Subject: (NOT the technology tool) English Language Arts

Grade/Age Level: 4th

Lesson Topic: (NOT the technology tool)

Reading Literature: Di erences between poems and drama
Learning Goal(s): (NOT the technology tool)

Students will explain the major di erences between poems and drama. Students will describe the major structural elements in poems and drama
and how they di er.
How will technology play a role in mee ng the learning goals?
Each student will create an infographic to summarize the di erences between poems and drama, speci cally the di erences in their structural
elements.

Materials Needed for Lesson (tech and non-tech)

Each student will need a computer for this lesson. I will need a computer as well to model for students how to create an infographic.

What do you need to do to get the technology ready? (se ng up accounts, di eren a ng, etc.)
To get the technology ready, I will need to likely set up an account with a free infographic site prior to the lesson so that I can model how to create
and save infographics for the students. I will also need to determine whether the students will need to have their own account in order to save
their infographic, and if so, how to set that up.
How is the Tool Being Integrated? How will you assess the ac vi es happening through the tool?

X Monitoring/observa ons
X Individual
☐Pairs X Forma ve assessment
☐Teams ☐Informal assessment
☐Other ☐Summa ve assessment

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 What features of the technology tool
have elements of engagement? Can the technology allow students to focus on the assignment/learning with less distrac on (Time on
Answer the Triple E Engagement Task)?
ques ons concerning how technology ☐No ☐Somewhat X Yes
can bring about co-use, me-on-task
learning and focus on the learning goals Can the technology mo vate students to begin the learning process?

☐No ☐Somewhat X Yes

Can the technology cause a shi in behavior, from more passive to ac ve social learners (co-use)?
☐No ☐Somewhat X Yes

Which teaching moves could be ☐Guided prac ce ☐Purposeful partnering

integrated to aid technology in helping
☐Modeling thinking ☐Gradual release of learning
students engage in the learning goals?
X Modeling naviga on of the tool ☐Create a mentor text

X So ware tour ☐Share-aloud

☐I do, we do, you do X Turn and talk

☐Teacher monitoring ☐Switcheroo

☐Student self-re ec ve monitoring ☐Other Click or tap here to enter text.

☐Co-use or co-engagement
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 What features of the technology tool

include elements to enhance student Can the technology allow students to develop or demonstrate a more sophis cated understanding of
learning? the learning goals (possibly use higher-order thinking skills)?
Answer the Triple E Enhancement
ques ons concerning how technology ☐No ☐Somewhat X Yes
can bring about learning supports/
sca olds, higher-order thinking, and Can the technology create or provide supports (sca olds) to make it easier to understand concepts or
value-added over tradi onal tools. ideas (possibly di eren ate or personalize)?

☐No ☐Somewhat X Yes

Can the technology create paths for students to demonstrate their understanding of the learning goals
in ways they could not do with tradi onal tools?

☐No ☐Somewhat X Yes

Which teaching moves could be ☐Ac ve listening ☐Ques oning prac ces
integrated to aid technology in
☐Switcheroo ☐Predic ng
enhancing the learning goals?
☐Self-re ec ve prac ces X Di eren a on
☐Visible thinking rou nes X Personaliza on
X Graphic organizers X Share-aloud
X Visual representa ons of learning ☐Other Click or tap here to enter text.
☐Re ec ve notebooks
☐An cipa on guides
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 How does the technology extend the
learning goals? Can the technology create opportuni es for the students to learn outside the typical school day?
Answer the Triple E Extend ques ons ☐No X Somewhat ☐Yes
concerning how technology can bring
about learning that connects to everyday Can the technology create a bridge between school learning and everyday life (authen c
life, allows learners to con nue to learn experiences)?
24/7 and helps them develop so skills. ☐No X Somewhat ☐Yes

Can the technology allow students to build authen c life skills, which they can use in their everyday
life (so skills)?
☐No X Somewhat ☐Yes
Which teaching moves could be ☐Real world issues X Student’s inves gate and direct their own
integrated to aid technology in
☐Partner with real world organiza ons project
extending the learning goals?
☐Connect with authen c experts ☐Role playing
X Engage students in authen c discourse with X Use authen c tools that are prominent in
others everyday life
☐Pen Pals ☐OtherClick or tap here to enter text.

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 UDL Guidelines (select all that apply)

Provide mul ple means of Engagement Provide mul ple means of Representa on Provide mul ple means of Ac on & Expression
A ec ve Networks Recogni on Networks Strategic Networks
The “WHY” of Learning The “WHAT” of Learning The “HOW” of Learning

Provide op ons for Recrui ng Interest (7) Provide op ons for Percep on (1)
X Op mize individual choice and autonomy (7.1) X O er ways of customizing the display of informa on
☐Op mize relevance, value, and authen city (7.2) (1.1)
X Minimize threats and distrac ons (7.3) ☐O er alterna ves for auditory informa on (1.2)
☐O er alterna ves for visual informa on (1.3)
Provide op ons for Sustaining E ort & Persistence (8)
☐ Heighten salience of goals and objec ves (8.1) Provide op ons for Language & Symbols (2)
X Vary demands and resources to op mize challenge ☐Clarify vocabulary and symbols (2.1)
(8.2) ☐Clarify syntax and structure (2.2)
☐Support decoding of text, mathema cal nota on, and
X Foster collabora on and community (8.3)
symbols (2.3)
☐Promote understanding across languages (2.4)
☐Increase mastery-oriented feedback (8.4)
X Illustrate through mul ple media (2.5)
Provide op ons for Self-Regula on (9)
☐Promote expecta ons and beliefs that Provide op ons for Comprehension (3)
op mize mo va on (9.1) ☐Ac vate or supply background knowledge (3.1)
☐Facilitate personal coping skills and strategies (9.2) X Highlight pa erns, cri cal features, big ideas,
X Develop self-assessment and re ec on (9.3) and rela onships (3.2)
X Guide informa on processing and visualiza on (3.3)
X Maximize transfer and generaliza on (3.4)
Provide op ons for Physical Ac on (4)
☐Vary the methods for response and naviga on (4.1)
X Op mize access to tools and assis ve technologies
(4.2)
Provide op ons for Expression & Communica on (5)
☐Use mul ple media for communica on (5.1)
☐Use mul ple tools for construc on and composi on
(5.2)
X Build uencies with graduated levels of support for
prac ce and performance (5.3)
Provide op ons for Execu ve Func ons (6)
☐Guide appropriate goal-se ng (6.1)
☐Support planning and strategy development (6.2)
X Facilitate managing informa on and resources (6.3)
X Enhance capacity for monitoring progress (6.4)

Triple E Framework by http://tripleeframework.weebly.com is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

UDL Guidelines from h p://udlguidelines.cast.org/

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