Lesson Plan for Implementing

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

Position English, English ESOL Lead Teacher

School/District North Hall High School/Hall County

Grade Level(s) 9-10

Content Area English

Time line Two Weeks, 50 minute class

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.

ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
ELAGSE9-10SL4 Present information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning and the organization,
Content Standards development, substance, and style are appropriate to purpose, audience, and task.

1.1 Empowered Learner Students leverage technology to take an active role in choosing,
achieving, and demonstrating competency in their learning goals, informed by the learning
sciences.
1.3 Knowledge Constructor Students critically curate a variety of resources using digital
tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.
1.6 Creative Communicator Students communicate clearly and express themselves
creatively for a variety of purposes using the platforms, tools, styles, formats and digital
NETS*S Standards: media appropriate to their goals.

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

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 Students will read To Kill A Mockingbird. Students will sign up for a chapter to analyze in our class Google
Spreadsheet. Students will create a podcast to teach an audience about the chapter and perform an analysis.
The analysis can include a variety of topics we discuss in class: symbolism, 1930s, 1960s, racism, gender
inequity, laws, and modern US social systems. Students can choose their podcast platform: Anchor.fm,
WeVideo, etc. Students will then go back to the class Google Spreadsheet and next to where they signed up
for a chapter, they will list their podcast name and link to their podcast. Students will be instructed that their
podcast name and discussion must appeal to an audience in order to gain traffic. Students will be given the
option to have a partner; however, that means they discuss both chapters in their podcast. Students will have
to create a podcast that has an introduction and exit transition and contain 5 minutes of teaching their analysis
to an audience. Students have an ongoing, year-long, digital portfolio in class that they will need to add the
podcast to once finished.

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.

Essential Questions: What did 1930s and 1960s US society look like? How does the author show us the
perspective of 1930s and 1960s US society? Does modern US society look different?
Guiding Question: What is the purpose of social justice and why does it matter?
Prior knowledge: Students will be given articles that address 1930s and 1960s social issues surrounding
education, racism, and gender to help them develop background knowledge. Their strongest prior knowledge is
1960s regarding Civil Rights Movement and MLK Jr. Students also have a strong prior knowledge, and some
previous skills, with podcasts. Podcasts capture their interest.

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: Students will create short analysis responses to the chapter(s) we read in class and
use these to guide them in class discussions. Each student will be called on to share what they wrote down,
and they can build on another student’s response. I will go around the room while students are taking notes on
what they notice to assist anyone who may be stuck regarding symbolism, etc. Students will be graded based
on participation. This activity is to support students learning and practicing with analysis for their summative
assessment. Students can gain greater understanding by listening to peers. I can identify anyone who needs
further support and scaffold by sharing my own notes or providing more detailed examples of symbolism and
society at the time.
Summative Assessment: Students will produce a podcast teaching analysis of a chapter from To Kill A
Mockingbird. Students will have intro and exit transitions and provide a 5-minute analysis teaching the chapter
to their audience. Students will be assessed on creating a podcast, including transitions, and meeting the 5-
minute analysis requirement.
Differentiation: Students can choose their chapter, students can choose their podcast platform, and students
can utilize a partner. Students can share their script with me to gain feedback and/or support before recording.
Students are allowed to resubmit multiple times. Students are provided examples of podcasts and analyses,
and students are given step-by-step visuals on how to sign up for a podcast account as well as create their first
podcast. Students with prior knowledge in podcast creations are allowed to assist and support peers.

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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 Technology: Supports student learning by providing engagement, relevant materials and assignments, the
ability to reach an audience beyond the classroom, and equitable access.
Digital Tools: Launchpoint which houses all the students’ approved apps, Canvas LMS which is our online
classroom, Google Spreadsheets to sign up, WeVideo for podcast, Anchor.fm for podcast, and Destiny for
research. All materials, tools, and supports are linked into the student’s Canvas page. They will have access to
the novel, supporting research texts and documents, discussion boards, instructions, timeline, and rubrics.
Previous technology skills: Students will require previous skills with accessing their Launchpoint and Canvas
course, navigating through our online class, accessing the links and tools. The new skill will be creating and
using a podcast platform for most of the students.

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?)

Students are interested in society, justice, and media. Students need to understand how to analyze information
and participate in media presentation to be well-rounded citizens. Required prior learning for this lesson is
1930s United States society, 1960s United States society, laws in 1930s and 1960s, racism during these
periods, gender inequity during these periods, and laws regarding education from the 1930s until now (notably
the Education Compulsion Act). In order to know if students have any prior knowledge on these topics, we use
discussion boards in our Canvas LMS and class discussion. Students may have difficulties finding and
understanding the laws and moments in history, so articles will be provided for them to read and discuss that
require them to respond and build upon what a peer understands about the information. Other difficulties will
arise in the creation of podcasts, and we have our media specialist planned to support us during this time. She
has also trained me on our technology for me to help students with any troubleshooting first.

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.

Classroom management is critical to teaching and learning, so I set the expectations for students at the
beginning of the year, and we discuss that in my room is where I expect them to respect themselves and others
to provide a safe space for learning. They are not allowed to record or take pictures of themselves, peers, or
me while we are in class. Students are to remain on task using their devices as intended. Students are allowed
to talk once instructions have been given and collaboration is our normal procedure. This has provided a
setting in which students have been comfortable asking peers or me for help. We utilize Net Ref where I can
monitor student’s usage of computer and internet, though I do not encounter issues with students meeting the
expectations. Students are one-to-one devices, so everyone has access to a computer, and we have high
speed internet throughout the school. We also provide free WiFi. I utilize a flipped approach to class, so
students know the chapters to read and have come in ready to re-read chapters or work on their podcast. We
will primarily work in the classroom, and students were given class families at the beginning of the year. Their
class families are allowed to discuss and support each other in tasks, and the families consists of 4-5 students.
We have designated days where we will work in the media center and students have access to a private
recording room for their podcasts. Difficulties will arise in the creation of podcasts, and we have our media
specialist planned to support us during this time. She has also trained me on our technology for me to help
students with any troubleshooting first. The media center specialist and I practiced with using different podcasts
to anticipate what some of the major troubleshooting situations may be, and we found that the primary one was
account creation for certain students to which we have planned multiple podcast platform options to solve the
issue.

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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?

For my students to reach higher order thinking according to Bloom’s Revised Taxonomy (Virtual Library), they
are asked to analyze the text, evaluate societal issues, then create a podcast demonstrating their analysis by
teaching it to an audience. The assignment requires students to utilize technology to further build background
knowledge and communicate with a world-wide audience through podcasts. According to Kathy Schrock’s
(2022) apps outline on technology tools that reach the creation levels, my students are achieving this by using
their apps for creating their podcast and their digital portfolios.
My role is facilitator while the student’s role is guide and teacher. According to Schrock’s (2022) Bloom and
TECH chart, my students have been allowed authentic learning tools that enable them to become the teacher
while I act as guide/facilitator. The learning environment supports the activities by having pre-established
classroom families that support each other in discussions and assignments. This makes it easy for the teacher
to navigate the room as facilitator.

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?)

Differentiation: Students can choose their chapter, students can choose their podcast platform, and students
can utilize a partner. Students can share their script with me to gain feedback and/or support before recording.
Students are allowed to resubmit multiple times. Students are provided examples of podcasts and analyses,
and students are given step-by-step visuals on how to sign up for a podcast account as well as create their first
podcast. Students with prior knowledge in podcast creations are allowed to assist and support peers. Students
will have access to extended time as needed and translated materials. Students who speak multiple languages
are allowed to demonstrate knowledge in either or both. Students who require support with comprehension will
have access to Lit Charts summary and analysis of chapters- https://www.litcharts.com/lit/to-kill-a-mockingbird.
Students also have access to extensions and apps the county approves on their Launchpoint which provides
students in SPED and ESOL programs with the assistive technology supports they require.

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? Also answer the following questions?

• How will you know if the students found the lesson meaningful and worth completing?
• In what ways do you think this lesson will be effective? Why do you think this?
• What problems do you anticipate and why?
• How would you design and/or teach this lesson differently if you had more time?)

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 Students will be asked questions to reflect upon. Students will be asked to reflect upon their comfort level as
they navigated using a new technology tool. Students will be asked to reflect upon their ability to analyze and
teach an analysis of a text. Students will be asked to reflect upon which of the content standards they feel like
they demonstrated mastery of in this unit.
I think this lesson is effective in getting students to analyze how an author uses their perspective to teach us
about society and historical moments. I do believe this guided study of To Kill A Mockingbird helps students
understand that it is a far deeper and cleverly crafted text than it appears without this guidance to navigate the
complexity of Scout’s storytelling as a child.
The biggest problem will be getting students to believe in themselves as they practice a new skill and new
technology.
If I was to design this lesson differently, I would add having students do a podcast over a current event
anywhere in the world as well. This would help further that connection to writing about current social issues.

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.
After implementing this lesson, I learned that students exceed my expectations when given technology tools,
resources, and goals that are relevant to their interests. Students exceeded the 5-minute maximum and did a
really great job of maintaining a focus on analysis and not summary which is usually where the errors occur.
Something I would change next time, I would intentionally partner students that struggle with material. I believe
that confidence continues to be a hindrance-they can, but they feel intimidated/unsure. I think this would also
be my advice to others, create a well-designed partnership.
I am proud of my students as they participated in class discussions, online discussions, research, and podcast
creations. They used research they found to build background knowledge and enhance their analysis through
their podcasts. The progress with their digital portfolios after the podcasts looks amazing. I shared podcast
information with my media center specialist, my administrators, and parents/guardians, and the
parents/guardians are so proud of their children. This helped to build community and strengthened
relationships with my students.

Instructional Resources

Pre-Reading research instructions:

Before we begin reading you will research the following topics:

1. Jim Crow Laws in the United States

2. 1930's in the South (Alabama is the setting)

3. 1960's in the United States (publication time frame of the novel)

4. Prosecution and Defendant (what are the roles of the attorneys?)

5. Social Justice (what does this mean? what is expected?)

You will summarize your understanding on each topic in a way that your audience can understand. You will write
about these 5 topics on your website's blog. Turn in either the link to the blog or the Google Doc you typed your
blog in.

Article and discussion instructions:

Read this article that discusses compulsory law and

education: https://files.eric.ed.gov/fulltext/ED119389.pdf (Links to an external site.) 

In TKAM, Harper Lee writes a lot of references about truancy and parents having legal consequences if kids don't
attend school. This article discusses moments in history regarding compulsory laws. For your discussion, you will

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write a paragraph discussing why the laws were created and changed through time, how the public felt about the
law then, and how people feel about education now.

You must respond to one classmate’s discussion. You cannot see discussions until you have posted your own .

Instructions for reading and analyzing:

Remember to pay attention to how we see man vs society occurring in the text. Is it explicitly or implicitly stated?
Do you see instances of symbolism?

Elements you all have been discussing:

 Man vs society appearing through class issues.

 Man vs society appearing through gender inequality and education.
 Man vs society appearing through racism and segregation. 
 Symbolism appearing in mentions of trees and the Bible.  
 Symbolism appearing in reading.

Create a podcast instructions:

You will create a podcast account today. Make sure that what you name your podcast is clever and recognizable.
You can create a general/broad podcast name to encompass anything we may read and discuss in English class
this semester. So, I would not just name it To Kill A Mockingbird. After you name your podcast account, go back
to the sign-up sheet and add your information.

We will use Anchor.fm to create and share your podcasts. Anchor.fm is free and has several helpful features.
Click here to create an account: https://anchor.fm/

Podcast instructions and rubric:

Instructions: You will perform an analysis of the chapter you selected from To Kill A Mockingbird. It is so
important that you have crafted a well-written analysis to record for your podcast. Your written analysis can help
guide you in your script for recording your podcast. You need to read this page from the website, Bright Hub
Education, that walks you through the process of analyzing text. Now, you are ready to read your chapter and
plan your analysis. 

Rubric for Podcast

Partially
CATEGORY Exemplary Proficient Unsatisfactory POINTS
Proficient

Introduction ___/9
9 points 6 points 3 points 0 points

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 Catchy and Describes Somewhat Irrelevant or
clever the topic and engaging inappropriate
introduction. engages the (covers well- topic that
Provides audience as known topic), minimally
relevant the and provides engages listener.
information and introduction a vague Does not include
establishes a proceeds. purpose. an introduction or
clear purpose the purpose is
engaging the vague and
listener unclear.
immediately.

___/9
Content 9 points 6 points 3 points 0 points

Creativity and Accurate Some Information is

original content information is information is inaccurate.
enhance the provided inaccurate or
purpose of the succinctly. long-winded.
podcast in an
innovative way.
Accurate
information and
succinct
concepts are
presented.

Vocabulary Vocabulary is Vocabulary is Vocabulary is

enhances appropriate. adequate. inappropriate for
content. the audience.

Keeps focus on Stays on the Occasionally Does not stay on

the topic. topic. strays from topic.
the topic.

Conclusion Conclusion Conclusion No conclusion is

clearly summarizes vaguely provided.
summarizes key information. summarizes
information. key
information

___/3
Delivery 3 points 2 points 1 point 0 points

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 Well rehearsed, Rehearsed, Appears Delivery is
smooth delivery smooth unrehearsed hesitant, and
in a delivery. with uneven choppy and
conversational delivery. sounds like the
style. presenter is
reading.

Highly effective Enunciation, Enunciation, Enunciation of

enunciation, expression, expression, spoken word is
expression, and pacing are rhythm are not clearly
rhythm keep the effective. sometimes understandable
audience distracting. or expression,
listening. and rhythm are
distracting
throughout the
podcast.

Correct Correct Occasionally Poor grammar is

grammar is used grammar is incorrect used throughout
throughout the used during grammar is the podcast.
podcast. the podcast. used during
the podcast.

Music ___/6
Enhancements 6 points 4 points 2 points 0 points

Music enhances Music Music Music is

the mood, provides provides distracting to
quality, and supportive somewhat presentation.
understanding of background distracting
the presentation. to the background
podcast. to the
podcast.

___/6
Technical 6 points 4 points 2 points 0 points
Production
Transitions are Transitions Transitions Transitions are
smooth and are smooth are uneven abrupt and
spaced correctly with a with background noise
without noisy, minimal inconsistent needs to be
dead space. amount of spacing; filtered.
ambient ambient
noise. noise is
present.

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 Volume of voice, Volume is Volume is Volume changes
music, and acceptable. occasionally are highly
effects enhance inconsistent. distracting.
the presentation.

Podcast length Podcast Podcast Podcast is either

keeps the length keeps length is too long or too
audience audience somewhat short to keep the
interested and listening. long or audience
engaged. somewhat engaged.
short to keep
audience
engaged.

___/33
TOTAL POINTS

References

Schrock, Kathy. (2022). “Bloomin’ apps.” Kathy Schrock’s guide to everything.

https://www.schrockguide.net/bloomin-apps.html

Virtual Library. (nd). “Bloom’s revised taxonomy chart.” Bloom’s thinking & learning.
https://www.virtuallibrary.info/blooms-taxonomy.html

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