Instructional Plan for Technology Integrated Lesson (Optional Template for Planning)

Name of the Instructor(s): Gwyn Genua

Content Area: Social Studies

Grade Level (if available, include pre assessment data on the students)
First Grade, Elementary

Title of Lesson
Civics: Rights and Responsibilities at School

Objectives/Maryland Common Core or MarylandState Curriculum/ Content Standards and Performance

Indicators/ Specific Objectives for Grade PK-8 or Objectives/Core Learning Goal for Grades 9-12 OR
Relevant Professional Standards
Lesson Objective: Students will be able to identify a right and a responsibility that they have at school.
Common Core Standards
Civics

● 1.1.C.1. Describe the rights and responsibilities of being a participating member of the family,
school, and neighborhood.

○ a. Identify the rights, responsibilities and choices that students have in the family,
school, and neighborhood.
○ b. Demonstrate ways to work together to maintain a clean and safe home, school, and
neighborhood environment.

National School Library Standards

I.A.2. Learners display curiosity and initiative by recalling prior and background knowledge as context for new
meaning

III.A.2. Learners identify collaborative opportunities by developing new understandings through engagement in a
learning group.

III.B.1. Learners participate in personal, social, and intellectual networks by using a variety of communication
tools and resources.

III.D.1. Learners actively participate with others in learning situations by actively contributing to group
discussions.

III.D.2. Learners actively participate with others in learning situations by recognizing learning as a social
responsibility
VI.C.2. Learners responsibly, ethically, and legally share new information with a global community by
disseminating new knowledge through means appropriate for the intended audience.

Teacher Preparation
This lesson has been created to be delivered remotely through distance learning. Ideally it will be shared
synchronously with learners so that live discussion can take place, but it could be done asynchronously. This 30-
minute learning experience is part of a social studies unit where students will study the rights and responsibilities
that they have within their school, their community, and their home. The PebbleGo article that was introduced in
this lesson will be referenced throughout the unit.
Equipment & Materials

● Wi-Fi access for teacher and students

● Technology device for teacher and for each student
● Rights and Responsibilities at School Google Slides presentation (teacher created)
● Rights and Responsibilities at School Google Slides presentation adapted with Nearpod
(https://nearpod.com/student/, student-paced login: BMTRK, teacher created)
● YouTube Video: Teaching Laws, Rights, and Responsibilities to Children, by Kids Academy
● Being Responsible article access through PebbleGo by Capstone (www.pebblego.com, district
subscription/login)
● Zoom Access (district subscription/student login)
● myMCPS Classroom (county-wide educational platform for learning)
● Flipgrid (https://flipgrid.com/7763387c)
● Weekly Assignment Email (from the teacher, includes resources and a checklist for families)

Technology Integration (Specific description of how hardware, software and online resources will be used.
Include all directions given to the students)
Please note that directions to access the Nearpod lesson were provided for students entering through myMCPS
Classroom and for students who may be entering directly through Nearpod.
This allows for flexible access to learning materials.
Also, online learning for a primary student is a true family/teacher partnership with the goal being success for the
child. This lesson is scheduled to be taught during the first quarter of first grade. As part of the student and parent
training process, each of these technology pieces would have already been introduced in isolation and then in
partnership with others. For example, I would ask parents to walk through and practice accessing myMCPS
Classroom (full training provided for families by Montgomery County Public Schools). Then they would practice
accessing a Nearpod lesson (through myMCPS and through a provided link). After that, I would have them access
Nearpod lessons that have Epic! and/or PebbleGo embedded within the lesson.
This social studies lesson would occur after those scaffolded learning experiences have been provided for students
and families.
Using myMCPS Classroom (AKA: Canvas) to Access Nearpod - This is an online platform used by
Montgomery County Public Schools (MCPS) to make daily lessons for online teaching and general curriculum
accessible to students, families, and teachers. The link for the lesson will be posted and archived in the students’
myMCPS Social Studies classroom so that learning can be accessed during scheduled live instruction, or during
another time that is convenient for families. MCPS has provided specific training on the myMCPS Classroom
platform for families.
Instructions:

1. Using your students’ Montgomery County Public Schools login information (number and password),
please login to myMCPS Classroom (https://mcpsmd.instructure.com/)
2. Click on the “Social Studies Classroom” tile.
3. Click on the lesson marked with today’s date.
4. Click on the lesson link, it will take you to a new website: https://nearpod.com/student/
5. Enter the lesson code to join: BMTRK (for student-paced learning, live session code will be given during
synchronous learning)

Zoom - Zoom is a video conferencing platform that has been identified and utilized by MCPS for live instruction.
MCPS has provided families with specific training on Zoom.
Instructions

1. Visit the link https://mcpsmd.zoom.us/

2. Click “Join Meeting”
3. Enter the Meeting ID: ………………………….. (intentionally blacked out)
4. The teacher will welcome you into the classroom 5 minutes before the start of class. Do not enable your
own microphone or video. Thank you!

Google Slides Presentation (Teacher created) - Google Slides is a free program that has been created by
Google. Every MCPS staff member has access to the G Suite features such as Google Mail, Google Meet, Google
Drive, etc. The teacher created the Google Slides presentation for learning and then used the Nearpod plug-in to
create a Nearpod interactive lesson.
Nearpod (Teacher created)- https://nearpod.com/student/
Nearpod is an educational engagement platform that can be used as a plugin with Google Slides. Nearpod allows
online lessons to be enhanced with interactive polls, games, drawing boards and more. The Nearpod learning
experience can be accessed during synchronous or asynchronous learning with a lesson code that is provided by
the classroom teacher. The Nearpod lesson is also linked within Flipgrid for easy access.
Instructions:

1. Visit the link https://nearpod.com/student/

2. Enter the lesson code to join: BMTRK (for student-paced learning, live session code will be given during
synchronous learning)
3. Are you online learning with the class or at another time?

a. With the class: Await the teacher’s directions

i. Share the live-session code, begin lesson introduction

b. At another time: Have your grownup help you walk through the lesson by reading the directions
on the screen.

YouTube (https://www.youtube.com/watch?v=TyP09S0UEzA)
YouTube is a video streaming platform. Access to the YouTube video, Teaching Laws, Rights, and
Responsibilities to Kids, has already been placed inside the interactive Nearpod lesson and linked within Flipgrid.
Instructions:
 1. In the Nearpod lesson, find the slide that shows the video screen with the words, “Laws and Rights”

a. If you are learning online with the class, the teacher will share their screen so we can watch this
video together.
b. If you are learning online with a family member, click on the triangle to play the video about
laws, rights, and responsibilities.

PebbleGo (www.pebblego.com)
PebbleGo is a subscription-based education site that houses learning articles, videos, and activities for students in
grades K-3. Access to PebbleGo by Capstone has already been placed inside the interactive Nearpod lesson.
Instructions:

1. In the Nearpod lesson, find the slide that shows the PebbleGo icon.
2. Click on, “Sign in with Google”. (students will have subscription access, please note that screenshots
have been placed inside the lesson)
3. Search for “Responsibility” to find the referenced article, Being Responsible.

a. If you are learning online with the class, the teacher will share their screen so we can explore
the article together.
b. If you are learning online with a family member, you may explore the article with them and/or
use the audio button to have the words read to you.

Flipgrid (https://flipgrid.com/7763387c)
Instructions:

1. In the Nearpod lesson, find the final slide that allows you to click on, “Log In With Google”

a. Students will need to use their MCPS email username and password

2. Follow the written directions and the student example model video that is posted.

Instructional Procedures (This should be a very detailed description of the entire activities)
Questions are highlighted in green.

1. Welcome students into the online classroom (via Zoom), read the provided MCPS online learning
disclaimer, and have students prepare their environment for learning by removing distractions.
2. Have students access the Nearpod lesson by either:

a. Following the posted link in the myMCPS social studies classroom and then typing the lesson
code

OR by
b. Visiting https://nearpod.com/student/ and typing the lesson code: BMTRK
c. Please note: This process has been practiced beforehand so students and families will be
familiar with accessing Nearpod.
 d. Lesson code: BMTRK

3. Communicate the lesson’s objective, “Students will be able to identify a right and a responsibility that
they have at school.”
4. Activate the students’ knowledge by having them answer the yes/no poll question, “Do you have chores
or jobs?” The poll has a 30 second timer, so you can review the class results when time expires.
5. Engage the class in discourse, “What jobs or chores do you have?” As the students answer, you can
record their responses on the screen using the text feature in Nearpod. Consider using equitable random
calling strategies such as calling sticks or the randomize option on Class Dojo.
6. Engage the class in discourse, “Why is it important to have chores or jobs?” For the sake of time, discuss
without recording answers. Again, consider using equitable random calling strategies such as calling
sticks or the randomize option on Class Dojo.

a. As you facilitate the conversation, lead towards the use of the words “responsibility” and
“responsible”.

7. Explain that everyone has responsibilities (such as jobs and chores), but they also have rights. Share the
definition slide for “rights”. Rights are special things that we can do, but that does not mean that we can
do whatever we want.
8. Play the YouTube video, Teaching Laws, Rights, and Responsibilities to Kids.
9. Share examples of rights. Citizens have the right to...

a. Believe what they want

b. Say what they want
c. Feel safe
d. Be treated fairly
e. Choose our leaders

10. The teacher will introduce the definition slide for “responsibilities”. Responsibilities are like jobs and
chores; these are something that you should do.
11. The teacher may choose to have the students access the information from PebbleGo in several ways,
based the learning scenario and classroom need:

a. The students may log into PebbleGo and search “responsibility” to access the information for
the lesson (best for those students/families who are engaging during asynchronous learning)
b. The teacher could access the PebbleGo information beforehand using their subscriber
information and create screenshots to embed within the Nearpod lesson (time efficient).
c. The teacher could share their computer screen via the video conferencing technology that they
are using (such as Zoom). The teacher would access the PebbleGo article. This would allow the
read aloud feature on PebbleGO to be used for the class, meaning that each word that was read
would be highlighted.

12. Check for understanding: Matching Activity via Nearpod, have students match the words “right” and
“responsibility” with the correct example. Students can try multiple times. This data is viewable by the
teacher.
13. Brainstorm with the class, what are some rights and responsibilities that they have at school. Record their
answers using the text feature on the Nearpod slide. Consider using an equitable calling strategy
 (previously noted). It may be helpful to start students with the first idea in each category.

a. Examples of rights (please see list above)

b. Examples of responsibilities: helping to clean up, being prepared for learning, being a good
friend, trying your best

14. Find the fill in the blank slide on Nearpod. Read aloud for the statements for/with students as they use
the words to “fill in the blank”. After they complete the task, read all the sentences together.
15. Time to Climb- During this check for understanding the students will need to identify which statement
shares a right or a responsibility, based on the directions. The teacher will read the material for the
students. Celebrate all efforts.
16. Lesson closure and assignment: The teacher will close the lesson by reviewing the objective, identifying
how the objective was met, and a review of the essential question (Why is it important to have chores or
jobs? Rights and responsibilities?). Then, the teacher will introduce/explain the Flipgrid assignment.
17. Flipgrid (https://flipgrid.com/7763387c)

a. Students will create and post a video to Flipgrid that has them share one right and one
responsibility that they have in school.

i. Students may use the following sentence starters:

1. A right that I have in school is ________.

2. A responsibility that I have in school is _______.

b. A link for Flipgrid is found at the end of the Nearpod lesson, it is also posted in the myMCPS
Classroom and shared with families in the weekly assignments/resources email (sent by the
teacher).

i. Share the directions for the Flipgrid assignment a sample student work sample using
the precoreded example in Flipgrid.

c. Allow time for questions, highlight that students will have continued access to the lesson and
Flipgrid example. Close with classroom “good-byes”.

Plans for Differentiation/Universal Design for Learning (Describes how you will be assessing the
progression of the lesson as it is being delivered)
During the lesson, the teacher is providing multiple and varied formative assessment opportunities to monitor
student learning/understanding. The automatic feedback that Nearpod provides will allow the teacher to see
progress/engagement. This will help to guide the true “next steps” of the planned lesson. There is flexibility to
split the lesson into two days, if needed.
This lesson will conclude with an option-based, summative assessment.

With considerations to UDL, the teacher will:

● Post the lesson early for pre-teaching/post-teaching opportunities for students and families
● Share the lesson with colleagues who offer ESOL and IEP support to students
 ● Activate knowledge using an interactive poll and discussion
● Pair auditory information with visual information
● Use a multimedia approach to instruction: Nearpod interactive slides, PebbleGO, YouTube
● Provide multiple means of formative assessment during learning: discussion, matching, fill in the blank,
multiple choice
● Provide the criteria for success to students so they can self-monitor their progress on the summative
assessment
● Offer options for the final format of the summative assessment

Discussion Prompts for Critical and Creative Thinking (Questions that you will pose that lead to critical
thinking)
Please see highlighted portions of the lesson plan.

Summary and Lesson Closure (Describe how you will close and summarize the activities)
After the Time to Climb activity, the teacher will reference the lesson objective, the instructional plan, the
essential question, and the final learning task.
The teacher states: “Today we identified different rights and responsibilities that we have at school. We did this
by reading informational text, making personal connections, and discussing our ideas.”
Ask: “Why is it important to have chores or jobs? Rights and responsibilities?” Review answers.
The teacher states: “Next, you are going to make a Flipgrid that shows what you learned! In your video, share one
right and one responsibility that you have at school. You may choose to use the sentence starters: “A right that I
have at school is ______. A responsibility that I have at school is _______.”
When you show your knowledge, you can earn up to 3 points!

● If you can name a right and a responsibility that you have at school, you earn 3 points!
● If you can only name a right OR a responsibility that you have at school, you earn 2 points.
● If you are unable to name a right and responsibility from school, or your answer does not match the
question, you will earn a point for effort.
● If you do not answer the question, you will earn zero points.

Using Flipgrid, you can choose how you want to share your answer, you may choose one or a combination of the
following:

● Verbally communicate their answer

● Write and share their response to the question
● Draw/label and share their response to the question

The teacher will share the example video. The links for the lesson as well as the assignment rubric will be emailed
directly to families in the weekly assignment email (created by the classroom teacher).

Assessment Plan (Rubrics, quizzes, student produced work and other methods that will be used to
determine the degree to which the learning objectives were achieved).
Formal Grading: N = Needs Improvement, I = In Progress, P = Proficient
Progress Monitoring Notes: Y = Yes!, A= Almost there, N = Not Yet
 1. Nearpod Poll Activator and Discussion - Formative Assessments

a. The teacher will observe engagement to help to determine student knowledge

2. Nearpod Matching Activity - Formative Assessment

a. Progress Monitoring: Y = 2 correct, N = 0 correct

b. The number of student attempts will be observed by the teacher
c. The observable data from this activity will help the teacher to modify the next steps of
instruction (if needed)
d. Teacher will review answers and clarify misconceptions

3. Nearpod Fill in the Blank Activity - Formative Assessment

a. This is being done interactively and synchronously with students (when possible) for the
purpose of monitoring and clarifying thinking before the summative assessment (Flipgrid).

4. Nearpod Time to Climb Activity - Formative Assessment

a. Progress Monitoring: Y= 4 correct, A = 2-3 correct, N = 0-1 correct

b. The observable data from this activity will help the teacher identify who they might need
additional support to clarify concepts

5. “Let’s Talk…” Discussion slides - Formative Assessment

a. Done throughout the learning session and will be used to monitor student
thinking/understanding/engagement. Discussions and discourse will help the teacher to modify
the next steps of instruction (if needed) and determine the amount of scaffolding/support needed
by the teacher.

6. Flipgrid - Summative Assessment*

a. P = The student was able to correctly identify a right and a responsibility that they have at
school
b. I = The student was able to correctly identify a right OR a responsibility that they have at school
c. N = The student was unable to identify a right or a responsibility that they have at school

Please note that options are provided to the learner via the Flipgrid assessment. Students may choose one or a
combination of the following:

● Verbally communicate their answer

● Write the response to the question
● Draw/label their response to the question