Lesson Plan for Implementing

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

Position Teacher

School/District Cherokee County School District

E-mail caitlin.lyons@cherokeek12.net

Phone 678-628-1189
Grade
Level(s) 4th

Content Area Math/Science/Social Studies

Timeline 2-3 weeks

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.

Content Standards SS4H1: Explain the causes, events, and results of the American Revolution
3c: Students curate information from digital resources using a variety of tools and methods
to create collections of artifacts that demonstrate meaningful connections or conclusions.
6b: Students create original works or responsibly repurpose or remix digital resources into
new creations.
6c: Students communicate complex ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models, or simulations.
NETS*S 6d: Students publish content that customizes the message and mediums for their intended
Standards: audiences.

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

Students will learn about the American Revolution through a variety of resources, such as PowerPoint notes,
videos, and Nearpod (https://share.nearpod.com/3UjNFvuHIfb). Students will also participate in a Quizizz Lesson
on the American Revolution (https://quizizz.com/admin/quiz/5fd820a773b9a8001b2c5a71). Then, students will
show content mastery by using AdobeSpark to create a “3-2-1 Done!” website, video, or presentation (3 causes,
2 major events, 1 important person, and results). Finally, students will complete a Canvas Open-Notes Test.

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.

What were the leading causes, effects, and results of the American Revolution? Who played an important role in
the American Revolution and what did they do?

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.

Formative Assessment: Quizizz Lesson with questions embedded

(https://quizizz.com/admin/quiz/5fd820a773b9a8001b2c5a71)
Summative: AdobeSpark “3-2-1 Done” video, presentation, or website (see below for rubric)

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?)

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Students will use Canvas to access the PowerPoint on the Causes and Events of the American Revolution. They
will also use Nearpod to learn about the Causes of the American Revolution. The Nearpod activity includes
slides, polls, videos, short responses, and the drawing tool to engage students in the learning. Students will be
familiar with Quizizz prior to the Quizizz Lesson which includes informative slides and quiz questions. The
majority of students will also already be familiar with AdobeSpark due to exposure to it in Technology Class.

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?)

Prior to this lesson, students need to have knowledge of the colonization of America. I know that they will have
this foundation because students learn about this in the unit right before the American Revolution. The biggest
challenge students may have with this (academically) is keeping track of the variety of acts and laws that led to
the American Revolution. Another challenge is having access to 1:1 technology in order to participate in the
activities.

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.

Every student is assigned a laptop or desktop number. This ensures that all technology is well taken care of and
that there is enough technology available for everyone. In the event that a laptop or desktop is not working, I can
easily plan to borrow a device from another teacher because of the assigned devices.
In order to provide students with equitable access, the project will be completed during class time. This also
allows me to assist as needed if students are struggling with AdobeSpark. Prior to the assignment of this project, I
will create my own video, presentation, and website in order to predict any troubleshooting issues.

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?

Day 1-2: Students will first get background knowledge of the American Revolution by completing PowerPoint
fill-in-the-blank notes. This will be self-guided to ensure all students are absorbing the information and then
discussed as a class.
Day 3-4: As a class, we will complete a teacher-led Nearpod on the Causes of the American Revolution. This
Nearpod activity includes informative slides, polls to facilitate conversation and critical thinking, open-ended
questions, and drawing-tool to encourage creative thinking. There is also a short quiz at the end to assess
student knowledge.
Day 5-6: Students will complete the Events of the American Revolution PowerPoint and fill-in-the-blank notes.
This will be self-guided to ensure all students are absorbing the information and then discussed as a class.
Day 7: Students will watch History Kids: Events of the American Revolution on DiscoveryEd and participate in the
knowledge checks.

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Day 8: As a class, we will complete a teacher-led Quizizz Lesson on the American Revolution. Students will
complete the quiz questions to check for understanding.
Day 9-12: Students will begin the AdobeSpark American Revolution Project. They will choose their topics,
research and gather information, and build their AdobeSpark presentation, website, or video. Students will check
in frequently with the teacher to ensure they are moving at a steady pace and meeting requirements. This project
provides higher-order critical thinking and researching skills, promote creativity, and analysis skills.
Day 13: Students will share their projects on Canvas Discussion Board. They will view and comment on at least 3
of their classmates’ projects. This will allow students to collaborate and analyze student work.
Day 14: Students will complete an Open-Notes Test on Canvas on the American Revolution.

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?)

Students will have the opportunity to choose their presentation style (video, presentation, or website). Students
with accommodations will have access to Read-Write to help them with their research and construction of their
project. They will also work in a small group with a co-teacher for frequent check-ins. If needed, IEP students will
be given a template where they will input their information.
Students that need extensions or enrichment can research more events or important people of the American
Revolution.

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?)

To close out the unit, students will view at least 3 of their classmates’ projects and comment with a glow. They will
also reflect on the AdobeSpark Project and provide feedback to me on their thoughts and feelings about the
process.
After grading the Canvas Quiz and projects, I will reflect on the effectiveness of the lessons by assessing the
data. This will help me analyze if the students mastered the content, if I need to remediate, or if I need to change
anything for the following year.

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.
I really enjoy the variety of formative assessments throughout this unit. The quick-checks help me ensure that the
students are learning and comprehending the information. I also like the variety of ways for students to get the
information. Every student learns differently, so by teaching the information through videos, activities, discussions,
PowerPoints, and projects, I ensure every students’ needs are being met. Finally, the AdobeSpark Project is both
fun and engaging! The students enjoy the creativity and technology behind it, and I love the academic content it
requires.

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