EDUC 2220- Educational Technology Lesson Plan Template

A Day in The Life

Jamie Withrow

Third Grade/ Language Arts
Common Core Standards:


W. 3.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a.
Introduce a topic and group related information together; include illustrations to aid comprehension, if
needed. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also,
another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement
or section.

W. 3.3 - Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or
characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions,
thoughts, and feelings to develop experiences and events or show the response of characters to situations. c.
Use temporal words and phrases to signal event order. d. Provide a sense of closure.



Lesson Summary:


The students will use a digital book to create ‘A Day in the Life of (students name)’. To create this, the
students will use a timeline (beginning, middle, and end) organizer after planning/scheduling their day’s
(doing this should help students who are struggling with events and which order to put them in, as most of
their days are routine). The app they use will allow them to write about their day as well as allowing them to
draw pictures to give the reader a better idea of what the student is doing and how it would look. Doing this
should help students who are struggling with events and which order to put them in, as most of their days are
routine.


Estimated Duration:

The estimated time that will be used to carry out this lesson plan will be 4-50 minute class periods, totaling
200 minutes.
Day 1: First 10 minutes - I will introduce the activity.
Next 20 minutes: Students will go over their schedules for school to familiarize themselves with what a
schedule looks like from beginning to end. This will give students the idea of how to form/create their own.
Last 20 minutes: Students will then discuss what it is that they do within a day.
Day 2: First 10 minutes - I will go over the organizer graph the students will be using to organize their day &
digital book.
Next 40 minutes: Students will organize their day by: morning, afternoon, and night. Each subject (morning,
afternoon, and night) will have segments. By the end of Day 2 students should have their “schedule”
complete. I will be going around to answer any and all questions the students may have.
Day 3: First 20 minutes - I will be going over/demonstrating and introducing the app that will be used for this
activity.
Next 30 minutes: The students will explore and familiarize themselves with the simple-to-use app.
Day 4: Whole class: Students will create their “A Day in the Life of (students name)” digital book. Once the
text is written, they may begin drawing pictures to show what throughout their day looks like.

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Commentary: I anticipating that exploring the app may be frustrating to students, however, I will allow students
the option to stay inside during recess or have lunch in my room while we discuss how the app is operated (if
need be)



!


Instructional Procedures:
Day 1: First 10 minutes - I will introduce the activity.
Next 20 minutes: Students will go over their schedules for school to familiarize themselves with what a
schedule looks like from beginning to end. This will give students the idea of how to form/create their own. Last
20 minutes: Students will then discuss what it is that they do within a day.
Day 2: First 10 minutes - I will go over the organizer graph the students will be using to organize their day &
digital book.
Next 40 minutes: Students will organize their day by: morning, afternoon, and night. Each subject (morning,
afternoon, and night) will have segments. By the end of Day 2 students should have their “schedule” complete. I
will be going around to answer any and all questions the students may have.
Day 3: First 20 minutes - I will be going over/demonstrating and introducing the app that will be used for this
activity.
Next 30 minutes: The students will explore and familiarize themselves with the simple-to-use app.
Day 4: Whole class: Students will create their “A Day in the Life of (students name)” digital book. Once the text
is written, they may begin drawing pictures to show what throughout their day looks like.

Pre-Assessment:
I will check and reflect on prior grades & instances regarding story-lines and structure to see if they are ready
for this assignment.

Scoring Guidelines:

There will be an easy-to-read rubric for the students along the way. Each day, I will be going over what
the students have completed, what questions were made, etc. I will mark their progress on their rubrics
at the end of each day.

Post-Assessment:
The post assessment will be the digital book they have created. I will be going over and grading their digital
books.

Scoring Guidelines:
Each project will be graded by rubric. The rubric will be split into 5 segments that will be worth 20 points each.
This will total out to be 100 points (100%) Segments:
1.) Clearly demonstrates they know how to write in full sentences. Writes in a timeline.
2.) Used the technology device/app appropriately.
3.) Shows understanding of how to organize information by grouping and using detailed information.
4.) Demonstrates proper use of upper-case & lower-case letters and periods.
5.) Shows effort to provide pictures to demonstrate what is going on throughout the story.

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students: More time will be offered to the students who are struggling with the project, as mentioned previously. 


Discuss additional activities you could do to meet the needs of students who might be struggling with the
material: Students who are gifted will have the option of typing out their timeline first and then ‘dragging’ it to
the digital-book to make the technology less confusing.

Extension
https://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/English-Language-Art/English-Language-
Arts-Standards/ELA-Learning-Standards-2017.pdf.aspx?lang=en-US

Interdisciplinary Connections
This lesson could be used for history to show time-lines throughout specific era’s and time-periods/events.

Materials and Resources:


For teachers

- iPad - To access the app.
- Smart-board/projector - To project the app onto the smart board to demonstrate the app to the students.
- App - To write our digital books on.
- School schedule - For the example, and to introduce the students to a schedule/time-line
- Organization time-line sheets - For the students to make their ‘rough drafts’.

For students

List the materials your students will need to complete the lesson and learn the material. 

We want students to use technology for this lesson. What will they need (iPads, laptops, a smartboard, etc)?


- Ipad - to access the app

- Organization template - on iPad in google docs

Key Vocabulary
App
Technological devices
Organization
Time-lines

Additional Notes

I haven’t studies about third grade education. I thought this was based on what we wanted to eventually be.
Given the standards and basing my information off of that, I did my best.