K-12 Blended and Online Learning

Name of Unit/Course: 3rd Grade “Lit” Experience Fall 2019

Overall Unit Information (Required for MOOC participants) Self-Check

Unit or Course In this unit students will collaboratively explore literary text and develop their reading and See A1
Goal(s) writing craft through creation of digital content and engagement in the “Lit” Learning
experience. This unit will be blended, with weekly face-to-face sessions as well as
synchronous and asynchronous sessions.

Standards Name of standards: Georgia Standards of Excellence and ISTE Student Standards See A2
Link to standards:
-https://www.georgiastandards.org/Georgia-Standards/Pages/ELA-K-5.aspx
- https://www.iste.org/standards/for-students
Location information: Atlanta Public Schools
Grade/Year: 3rd Grade (8-9 years)
Subject: English and Language Arts
Standard (as written):
3RL1: Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
3RL3: Describe characters in a story (e.g., their traits, motivations, or
feelings) and explain how their actions contribute to the sequence of events.
3RL2. Recount stories, including fables, folktales, and myths from diverse cultures;
determine the central message, lesson, or moral and explain how it is conveyed through
key details in the text.

ISTE 1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression

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K-12 Blended and Online Learning

2. Communication and Collaboration

Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a
variety of media and formats
c. Develop cultural understanding and global awareness by engaging with
learners of other cultures
d. Contribute to project teams to produce original works or solve problems

3. Research and Information Fluency

- Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks
4. Critical Thinking, Problem Solving, and Decision-Making
-Students use critical thinking skills to plan and conduct research, manage
projects, solve problems, and make informed decisions using appropriate digital
tools and resources.
b. Plan and manage activities to develop a solution or complete a project
d. Use multiple processes and diverse perspectives to explore alternative solutions
iste.org/standards
5. Digital Citizenship
-Students understand human, cultural, and societal issues related to technology
and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and
technology
b. Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
Lokey-Vega (2014) c. Demonstrate personal responsibility for lifelong learning 2
d. Exhibit leadership for digital citizenship
K-12 Blended and Online Learning

Learner These learners are 3rd graders in a urban Georgia elementary school. See B1
Characteristics Gifted &Talented :100%
Non-native English Speakers: 50%
Special Education or IEP: 0%
Countries: Students are all U.S. born citizen
SES: 100% students have in low socio-economic status
Free Lunch: 100%
Testing: 100% of students passed gifted identification assessments and 100% will
participate in 3rd Grade Georgia Milestone Administration

Technology -Internet Capabilities (Provided through Comcast provisional plans) See D5

requirements -Chromebook (Assigned by Teacher)
-Google Suite Student Account (Provided through District)
-Microsoft 365 Student Account (Provided through District)

Prerequisite -500L-750L Reading Proficiency (Differentiation Provided) See A4 & D6

Skills -Google Classroom Proficient
-Digital Citizenship Completion or Currently Enrolled (Support Ongoing)
-Chromebook use

Introductory Students are expected to attend all face-face sessions and synchronous sessions. See A4 B9 & B10
Communication Students are expected to participate in discussions and submit weekly reflections in
Plans Google Classroom as assigned. Students and parents will communicate via Google
Hangout twice throughout the unit to review progress and next steps. Students will adhere
to Netiquette expectations as outlined in the syllabus; ensuring that all communication is
on topic and positive.

Universal Design Multiple Forms of Representation: Digital Textbook, Webpages, Videos, Online Tutorials See B4
Principles Multiple Forms of Expression: Google Draw, Auto Draw, Vlogs, webpages, Google Slides,
Considered quizzes, assessments, narrative essays
Multiple Forms of Engagement: Collaborative sessions via Google Hangout, Google Voice,
webcam, Google Classroom discussion boards, Online Tutorials

Number of This will be a six-week online unit. Each Monday students will be granted access to new See A3
Modules or module. Assignments for that module will be due the following Sunday as scheduled in
Weeks syllabus.

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K-12 Blended and Online Learning

Module 1 Plan (Note: “module” and “lesson” used interchangeably) (Required for MOOC participants) Self-
Che
ck

Module • SWBAT ask and answer comprehension questions about a literary text IOT demonstrate an understanding of key See
Objective(s details. A1 &
) • SWBAT refer explicitly to the text IOT ask and answer comprehension questions about a literary text. A2

Module Mid-Module: See

Assessmen No More Litterbugs A2
t(s) A3
End of Module: C1
TAP,TAP, TAP! Mentoring Minds Digital Textbook C2 &
C5

Description Engagement Task: See

of Learning 21 Questions (Face to Face or virtually via Poll Everywhere) A2
Activities Preparation: A3
B3
1. Teacher and students will read a fictional text; picture book or literary passage. B4 &
2. Students and teacher will play a game of 21 questions, answering text-based questions. B10
3. Students will take turns standing and delivering the answer to each question, in a complete sentence.
4. EXAMPLE QUESTIONS: Who are the characters in the story? Where does the story most likely take
place? What is the problem in the story? How do the characters solve the conflict in the story?
-Students will complete Questions Hyperdoc. They will have the opportunity to create, collaborate, critically think
and communicate throughout hyperdoc assignment.
-Students will complete Lesson 1 from IReady digital textbook

Lokey-Vega (2014) 4
K-12 Blended and Online Learning

Formative Students will complete Exit Tickets and reflection post in google classroom. They will receive formative See
Evaluation evaluation and feedback on their progress with these tools. They will also receive feedback on their A3
& weekly Hyperdoc post from peers and teacher. C1
Feedback Beginning C3 &
https://docs.google.com/forms/d/e/1FAIpQLSe5QEa6FSL5kph8PVuRY5T2CMUMKwGmyhJFpAozFw7gA_ C5
RhYA/viewform?usp=sf_link
Developing
https://docs.google.com/forms/d/e/1FAIpQLSfxB4SRXouRRGoEZcETWqMUcR-
ezxbOfSZaqhOpNwkH8V3Uzg/viewform?usp=sf_link
Proficient
https://docs.google.com/forms/d/e/1FAIpQLSdxPWbbsSwYyE2UQLAQw2yP4c1JKRVoRt3Qv9_yyJ79vFAsf
g/viewform?usp=sf_link
Distinguished
https://docs.google.com/forms/d/e/1FAIpQLSemGmcQgoLXqC-
pSmn40RmmEkgmdbXCRsO_FrbgdkyTl1qRwQ/viewform?usp=sf_link

Physical Digital Textbooks: Mentoring Minds ELA and iReady ELA See
Learning A3,
Materials A9,
B1,
B4,
& B6

Digital *Weekly Hyper Doc Task contains links to internal digital learning objects See
Learning https://docs.google.com/presentation/d/1Ha3YoDjtJ2qn2IDeW2EU122Qo0LLyFwviJr4Pe-p7E8/edit?usp=sharing A3,
Objects https://www.opened.com/video/espark-learning-asking-and-answering-questions-instructional/426875 A9,
https://www.opened.com/video/reading-comprehension-sample-clip/178251 B1,
B4,
Nearpod Ask and Answer Questions & B6

Lokey-Vega (2014) 5
K-12 Blended and Online Learning

Plans for Individualized Learning plans will be created in initial student led conferences via Google Hangouts after the See
Differentiati second week of class. Open Ed Resources will be used to provide leveled support for differentiation of learning B1
on based upon formative assessments and learning style. B4 &
B6
https://www.opened.com/video/espark-learning-asking-and-answering-questions-instructional/426875

Lokey-Vega (2014) 6
K-12 Blended and Online Learning

Module 2 Plan (Optional for MOOC participants) Self-

Chec
k

Module -SWBAT describe the characters in a story, including their traits, motivations, or feelings IOT explain how their See
Objective(s) actions contribute to the sequence of events. A1 &
A2
-SWBAT ask and answer comprehension questions about a literary text IOT demonstrate an understanding of
key details.

-SWBAT refer explicitly to the text IOT ask and answer comprehension questions about a literary text.

Module Mid Module See

Assessmen https://docs.google.com/forms/d/e/1FAIpQLSd4BQ11iwWAkSV5KGiHxmMGspaPruJ6HZYozxmAdLj9sUZ3Nw/vi A2
t(s) ewform?usp=sf_link A3
C1
End of Module C2 &
Ms. Daisy McFee (Mentoring Minds Digital Assessment) C5

Description Engagement Task (Virtual Would You Rather Nearpod Lesson ) See
of Learning Teacher will introduce standard with students reflecting on their own character traits by playing a game of Would A2
Activities You Rather. As teacher prompts with questions, students will use movement (move around the room, hand A3
gestures, ect.) to signify which trait best describes them. B3
B4 &
Would You Rather: TW ask students what character trait they would rather be. B10
Ex: Would you rather be lazy or helpful? Would you rather be giving or selfish? Would you rather be confident or
anxious prior to taking the GMAS?

-Students will complete weekly vocabulary tasks using Google Slides.

-Students will complete content through Nearpod 3RL2 Student Paced Lesson
-Students will complete iReady Lesson 3

Lokey-Vega (2014) 7
K-12 Blended and Online Learning

Formative See
Evaluation Vocabulary Quiz A3
& Feedback https://create.kahoot.it/share/prefix-im/ec676a38-ff2a-4e25-8590-b09001ecbf63 C1
Beginning C3 &
https://docs.google.com/forms/d/e/1FAIpQLSfFr1OHr5OuFQfCjn3HFn_Bq5- C5
VEgw2jchE9gA448sv_LDxLA/viewform?usp=sf_link

Developing
https://docs.google.com/forms/d/e/1FAIpQLSeyNyT6P498hZzQgcRhWU37ff5UxRp1z5mgv0_SqepUpBlNP
A/viewform?usp=sf_link

Proficient
https://docs.google.com/forms/d/e/1FAIpQLSe_XgCZ_x2DzyIzqNjckxMK0dZQctjV6iH6U5ybQ5qBBRXwjQ/
viewform?usp=sf_link

Physical Digital Textbooks: Mentoring Minds ELA and iReady ELA See
Learning A3,
Materials A9,
B1,
B4, &
B6

Digital * Weekly Hyper Doc Task contains links to internal digital learning objects See
Learning Nearpod 3RL2 Student Paced Lesson A3,
Objects Digital Textbooks: Mentoring Minds ELA and iReady ELA A9,
Virtual Would You Rather Nearpod Lesson B1,
Characterization Hyperdoc B4, &
B6

Lokey-Vega (2014) 8
K-12 Blended and Online Learning

Plans for Individualized Learning plans will be created in initial student led conferences via Google Hangouts after the See
Differentiati second week of class. Open Ed Resources will be used to provide leveled support for differentiation of learning B1
on based upon formative assessments and learning style. B4 &
B6
https://www.opened.com/video/espark-learning-asking-and-answering-questions-instructional/426875

Extensions: Character Traits Gamified

Lokey-Vega (2014) 9
K-12 Blended and Online Learning

Module 3 Plan (Optional for MOOC participants) Self-Check

Module -SWBAT describe the characters in a story, including their traits, motivations, or feelings See A1 & A2
Objective(s) IOT explain how their actions contribute to the sequence of events.

-SWBAT ask and answer comprehension questions about a literary text IOT demonstrate
an understanding of key details.

-SWBAT refer explicitly to the text IOT ask and answer comprehension questions about a
literary text.

Module Characterization Performance Task- Students will use Blabberize, Chatterpix, or Getloupe See A2 A3 C1 C2 &
Assessment(s) to create a digital representation of a character studied thus far in unit 1. Students will also C5
write an introductory script and create a Voki Video from the perspective of the identified
character.

Description of - Engagement Task (Virtual PollEverywhere) See A2 A3 B3 B4 &

Learning X-Factor: Teacher and students create an anchor of character traits that are familiar to B10
Activities theM while using everyday language. Students are expected to list traits such as: mad,
sad, happy, nice. After writing the words on an anchor chart the teacher will draw a big X
on the chart. The teacher will inform students that those are words that they are not able to
use. SW need to use higher level vocabulary as synonyms for these words instead
allowing them to expand vocabulary.
Ex: Mad=Furious, Sad=Miserable, Happy=Excited, Nice=Caring.

-Students will complete collaborative vocabulary four square using Google Slides.
-Students will complete content through Nearpod Analyzing Characters Lesson
-
-Students will complete Close Reading Hyperdoc. They will have the opportunity to create,
collaborate, critically think and communicate throughout hyperdoc assignment.
-Students will complete Lesson 2 from IReady digital textbook

Lokey-Vega (2014) 10
K-12 Blended and Online Learning

Formative Vocabulary Quiz See A3 C1 C3 & C5

Evaluation & https://create.kahoot.it/share/suffix-ed/7ebabfbc-7f08-4d1c-9632-c488346e734d
Feedback
Nearpod Analyzing Characters Gamified Quiz

Physical Digital Textbooks: Mentoring Minds ELA and iReady ELA See A3, A9, B1, B4,
Learning & B6
Materials

Digital Learning Close Reading Hyperdoc See A3, A9, B1, B4,
Objects Nearpod Analyzing Characters Lesson & B6

Plans for Individualized Learning plans will be created in initial student led conferences via Google See B1 B4 & B6
Differentiation Hangouts after the second week of class. Open Ed Resources will be used to provide
leveled support for differentiation of learning based upon formative assessments and
learning style.

https://www.opened.com/search

Extensions/Remediation: https://nearpod.com/s/english-language-arts/3rd-grade/prefixes-
and-suffixes-L42070705

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K-12 Blended and Online Learning

Module 4 Plan (Optional for MOOC participants) Self-

Chec
k

Module SWBAT identify key details IOT recount/retell stories, including fables, folktales, and myths from diverse See
Objective(s) cultures. A1 &
SWBAT recount/retell stories, including fables, folktales, and myths from diverse cultures IOT determine the A2
central message, lesson, or moral.
SWBAT determine the central message, lesson, or moral IOT explain how it is conveyed through key details in
the text.

Module Mid Module Assessment See

Assessment 3RL2 Quick Check A2
(s) End of Module A3
3RL2 Mentoring Minds Task C1
C2 &
C5

Description Engagement See

of Learning Central Message Roleplay- Students will be divided into groups of two or three. Each group will receive a card A2
Activities describing a specific scenario to act out. Following the act, students will work to determine the central message A3
(lesson/moral) that was depicted in the act. B3
B4 &
Central Message Roleplay B10
https://docs.google.com/document/d/1TutprY4o9-Q-tpSP3KXCjZE7yYRbNRCFCJVa3oouEVQ/edit?usp=sharing
*Students can complete digitally by creating a video, or e-comic using Pixton or Toondoo, depicting the assigned
scenario.
-Students will explore myths, folktales, and fables through Weekly Hyperdoc, They will have the opportunity to
create, collaborate, critically think and communicate throughout hyperdoc assignment.
-Students will complete lesson 3 from iReady digital textbook.

Lokey-Vega (2014) 12
K-12 Blended and Online Learning

Formative Students will complete Exit Tickets and reflection post in google classroom. They will receive formative See
Evaluation evaluation and feedback on their progress with these tools. They will also receive feedback on their A3
& Feedback weekly Hyperdoc post from peers and teacher. C1
Vocabulary Quiz C3 &
https://docs.google.com/forms/d/e/1FAIpQLSeweYMHUM- C5
wl9aRaHXi3G5MSm_QQ66wprXwqTM8FmjcC4g9iw/viewform?usp=sf_link

Exit Tickets:
( Beginning)
https://docs.google.com/forms/d/e/1FAIpQLSfPGR5Le2G4BG3DNsbY8qJtHgnSvuStzJJhueWu7p1Rb_cByw/vie
wform?usp=sf_link
(Developing)
https://docs.google.com/forms/d/e/1FAIpQLSfeUfQJE4PX5dx0rPF9meOq28-
F61EDlfohUV5cslkbNt7JJA/viewform?usp=sf_link
Proficient-
https://docs.google.com/forms/d/e/1FAIpQLSf2WgvYYSElctK4Ey2GQrVWG9uTQdpJwdoLZCmGLvTW5v68_w/
viewform?usp=sf_link
Distinguished-
https://docs.google.com/forms/d/e/1FAIpQLSdWe_aMmd4de077ETXzp_ka1n_SAXxiUCltBs9QkfxtcEJMng/viewf
orm?usp=sf_link

Physical Digital Textbooks: Mentoring Minds ELA and iReady ELA See
Learning A3,
Materials A9,
B1,
B4, &
B6

Digital Identifying Theme and Morals See

Learning Learning Through Folklore A3,
Objects Weekly Hyperdoc, A9,
B1,
B4, &
B6

Lokey-Vega (2014) 13
K-12 Blended and Online Learning

Plans for Individualized Learning plans will be created in initial student led conferences via Google Hangouts after the See
Differentiati second week of class. Open Ed Resources will be used to provide leveled support for differentiation of learning B1
on based upon formative assessments and learning style. B4 &
B6
https://www.opened.com/search

Lokey-Vega (2014) 14
K-12 Blended and Online Learning

Module 5 Plan (Optional for MOOC participants) Self-

Chec
k

Module SWBAT identify key details IOT recount/retell stories, including fables, folktales, and myths from diverse See
Objective(s) cultures. A1 &
SWBAT determine the central message, lesson, or moral IOT explain how it is conveyed through key details in A2
the text.

Module Mid Module See

Assessment 3RL2Quick Check A2
(s) End of Module Assessment A3
Mentoring Minds Task C1
C2 &
C5

Description -Students will explore story elements through Weekly Hyperdoc. They will have the opportunity to create, See
of Learning collaborate, critically think and communicate throughout hyperdoc assignment. A2
Activities -Students will continue to identify central message of folktales, myths and fables. A3
Students will complete Myths Hyperdoc with a collaborative partner as assigned by teacher. B3
B4 &
B10

Lokey-Vega (2014) 15
K-12 Blended and Online Learning

Formative Students will complete Exit Tickets and reflection post in google classroom. They will receive formative See
Evaluation evaluation and feedback on their progress with these tools. They will also receive feedback on their A3
& Feedback weekly Hyperdoc post from peers and teacher. C1
Vocabulary Quiz C3 &
https://create.kahoot.it/share/suffix-ed/7ebabfbc-7f08-4d1c-9632-c488346e734d C5
Exit Tickets:
( Beginning)
https://docs.google.com/forms/d/e/1FAIpQLSfPGR5Le2G4BG3DNsbY8qJtHgnSvuStzJJhueWu7p1Rb_cByw/vie
wform?usp=sf_link
(Developing)
https://docs.google.com/forms/d/e/1FAIpQLSfeUfQJE4PX5dx0rPF9meOq28-
F61EDlfohUV5cslkbNt7JJA/viewform?usp=sf_link
Proficient-
https://docs.google.com/forms/d/e/1FAIpQLSf2WgvYYSElctK4Ey2GQrVWG9uTQdpJwdoLZCmGLvTW5v68_w/
viewform?usp=sf_link
Distinguished-
https://docs.google.com/forms/d/e/1FAIpQLSdWe_aMmd4de077ETXzp_ka1n_SAXxiUCltBs9QkfxtcEJMng/viewf
orm?usp=sf_link

Physical Digital Textbooks: Mentoring Minds ELA and iReady ELA See
Learning A3,
Materials A9,
B1,
B4, &
B6

Digital Story Element Hyperdoc See

Learning Myths Hyperdoc A3,
Objects A9,
B1,
B4, &
B6

Lokey-Vega (2014) 16
K-12 Blended and Online Learning

Plans for Individualized Learning plans will be created in initial student led conferences via Google Hangouts after the See
Differentiati second week of class. Open Ed Resources will be used to provide leveled support for differentiation of learning B1
on based upon formative assessments and learning style. B4 &
B6
https://www.opened.com/search

Module 6 Plan (Optional for MOOC participants) Self-

Check

Module SWBAT identify key details IOT recount/retell stories, including fables, folktales, and myths from diverse See
Objective(s) cultures. A1 &
SWBAT recount/retell stories, including fables, folktales, and myths from diverse cultures IOT determine the A2
central message, lesson, or moral.
SWBAT determine the central message, lesson, or moral IOT explain how it is conveyed through key details
in the text.

Module Students will complete Mixed Up Fairytale Collaborative Project and Alternative Ending Essay as See
Assessment(s) Performance Tasks A2 A3
C1 C2
& C5

Description of Engagement See

Learning Story Elements Match Nearpod- A2 A3
Activities B3 B4
-Students will explore story elements through Weekly Hyperdoc. They will have the opportunity to create, & B10
collaborate, critically think and communicate throughout hyperdoc assignment.
-Student will complete narrative writing Nearpod lesson
-Students will compose narrative essays including a moral and clear theme.
-Students will collaborate with a peer to write alternative endings to peer essays.
-Students will use digital medium of choice to create and share Mixed Fairytale Poject.

Lokey-Vega (2014) 17
K-12 Blended and Online Learning

Formative Students will complete Exit Tickets and reflection post in google classroom. They will receive See
Evaluation & formative evaluation and feedback on their progress with these tools. They will also receive feedback A3 C1
Feedback on their weekly Hyperdoc post from peers and teacher. C3 &
C5

Physical Digital Textbooks: Mentoring Minds ELA and iReady ELA See
Learning A3,
Materials A9,
B1,
B4, &
B6

Digital Story Elements Hyperdoc See

Learning Otomatopeia Practice A3,
Objects A9,
B1,
B4, &
B6

Plans for Individualized Learning plans will be created in initial student led conferences via Google Hangouts after the See
Differentiation second week of class. Open Ed Resources will be used to provide leveled support for differentiation of B1 B4
learning based upon formative assessments and learning style. & B6

https://www.opened.com/search

Lokey-Vega (2014) 18