a-movie/%3Ftopic=2808

Type of Instructional Software:

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

Features of this software (check all that apply):

☐ Assessment Monitoring/Reporting
☐ 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
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

I will have the students preview the BrainPop Main Idea video before class for those students that need to
preview vocabulary and/or ELLs. The website provides ways for students to see the material with auditory
and visual support to provide additional context to learning. The concept mapping and video creation tool
allows for students to have choice over their expression of understanding. I am allowing students to use Post-
It Notes, graphic organizers, PowerPoint and BrainPop to create concept maps or a video to communicate the
main idea of the passage they are reading. I can create graphic organizers for students who are needing
additional prompting for cognitive support and organization of ideas. I can have Post-It Notes with
“somebody, wanted, but, so, then” written on each note to help them find it in the story, write it down, and
then move it to organize the ideas. Students will have an option of a printed copy of the text or to use an

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iPad with a PDF of the text so that text-to-speech programming can read text to them or enlarge the print for
reading and visual support.
Lesson idea implementation:
I will review the learning objective for the lesson: that students learn to identify the main idea in a text and
summarize it. I will activate background knowledge by asking students to list activities that they participate in
during PE. I will use my SMART Board or white board to write down student identified activities. I will then
connect those to the main idea of “PE activities.” I will explain the concept of the main idea in a text and how
to identify it. Then I will play the BrainPop video for the class to support those that do not have access to the
internet or time to have watched the video for homework as well as to reaffirm the concept with the students
that need conceptual support. I will explain how to summarize a story using the main idea as a guide. I will
model how to identify and summarize for a short text. I will then read a short story for guided practice,
where students help me identify the main idea and summarize the text. I will then allow students to have
independent practice where they can choose from a selection of stories printed out in the class (as well as
uploaded onto the iPads) to engage in. Students can choose to work independently or with a partner to
engage in the text and present the main idea as well as the summary. Students will be able to choose the
form of expression, where they can create a PowerPoint, comic strip, concept map, movie, or complete a
graphic organizer to show what they know. At the end of the lesson, I will allow students to share their
products if they choose. If multiple students or groups chose the same text, I will have them come together
for a think-pair-share. Then I will close out the lesson with a brief review of main ideas and summaries.

The lesson should take about 45 minutes. Learning will be differentiated because I will have different leveled
texts available to my students as well as topics for them to choose from as well as different forms of
expression to meet their needs. I am allowing for choice of peer or individual activities for motivation and
support. I am allowing students to choose how they represent their knowledge to me that have varying levels
of expression. Students may be as creative as they want and choose the medium that works best for their
learning style. I will allow for think-pair-share to support learners and help construct knowledge in a fun
setting. I will have students share their work only if they want to so that it is rewarding to them personally.
Reflective Practice:
I feel that the activities I created would impact learning by making it more fun and gives the students personal
choice and voice. I hoped to support the students to where they are engaging in the activities to gain
personal knowledge without barriers in motivation or access to the content. I think that I could extend the
lesson by having students create a quiz or come up with some reading comprehension questions that support
the lesson. Students could publish these quizzes and then share them with the class so that others may test
their knowledge. I think MindMeister, Popplet or Quizlet could be used.

Spring 2018_SJB