Online Reading Collaborative Unit

Media Specialist Name: Tamara Ballard

Teacher Name: Mrs. Brown

Grade: 1st grade

Library Context:
 Fixed Flexible  Combination  Individualized Instruction

 Stand-alone lesson Lesson in a unit  Multiple lessons in a unit

Collaboration Continuum:
 None  Limited Moderate  Intensive

Content Topic: Literary Text about Space and Digital Citizenship

Standards for the 21st-Century Learner:

I – INQUIRE: Build new knowledge by inquiring, thinking critically, identifying problems, and
developing strategies for solving problems.

A. Think- Learners display curiosity and initiative by:

I.A.1 Formulating questions about a personal interest or a curricular topic.

II – INCLUDE: Demonstrate an understanding of and commitment to inclusiveness and respect

for diversity in the learning community

C. Share- Learners exhibit empathy with and tolerance for diverse ideas by:
II.C.2 Contributing to discussions in which multiple viewpoints on a topic are expressed

VI – ENGAGE: Demonstrate safe, legal, and ethical creating and sharing of knowledge products
independently while engaging in a community of practice and an interconnected world.

A. Think- Learners follow ethical and legal guidelines for gathering and using information by:
VI.A.2 Understanding the ethical use of information, technology, and media.

Local or State Standards: Texas Essential Knowledge and Skills

§110.3. English Language Arts and Reading:

(6) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts.
The student uses metacognitive skills to both develop and deepen comprehension of increasingly
complex texts. The student is expected to:

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 (B) generate questions about text before, during, and after reading to deepen understanding and gain
information with adult assistance;

(8) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--
literary elements. The student recognizes and analyzes literary elements within and across
increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is
expected to:

(C) describe plot elements, including the main events, the problem, and the resolution, for texts read
aloud and independent

§110.3. Science:

(8) Earth and space. The student knows that the natural world includes the air around us and
objects in the sky. The student is expected to:

(B) observe and record changes in the appearance of objects in the sky such as the Moon and stars,
including the Sun

Reading Comprehension Strategy:

Questioning:
Display initiative and engagement by posing questions and investigating the answers beyond the
collection of superficial facts. (1.2.1) Students will use media to view Pete the Cat Out of This World
to help create questions. Students will actively participate pose a question on a web 2.0 tool using
complete sentences to others.

Lesson Objectives:
Students will be able to ask/answer questions and story elements using the book Pete the Cat Out of this
World.

Overview of the Lesson:

This collaboration unit will consist of two lessons for 1st grade about space, digital citizenship, story
elements, and asking and answering questions. The lesson will feature the book Pete the Cat Out of this
World. The lesson will allow students to be actively engaged in asking questions, participate in group
discussions, and responding to questions in an interactive way using multiple web 2.0 tools. Students
will require the use prior knowledge about space through printed literary text and nonprinted text.

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 INSTRUCTIONAL PLAN:
(This is the where you will provide all the details for teaching the lesson)

Estimated lesson time: 40 minutes

Resources: (List the names of the resources next to each relevant type.)

 Online subscription database(s): none

Web sites: Super Digital Citizen https://www.youtube.com/watch?v=LIuQyI2URwY
Pete the Cat Out of This World read aloud https://www.youtube.com/watch?v=Jh2XdKTI0pc
 Books: Moustronaunt by Mark Kelly
 Nonprint: Pete the Cat Out of This World by James Dean
 Software and/or Apps: Google Slides, Google Form, Flipgrid, YouTube, and Quizizz
 Technology: Students will use their Chromebooks
 Other: None

 Introduction

In this unit students will already read literary texts with a main character prior to the unit lessons. This
week students will listen to different first grade titles they may or may not be familiar with. The
outcome of the unit is for students to be able identify the main character and ask and answer questions
about the text.

Lesson 1: Ask and Answer Questions

Essential Questions:

1. How should I treat others when online?

2. How can asking and answering questions help you understand a story?

Learning Objectives:

1. Students will be able to demonstrate their understanding of digital citizenship.

2. Students will be able to ask questions in order to retain information about the story.

 Lesson: Google Slides-Pet the Cat Out of This World (slides 6-7); YouTube video: Pet the Cat Out

of This World

 Student Assignment: Google Slides-Pet the Cat Out of This World (slides 10-12);

 Assessment: Google Classroom- questions from slide 14

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Instruction/activities:

Direct Instruction:
Prior to entering Mrs. Brown’s classroom for this week’s lesson, she would have introduced the
standards 110.3.8C about Earth and space using the district’s science textbook. Ms. Ballard will enter
the classroom and students will have their Chromebooks open, but put to the side on their desks. Mrs.
Brown will review a few grammar skills. Next, she will ask a few questions about space and the moon
based on her science lessons. Next, she will call on participants to engage their prior knowledge about
what main characters are in a story. Finally, before the lesson students will go on a picture walk, but she
will not show the ending of the story. Students will make predictions of what they think the book Pete
the Cat Out of This World will be about.

Modeling and Guided Practice:

Prior to the media specialist enters the classroom, Mrs. Brown will take the class on a picture walk of
Pete the Cat Out of This World. She will model how to go on a picture walk when introducing new
books during her lessons. She will remind students to only use their eyes and focus on the illustration.

After the picture walk, Ms. Ballard will use the Promethean Board to show a visual presentation of the 5
W + H digital anchor chart. The media specialist will merge Mrs. Brown’s lesson and begin the lesson
with asking students to predict what the story will be about based on Mrs. Brown’s picture walk. The
media specialist will read a few pages at a time then ask:
 “Who are the characters this book?”
 What do we know about them?”
 “Where does the story take place in the beginning of the story?”
 “How do you know?”
 “What is the problem the main character face in this story?”
 “Is there a better solution to solve Pete the Cat’s problem in space?” Explain why your solution
would be better.

The day before the collaborative lesson Ms. Ballard will add this week’s interactive unit in Mrs.
Brown’s Google Classroom. Mrs. Brown will have access to it and will asked students to open the
Google Slides from their Google Classroom the day of the lesson. Students will have their individual
slides to be completed. Ms. Ballard will ask for students to go into their Google Classroom and open
the Pete the Cat Out of This World Google Slides assignment. The media specialist will give directions
and guide students through the slides. Mrs. Brown will ask them to open the Google Slide, and go to
slide 4. Mrs. Brown will begin by going over student’s prior knowledge about space. She will call on a
few students to share their response. The teacher will ask them to write words or sentences in the blank
box on slide 4. She will continue to slide 6 to review adjectives that describe space. Ms. Ballard will
frontload vocabulary words, then have students watch Pete the Cat Out of This World on slide 8.

Independent Practice:

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During independent practice students will watch the video before asking questions. Students will drag
the box to the correct space on slide 10. On slide 11 students will read the questions before they click
and drag the smiley face to the correct answer. Then, students will open Flipgrid and record themselves
asking a question from the story on slide 12. The questions must be approved by Ms. Ballard or Mrs.
Brown. This will help eliminate duplicate questions asked. They must respond to at least two other
student’s questions. They are able to view other classmates’ video. Student’s questions must
demonstrate knowledge of the text and asking question.

Sharing and Reflecting:

Before responding to each other, Ms. Ballard will enforce online etiquette guidelines for students when
using Flipgrid to help them build digital citizenship skills. Mrs. Brown will have students pick a video
to respond with less than two responses from others. After they have responded to their classmate’s
videos, they must view the responses to their question and reply back to their post to give peer feedback.

Strategies for Differentiation:

Students with a 504 and IEP (based on their accommodations) will have the directions and questions
read to them. Ms. Ballard will provide support to students on Google Slides. Students that are not able to
type words or sentences will use “Voice type speaker notes” and their sentences will show up in the
speaker notes. Mrs. Brown will assist students for additional support. Also, students will receive
additional time if needed.

Assessment:
Student Product:
The student product will require them to answer the questions from the exit ticket on slide 13.

Process:
1. Guided Practice-Students will decide if the adjectives describe the Earth. They will listen for a
vocabulary word, then they will drag the word to the correct picture. Then they will use the word in
a complete sentence. Based on the lesson taught by Mrs. Brown, students will complete the
questions independently on slide 10 and 11.
2. Independent Practice-Based on the information Ms. Ballard presented, students will create a
discussion post on Flipgrid where students will ask detailed questions about Pete the Cat Out of This
World.
3. Sharing and Reflecting-Students will practice using online etiquette when using Flipgrid. Students
will be able to view each other’s posts. They must reply using complete sentences to each other’s
post and answer the question.

Student Self-Questioning:
The student self-questioning from lesson 1 will be in the form of a Google Form. The checklist will
allow students to reflect on the activities they have completed for the lesson.

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Lesson 2: Story Elements

Essential Questions:

How do you use the key details to support the descriptions of characters, setting, and major events?

Learning Objectives:

Students will be able to describe four elements of a fiction story.

Lesson: Google Slides-Pet the Cat Out of This World (slides 18-19);

 Student Assignment: Google Slides-Pet the Cat Out of This World (slides 21-22);

 Assessment: Quizizz- Pete the Cat Out of This World

 Self reflection: Google Form-Space and digital citizenship

Instruction/activities:

Direct Instruction:
Ms. Ballard will direct students to go to the Pete the Cat Out of This World Google Slides assignment.
Day 2 in Mrs. Brown’s classroom required students to review vocabulary words from outer space on
slide 18 from standard 110.3.8C. Next, she will ask a few questions about rockets before the lesson
begins lessons. Finally, before the lesson begins Ms. Ballard will ask review questions about the
character and setting.

Modeling and Guided Practice:

Ms. Ballard will open the day 2 lesson by reading Mousetronaunt. The media specialist will ask for
students to pay attention to the illustration and use adjectives to describe what they see, space
vocabulary words, and points out the story elements. Ms. Ballard will review adjectives based on the
previous lesson on slide 6. Students will describe rockets as a whole on slide 19 and fill in the blank.
Ms. Ballard will remind students to use the “Voice type speaker notes” and to speak clearly into the
microphone. Mrs. Brown will walk around to support the students that needs assistance.

Students will have their individual slides to complete it together. The media specialist will give
directions and guide students through the slide. Mrs. Brown will call on volunteers to share their
response. Ms. Ballard will tell students that we are going to identify the elements that make up a story.
Mrs. Brown will remind students that this was a spiral standard that they have been reviewing for weeks
now. Then she mentions that an element is an essential part of something and every fiction story has the
same key elements: characters, setting, problem, and solution. Finally, the teacher will ask them to
reread Pete the Cat Out of this World from slide 8.
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Independent Practice:
After students watch Pete the Cat Out of this World from YouTube during independent practice, they
will type in the box or voice type in the speaker note area. They will use adjectives to describe the
characters, setting, problem, and solution of the story on slide 21. Slide 22 is a review of outer space
vocabulary words in sentences. Students will need to read the sentence, then drag each item to the
correct location.

Sharing and Reflecting:

Before taking their quiz, Ms. Ballard will debrief with students and have them share their response to
slides 21 and 22. If a student disagrees with another student, Mrs. Brown will remind them to show
their hand signs if they agree, disagree or wishes to add on. If students agree, disagree, or want to add
on they must respond with a complete sentence. After they have shared and reflected with one another
they will ger ready to take a quiz on Quizizz. Students will end the unit with questions about the overall
lesson on Google Form.

Strategies for Differentiation:

Students with a 504 and IEP (based on their accommodations) will have the directions and questions
read to them. Ms. Ballard will provide support to students on Google Slides. Students that are not able to
type words or sentences will use “Voice type speaker notes” and their sentences will show up in the
speaker notes. Mrs. Brown will assist students for additional support. Also, students will receive
additional time if needed. Both teacher and media specialist will read the questions and answer choices
to students.

Assessment:
Student Product:
The student product will require them to answer the questions from the Quizizz game by clicking on the
link on slide 24.

Process:
4. Guided Practice-Students will decide if the adjectives describe the rocket. They will listen for a
vocabulary word. Based on the lesson taught by Mrs. Brown, students will complete the questions
independently on slide 21.
5. Independent Practice-Based on the information Mrs. Brown and Ms. Ballard presented, students will
describe the elements of the story using complete sentences about Pete the Cat Out of this World.
6. Sharing and Reflecting-Students will debrief each other and respond with hand signs if they agree,
disagree or wishes to add on. Students will use complete sentences to respond to each other.
Student Self-Questioning:
The student self-questioning lesson 2 will be in the form of a Google Form. The checklist will allow
students to reflect on the activities they have completed for the lesson.