Basic Productivity Tools (BPT)

Lesson Idea Name: What’s in The Bag?

Content Area: English Language Arts
Grade Level(s): 2nd Grade
Content Standard Addressed:
ELAGSE2RI2: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs
within the text.

Technology Standard Addressed:

3) Knowledge Constructor- Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others

Selected Technology Tool:

Sway

URL(s) to support the lesson (if applicable):

https://sway.office.com/my
Bloom’s Digital Taxonomy Level(s):
☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☒ Creating

Levels of Technology Integration:

☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☒ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL):

The activity I planned for students was guided by the UDL principles to ensure all students’ individual needs
are met. Students will begin the lesson by listening to the E-Book I created about dolphins. This E-Book meets
the needs of all my students because it includes captions in Spanish for EL students, and these captions can be
changed to another language if necessary. The E-Book script can be printed out and handed to students who
need to follow along on their own, while listening to the E-Book. The E-Book also asks students questions to
make sure they are engaged throughout the entire reading. Then students will be placed in groups, and they
will be given brown bags that are full of supporting details around one main idea. Each group will receive
different topics to ensure differentiation in the lesson. I will choose main ideas that are relatable and
meaningful to my students to allow them to feel represented in their learning experience. Students will
examine the strips of paper with supporting details in the bag, and collectively determine the main idea that
the strips of paper are describing. By allowing the students to work together, I hope to create an atmosphere
where students feel comfortable sharing their thoughts and ideas with one another. The technology tool I
selected for the final portion of this lesson, Sway, will support all of my students. Sway allows students to
work together to create one E-Book about the topic that was in their brown bag. Sway has features that can
let students put in captions for their reading if needed, students can use pictured to further describe their

SBooker, 2020
 Basic Productivity Tools (BPT)
main ideas, and students will each have the chance to record themselves reading their E-Book. Sway is a great
tool to support student engagement and allow for student representation.

Lesson idea implementation

I have chosen to center this lesson around is the 2nd grade standard ELAGSE2RI2: Identify the main topic of
a multi-paragraph text as well as the focus of specific paragraphs within the text, and ISTE standard number 3.
This project will take a total of three days to complete, and the fourth day will be presentation day. The
teacher will introduce this project by asking students to discuss what they know about main idea and main
topic. Then, the students will listen to an E-Book created by the teacher to show students how to use
supporting details to identify the main topic of a text. The E-Book will be about dolphins and will contain
many different supporting details. After the E-Book reading is finished, students will be asked to determine
the main topic of the E-Book that they just heard. Students will then be placed into groups, and they will be
given brown bags containing different supporting details around a main topic; each group will receive a
different main topic. As a group, students will determine the main topic of their assigned brown bag. While
students are working in groups, I will use this time to walk around the room and formatively assess student
learning and understanding of the content. Listening to student-led conversations and asking students
questions about their work are great ways to assess student learning. The project will conclude with the
students creating a Sway E-Book about the main topic they decided on from their brown bags.
The final product will be used to differentiate learning by having students present E-Books about different
meaningful topics. Throughout the entire project period students will have listened to an E-Book, worked
with a group in a hands-on learning activity, created their own E-Book, and then presented the E-Book to
their peers. I will extended student learning to a higher level by assigning groups with relatable topics. By
doing this, students will feel connected to the learning and want to continue take their learning to the next
level. Also, students will be at the creating level on Bloom’s Taxonomy, which is a very high-order thinking skill
to use during a lesson. The lesson will be concluded by having students present their E-Books to their peers.
This will also be an opportunity for the teacher to assess student learning. During the presentation the
teacher will fill out a feedback sheet for each group, and after the presentations are over each student will
receive teacher feedback about how their part of the E-Book presentation went.

Reflective Practice:
After designing this lesson, I feel that the activities I created will impact student learning in a number of
different ways. Students had the chance to work with their peers and create an artifact during this lesson. I
want students to take this experience with collaboration and creation and implement this throughout their
whole education experience. I want the students to see how great it can be to lead your own learning
experience and see the great results that come from it. Also, using main topics that students relate to can
impact the students to feel like they belong in the classroom. Making content relatable to students whenever
possible is so important to ensure all students feel heard and represented. Also, if content is relatable students
are more engaged, which means there is a higher chance for student success with grasping the content.

SBooker, 2020