Instructional Software

Lesson Idea Name: Fox the Tiger

Content Area: Language Arts
Grade Level(s): 1st

Content Standard Addressed: They will be identifying the characters and settings in the story and creating
an illustration.

Selected Technology Tool: EPIC

URL(s) to support the lesson (if applicable and goes directly to the lesson): We will read Fox the Tiger
Epic - Books for Kids (getepic.com)

Type of Instructional Software:

☐ Drill and Practice ☐ Tutorial ☐ Simulation X Instructional Game X e-books/e-references

Features of this software (check all that apply):
X Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
X Accessible to students beyond the school day
X Accessible via mobile devices
☐ Multiple languages (I’m not sure)
X Safety, security and/or privacy features
Bloom’s Digital Taxonomy Level(s):

X Remembering X Understanding X 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.

X 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):

This tool supports UDL as it can be differentiated based on the students in the class. For example, the teacher
can give them an opportunity to choose a book that interests them. Once they read their book, they do an
activity involving the characters and the settings. Then they can share this with a small group or the whole
TFrazier, 2021
 Instructional Software
class. This would be a great way to promote engagements and representation especially in a lesson like this
one.

Lesson idea implementation:

For this lesson the teacher will start by reviewing characters and settings with the students. They will then be
able to log into the classroom on Epic and find the book that was assigned to them by the teacher. They will
take some time reading the book. Students who finish early will be encouraged to take the quiz game at the
end of the book. The class will then reconvene and discuss what the character(s) and setting(s) were for our
story.
After the class discussion students will write a sentence about the character(s) and the setting(s). They will
then create an illustration to go along with their sentence. This activity can be done on paper or through
other programs like Seesaw. Students will be assessed on their ability to draw an illustration of the
character(s) and the setting(s). We could extend this lesson in the future by having student create their own
book. These books will need to have illustrations and brief sentences to describe the character(s) and
setting(s). To provide feedback I will go around the classroom to give verbal feedback on their work and assist
as needed.

Reflective Practice:
I feel the activity I created is a great start to the identification of characters and settings in our stories. This
activity and the platform used are great tools for student learning. To further extend we can have students
pick their own book, find the characters and settings, then share their story with a small group or whole class.
Another thing you can do to adapt this lesson is let the students create other illustrations of the characters
and settings. For example, they can use paper, or maybe they can create something on Seesaw and share it
with the class.

TFrazier, 2021