Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Characters, Setting, and Major Events

Grade Level/Content Area: 1st Grade ELA
Content Standard Addressed:
ELAGSE1RL3: Describe characters, settings, and major events in a story,
using key details.
ISTE Technology Standard Addressed: What would you like students to know and be
Computational Thinker-1.5.b: Students collect able to do by the end of this lesson:
data or identify relevant data sets, use digital Students will be able to describe characters,
tools to analyze them, and represent data in setting, and major events in a story, using key
various ways to facilitate problem-solving and details. Key Details are important pieces of
decision-making. information found in the story that can be used to
describe characters, setting, and major events.
What is the student learning goal(s) for this lesson idea?
I can describe characters, setting, and major events in a story, using key details.
Bloom’s Taxonomy Level(s): Applying and Analyzing

I will promote higher levels of critical thinking during this lesson by implementing opportunities for
students to apply and analyze what they have learned. Students will apply their knowledge and
analyze a story to find characters, setting, and events.
How do you plan to implement this lesson and integrate the technology?
This lesson applies to all below: 
 
Teacher-led: There is no student voice and choice in the activities. Students are guided by
teacher direction and expectations. Learning activities are assigned to the student and mostly practice
based. 
   
Problem-based and/or Publishable: Students are solving problems
and completing projects to demonstrate their learning. Additionally, the projects can be shared
outside of the classroom. (Note: This objective could be reached by displaying the project on the
school’s morning newscast, posting the project to the classroom blog, presenting it to another
class, or publishing via an outside source.) 

Lesson idea implementation:

After learning about story elements throughout the week, students will complete a self-led Padlet
lesson. The lesson will include discussion posts, videos, games, and practice activities. Students can
work independently or collaboratively, and I will be available to answer questions and help with any
technical issues. At the end of the Padlet lesson, students will write and share their own stories. The
stories should have the story elements covered in this lesson. As a wrap-up, we will have a class
discussion where students can share what they liked or disliked about the lesson. This information
will help me figure out which activities best fit the learning needs of my students.
Managing student learning:
During the lesson, the students will transition from passive to active social learners by participating in
open-ended question prompts. This lesson can be used independently or collaboratively, so students
can choose to interact with their peers. This lesson enables students to express their understanding
through discussion questions. The end activity of this lesson is open-ended and has little instruction.
Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

Like the story, The Smart Cookie, this enables students to be creative. It may be a challenge for
students to figure out how to record audio; however, I will be there to support those who choose this
response choice.
Universal Design for Learning (UDL):
This lesson supports UDL (Universal Design for Learning) by encouraging action, expression, and
engagement between students and online materials. By using Padlet, I can provide interactive
resources that allow students to engage with the lesson at their own pace. In this lesson, students work
through the content by participating in short discussions, playing games, and watching videos. At the
end of the lesson, students will show their understanding by writing and posting their own stories
highlighting characters, settings, and events.
Reflective Practice:
Padlet creates an opportunity that students would not otherwise be able to do in a traditional
classroom setting by enabling students to work through the content in their own time. Students can
work at their own pace, play games, and participate in other activities without time constraints or peer
judgment. I am most excited to hear about which activities students enjoyed most while learning
about this standard. This feedback will guide future activities.

Frazier, 2021