Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name LaTricia Battle

Position General Education Teacher

School/District Muscogee county

E-mail ldickso9@students.kennesaw.edu

Phone

Grade Level(s) 4th

Content Area ELA and Social Studies

Time line 1 Day

Screen Cast https://drive.google.com/file/d/1dtrYYa6KTIzPg_wjRyfvwgRGfEHfft7k/view

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.

Students should show they are able to:

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
2. Determine a theme of a story and summarize the text.
3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
4. Identify the elements of setting, characterization, and conflict in plot.
5. Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using
technology.
6. Create original works as a means of personal or group expression.
7. Make connections between the text of a story and a visual or oral presentation of the text, showing text
evidence.
8. Read and comprehend literature, in the 4-5 text complexity band proficiently.

Students should use their knowledge and summary of text to create animated characters for the text by using
Goanimate, which will be taught by the media center specialist. The project includes standards from ELACCGPS,
(reading, writing, listening and speaking, and language), and ISTE-Students. Students will gain knowledge and
skill by using various reading strategies and interpreting that into a piece of technology to reflect the acquired
standards. Students will choose a biography or historical fiction that will relate to Social Studies standards (for
example, Explorers, Revolutionary War, or Colonial Times).

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 Common Core GPS and Georgia Performance Standards
Reading Literary
ELACC4RL1: Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
ELACC4RL2: Determine a theme of a story, drama, or poem from details in the text;
summarize the text.
ELACC4RL3: Describe in depth a character, setting, or event in a story or drama, drawing
on specific details in the text.
ELACC4RL10: Read and comprehend literature, including stories, dramas, and poetry, in
the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end
of the range.
ELACC4RF3: Know and apply grade-level phonics and word analysis skills in decoding
words.
ELACC4RF4: Read with sufficient accuracy and fluency to support comprehension.
Writing
ELACC4W4: Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
ELACC4W5: With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing.
ELACC4W6: With some guidance and support from adults, use technology, including the
internet, to produce and publish writing as well as interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of one page in a
single sitting.

Speaking and Listening

ELACC4SL4: Report on a topic or text, tell a story, or recount an experience in an
organized manner, using appropriate facts and relevant, descriptive details to support main
ideas or themes; speak clearly at an understandable pace.
ELACC4SL5: Add audio recordings and visual displays to presentations when appropriate
to enhance the development of main ideas or themes.

Language
ELACC4L1: Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
ELACC4L3: Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
Content Standards

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 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

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

3. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking
skills to plan and conduct research, manage projects, solve problems, and make informed
NETS*S Standards: decisions using appropriate digital tools and resources.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

The objective of this lesson is for 4th grade reading students to create an animated video for a book that
they have read. Students will read and analyze the book in reading class and at home. They will take
what they have learned about the book and write a script that summarizes part of the book and include
character traits, plots, themes, and settings. Finally, students will create an animated video using
goanimate, which the media center specialist has taught the students to use. They are expected to create
this product using the guidelines specified in the rubric and share it with the class by means of video
presentation and then posted on my blog for parents and future students to view.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple “yes” or “no” and should have many acceptable answers.

1. How do you use the text to support your analysis of the story?
2. How do you determine the overall theme of a story, with text evidence?
3. How do you determine character traits, setting, and plots with text evidence?
4. How can you incorporate technology to enhance your writing?
5. How can you utilize writing to communicate your analysis of a literary text?
6. How can you employ digital media to create a meaningful visual aid to enhance your oral presentation?
7. How does the use of appropriate conventions make your writing and speaking more effective?
8. Why is a script important for a video presentation?
9. What makes a video interesting for viewers?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

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 Students will produce an animated video using Goanimate on a book they have read relating to Social Studies
standards to illustrate character traits, plots, themes, and settings. Students are generating new knowledge by
analyzing the book and synthesizing a product using previously unused technology tools. Students’ progress
during the project will be assessed through checklists. Students’ final projects will be assessed by using a
rubric. Projects will be differentiated based on the reading level of the books chosen. This includes using tools
to assist ESOL students such as Spanish-English dictionaries and ESOL teacher to co teach.

Resources (How does technology support student learning? What digital tools, and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

Technology supports student learning by allowing the student to use graphic organizers and storyboards to
organize their summaries and analysis of the text. It also helps them to create a product that will show their
analysis of the text in a creative way.
Digital Tools: Goanimate
Resources: Rubric, Checklist, Brainpop, and Youtube

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)

There are no prerequisites to this technology course. This lesson is happening at the end of the school year so the students will need to

draw on previous standards taught in Social Studies in order to pick a book that will meet the requirements. Students have previously been

taught how to determine character traits, setting, theme, and plot. Observation of student at the beginning of the year allows the teacher to

know what skills the students already have or do not have and reading level. This will be helpful in picking a book that is appropriate for

the student. Basic computer skills are still being acquired. Students could have difficulties learning Goanimate.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

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 Teacher will use whole group instruction to introduce project with small group practice. We will have set due
dates and checklist to help students manage work required for this project. All classroom lab rules will be
enforced. All bring your own technology rules will be enforced and appropriately or students will face
consequences in classroom rules. Teacher will oversee all group activities and work on a daily basis. Small
groups in computer lab settings. All students have access to Internet, a Wi-Fi connection, and a networked
printer. Students must complete the project at school in order to have access to all of the technology tools.
Students will be able to use the computer lab before and after school as well as during class time. Technical
difficulties could arise from the Internet at school going down, cloud based Web 2.0 tools could go offline, or
student error could occur in using the tools. The teachers have set aside enough time for the project to be
completed even if technical difficulties do occur.

Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

Materials, leaning activities will be properly adjusted to maximize student learning. Formative assessments will
be in place such as graphic organizers, discussion, and exit slips. Information is communicated clearly using
my blog, email, white board, and agenda. Resources and models are available and learners will be engaged in
building upon existing knowledge. Regular feedback and reinforcement will be given using one on one
conferencing. Instruction and project will be aligned to standards and academic time in class will be
maximized. Teacher will encourage students to self-assess their process with a daily 1-4 effort rubric.
Accommodations will be made for students with special needs or any students with IEP’s. Teacher will use
ongoing formative assessments (discussions, graphic organizers, peer and self-assessments) to monitor
student progress.

I. Student’s Responsibilities
a. Each student in the group is responsible for reading the book and be logging different aspects of the
book they will need for their script and completing a daily effort rubric.
i. Characters traits- Their personality, how or if it changes, attitudes, and beliefs.
ii. Setting- What is looks like, when it changes, who is in that setting.
iii. Plot – What is the problem/solution or rise and climax of the story.
iv. Theme – What did you learn from this book, synthesize.

II. Setting up Groups

a. Students will be working in groups of two to create a story board and script for video.
Students will choose the book with their partner and teacher guidance.

III. Group Responsibilities

b. Each student in the group needs to read the book and be logging different aspects of the book
they will need for their script.
1. Character traits- What they look like throughout the story, their personality, how it changes. 
2. Setting- What is looks like, when it changes, who is in that setting.
3. Plot-

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 4. Theme
Everyone in the group will need to participate in the creation of the story board and script. How
can they show plot, setting, theme, and character traits?

IV. Students will show they are able to…

1. Locate and summarize evidence in the text to support my analysis of what the text says.
2. Locate and determine the strongest evidence in a text to support character traits.
3. Locate and determine the evidence in a text to support plot
4. Locate and determine the evidence in a text to support settings.
5. Determine the theme of a text and describe how character, setting and plot contribute to the
central idea.
6. Identify theme and determine how the characters, setting, and plot develop over the course of the
text to contribute to the theme.
7. Create a script and storyboard.
8. Create an animated video using goanimate and publish to my class blog.

V. Rubric
a. See attached (after lesson plan)

VI. Resources/Templates/Graphic Organizers

a. Video: How to Make an Video in Goanimate https://www.youtube.com/watch?
v=UCOCJKGi6xY
b. Story board organizer
http://teacher.scholastic.com/lessonrepro/reproducibles/profbooks/storyboard.pdf
c. Brain Pop video on characters, plot, and setting
http://www.brainpopjr.com/readingandwriting/storyelements/character/
http://www.brainpopjr.com/readingandwriting/storyelements/plot/
http://www.brainpopjr.com/readingandwriting/storyelements/setting/
d. Checklist (listed after lesson plan)
e. Critique rubric of 1-4 for students to use on themselves and other students. (listed after
lesson plan)

VII. As they read the book and have book discussions with their partner
a. Students will take notes on specific elements they are looking for (example: Character,
setting, etc.)
b. Groups will discuss the plot, setting, and theme and take notes on all important points.
c. Teacher will have many small group checks in to make sure notes are being taken and you
are not waiting until the last minute to finish.
d. Checklist will be used to stay on track

VIII. Completed Book

a. Teacher will check in with groups to make sure they are staying within the time frame.

IX. Video Script and Storyboard

a. Begin writing your video script and visuals using story board (using web 2.0 tool is not
practical with lack of technology in the classroom) . Media Center time for instruction on
Goanimate.

X. Video Creation
a. Start working on your video – Media Center computers

XI. Completed Project

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 a. Turn in:
i. Project folder with notes, script, storyboard
ii. Video via the shared drive on school computer

XII. Share Trailer and Peer Critiques

a. Students will share videos, and critique two classmates’ movie trailers on the school hard
drive
b. Voting on best videos that will be posted to our classroom blog.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

For students with disabilities, the teacher should refer to the student's IEP to be sure that the accommodations
specified are being provided. Teachers should also familiarize themselves with the provisions of Behavior
Intervention Plans that may be part of a student's IEP. Frequent consultation with a student's special education
instructor will be beneficial in providing appropriate differentiation. ESOL students will be accommodated with
an ESOL co taught lesson, Spanish dictionary, and videos available on Brain pop in Spanish. Extra time will be
allowed for students with special needs.
The teacher will help students individually look at the media center website and youtube for video tutorials on
technology tools.

Extension Activities
Gifted students will add additional features to the trailer such as special effects and music.

Adaptive/Assistive Technology
All students will have access to a computer that has every program they need to use for this project as well as
headphones so they can listen to what is being made. There are tutorials available for students who need
additional help using the technology in this course.

Dragon software will be available for students that have difficulty with written expression. This will allow them
to speak and the software will type for them.

Additional helpful tutorials available from teacher blog and media specialist.
Students may practice at work on the project from home.
Assignment along with all resources will be posted on classroom blog.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)

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 The closing event for this project will occur when the students present their book and animated video to the
class. Students will critique the other presentations using a rubric of 1-4. Students can reflect on their work
with the same rubric of 1-4 points. Students will also vote on a favorite video and the winner will be posted on
the classroom blog. The teachers can use students’ responses and use engaged indicators of learning to help
us reflect on how the lesson went.

Having the help of the media center specialist and the ESOL teacher were very helpful and I doubt I could have
pulled this off without them. The students were very excited about incorporating and learning new technology.
I believe if we had the Goanimate educator account it would have gone a little more smoothly. I also realized
the lack of basic technology knowledge and keyboarding hampered many students. Another difficulty was the
lack of technology right in our classroom. I had to schedule the days in the computer lab or media center and if
some students were or were not ready on that day it created an issue. The lesson plan was also interrupted by
the CRCT and I would plan to have it over a straight 2 weeks with no breaks during the project. It was like
students had forgotten many of the things that were modeled or said. Mixing language arts standards with
Social Studies and video production went well. Students were able to demonstrate all the speaking, reading,
and writing strategies they learned in class.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
Recommendations:
• Allow students a choice of tools, many students already knew how to use Powtoons and could have
produced a video using that.
• Recommend having access to Computer lab daily with all the web 2.0 tools or having enough
computers in the classroom.
• Have alternative methods available if web 2.0 site is down (paper and pencil)
• Allow for plenty of time (could take longer as planned depending on level of students). This project
took a lot longer than expected.

GOANIMATE PROJECT

Name: _____________________

3 TERRIFIC! (20 Points)  Identifies three character traits for their

character
 Character Traits show emotional makeup,
attitude, actions, etc.)
 Characters emotional trait connects to
physical: Clothes, actions, appearance
 Identifies setting helps to promote traits
 Identifies Plot and summarizes in a
condensed fashion.
 Identifies Theme
 Sounds and pictures are used to enhance

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2 You’ve Got It! (15 Points)
1. Not Yet… ( 10 Points)
presentation
 Student was able to save as URL for
posting/saving
 Identifies three character traits for their
character. One trait may be “simple”
 Character traits show little emotional
makeup or attitude/actions
 Setting is identified
 Traits connect to physical: clothes, actions,
and appearance. Once character trait may
have needed more explanation/details
 Most settings help promote traits and plot
 Theme is identified
 Some sounds and pictures are used to
enhance presentation
 Student was able to save project with
some assistance.
 Identified two character traits
 Traits are all similar
 All settings do not relate to story
 Minimal attempts were made to add
sound and pictures

Checklist:
Characters:

Character Traits:

1.

2.

3.

Setting:

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Plot:

Theme:

Rubric for critiques of other students

4– Wow! It was great and you can see the hard work, very creative, and you can
see all the needed elements
3- Good Job! It was enjoyable and you can see most of the needed elements
2- Alright. It was o.k. but you didn’t see any creativity or all of the needed elements.
It was hard to understand.
1- Fair. It was hard to understand and you didn’t get the point. You didn’t see
hardly any of the needed elements.

Name:______________________________________________________

Which video that you saw today did you like the most?_____________________________

Rubric for self-assessment critique

4– Wow! I worked very hard and worked well with others. I contributed a lot to the
ideas and creativity.
3- Good Job! I contributed to the project and did o.k. with the other student.
2- Alright. I was o.k. Sometimes I could have worked harder. I might have been a
bit of a distraction to my partner, but I still contributed a little.
1- Fair. It was hard for me to participate and I didn’t help much. I didn’t get along
with my partner and I goofed off. I understand I need to work harder next time.

Name:____________________________________________________

My partner was:_____________________________________________

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