Name: KAYLA ZEEB

Title: INSTRUCTIONAL AIDE / FUTURE ENGLISH TEACHER

School District/Campus (or Employer): CENTURY HIGH SCHOOL -- BISMARCK, ND /

STUDYING AT VALLEY CITY STATE UNIVERSITY ONLINE

Blog or Website: https://zeebenglish.weebly.com/

Twitter Handle: N/A

THE DYNAMIC LEARNING EXPERIENCE

Name of Learning Experience: PADLET BOOK REPORT

Grade Level(s): 7 - 12

Content Area(s): English / Literature

Length of Learning Experience: 2 weeks

Summary: For this lesson, students will utilize Padlet to create a book report and
communicate their knowledge, understanding, and comprehension of a certain novel

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(teacher’s choice). This lesson will be used as a final project in a unit to analyze students’
overall comprehension and close-reading skills in relation to a specific novel.

Learning Outcomes:

● Students will be able to connect their understanding of a specific novel to the real
world using critical thinking skills.
● Students will be able to identify and communicate summaries that include
grammatically correct introductory sentences, paraphrases of the main ideas, and
strong conclusions.
● Students will be able to annotate effectively for the purpose of developing active
reading and comprehension skills.
● Students will be able to create an organized, well-thought-out book report by
collaborating with peers and taking advantage of whole-class discussions.

STANDARDS

Content Area Standards:

● ELA-09.SL.04 - Organize, develop, and present claims, information, findings, and

supporting evidence, using communication techniques appropriate to purpose,
audience, and task

● ELA-09.RI.1-(RI.1) Read closely to comprehend texts of grade-level appropriate

complexity: a. Determine what the text says explicitly and implicitly. b. Provide an
objective summary of the text. c. Cite strong and thorough textual evidence

● ELA - 0.9.W.5 - (W.5) - Develop and strengthen writing as needed by planning,

revising, editing, rewriting, or trying a new approach, focusing on addressing what is
most significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades 9–
10.)

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 ● ELA - 09.SL.2 - (SL.2) - SL.2 Using appropriate strategies (e.g., notetaking), integrate
multiple sources of information presented in diverse media or formats (e.g., oral,
images, videos, tables, charts, graphs), evaluating the credibility and accuracy of
each source.

ISTE Standards for Students:

● 1b - Students build networks and customize their learning environments in ways

that support the learning process.

● 1c - Students use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.

● 1d - Students understand the fundamental concepts of technology operations,

demonstrate the ability to choose, use and troubleshoot current technologies and
are able to transfer their knowledge to explore emerging technologies.

● 4d- Students exhibit a tolerance for ambiguity, perseverance and the capacity to
work with open-ended problems.

● 6a - Students choose the appropriate platforms and tools for meeting the desired
objectives of their creation or communication.

● 6c - Students communicate complex ideas clearly and effectively by creating or

using a variety of digital objects such as visualizations, models or simulations.

● 7b - Students use collaborative technologies to work with others, including peers,

experts or community members, to examine issues and problems from multiple
viewpoints.

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Which of the 4 C's did students use and cultivate?:

● ALL (Critical Thinking, Creativity, Collaboration, Communication)

Please explain how the 4 C's chosen above were integrated in this learning
experience.

a. Critical Thinking -- Thinking of a functional design for their book report,

annotating novel, summarizing
b. Creativity -- Incorporating new design elements, sounds, animations, and
stickers into their final Padlet
c. Collaboration -- Working with a group or working individually and asking
peers for feedback
d. Communication -- Presenting final Padlet to class

DYNAMIC LEARNING CHARACTERISTICS

Which “Beyond”ways will this learning experience be DYNAMIC?

● Beyond the Tools

● Beyond the Walls
● Beyond the Bell

Explain each of your "Beyond" selections above:

a. Beyond the Tools -- In this Padlet Book Report lesson, students are going “beyond
the tools” by using Padlet for various functions, not just presenting information.
Students are also using Padlet to create their book report outlines, designs, and to

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 enhance their overall project by incorporating sound and other features that most
Padlet users don’t dive into.

b. Beyond the Walls -- Students have the option to take their Padlet Book Report
“beyond the walls” by publishing their work to Padlet and making it available for
audiences all over the world to view.

c. Beyond the Bell -- Students are being introduced to Padlet, a digital tool that can be
taken with them no matter where they go! At home, students can use Padlet to
create a personal blog or art page about a favorite hobby, or just use Padlet for fun
to design something of their own. The learning with this assignment doesn’t stop in
the classroom. Padlet is something students can use for the rest of their life, from
middle and high school, to college, and beyond!

IMPLEMENTATION

Required Materials, Equipment, Digital Tools & Resources for the Learning
Experience:

1. Active Board / Smart Board (to display Padlet and give tips on how to use it)
2. Copy of the novel students are creating their Padlet book report on (all students will
need a copy as well)
3. Students will need a chromebook or personal computer to complete project

Instructional Plan (Step-by-Step):

1. Review what a book report is and how to effectively respond to a novel

2. Introduce the novel students will be reading (teachers choice..age and grade
appropriate for students)
3. Read the selected novel

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 4. Students will take notes (annotate) and highlight as they are reading. Students can
take notes in a notebook, Google Doc, or record their notes. The teacher will
randomly review notes 3 times throughout the reading of the novel to ensure
students are actually taking notes / annotating.
5. Teacher introduces Padlet and how to use it (after giving students 1 week to read
the novel).
6. Students will create their own Padlet account using their school email
7. Students will explore Padlet and all the features available to help enhance their final
book report (stickers, backgrounds, sound effects, embedded videos, designs, etc).
8. Students will begin working on their book report

Schedule after Reading the Novel:

Day 1: Explore Padlet (half of class period)

Day 2: Create Design / Layout on Padlet for final report (entire class period)

Day 3: Gather most important points/notes and summarize main ideas of novel,
important quotes, and list 4 examples of literary devices found in the novel (entire class
period)

Day 4: Peer review rough draft of Padlets (entire class period)

Day 5: Make revisions to Padlet (entire class period)

Day 6: Turn in final Padlet to teacher and present to class

Differentiation:

This end-of-unit project is very flexible and casual, while also meeting ND State
Education Standards. Students have the option to collaborate with a group to complete
their final book report on Padlet, or they may work individually. If students would rather
upload a video to Padlet accurately summarizing and meeting all project guidelines, they
may do so. This project is versatile and can meet various learning styles.

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Facilitation Strategies:

The teacher in this lesson acts as a leader providing structure and organization to
the end-of-unit book report, not as a strict director telling students what to do every step of
the way. The teacher is more hands off in this lesson, allowing the students to utilize their
own creative, critical thinking, collaboration, and communication skills. The teacher will
introduce the material, project, and expectations, and the rest is up to the students!

Assessment (may not be a test/quiz):

Students will be assessed on their knowledge by how well they utilized the tools
available to them within Padlet, and if they accurately summarized the material in the
novel. There is no formal test or quiz, the Padlet itself is what I am gauging students’
learning on.

Rubric: No rubric -- students have the freedom to be creative as long as they include the
following in their final Padlet:

1. Summary of the novel (minimum of 3 paragraphs)

2. 3 quotes they liked and explanation why
3. 4 literary devices found in the novel (imagery, allusion, simile, metaphor,
personification, etc.).

Additional Links and Resources, including an example of a finished product you

created using your technology:

REFLECTION

To be completed when you actually teach the lesson, nothing to be completed now for this
section.

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Please share a brief reflection about the implementation of this learning experience?
What went well? What would you change?

Comments:

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