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Emily Kapfer Mora

ISTC 667 Final Project
July 11, 2020
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Section I: Instructional Design Overview

Introduction

As I began working on this project I realized it would be the most beneficial to have

two collaborators. I first chose my school media specialist as I knew she would be helpful with

distance learning resources. My school media specialist trained me on using the resource Pear

Deck. We met via a Zoom meeting where she was able to share her screen with me to show

me some features of Pear Deck that I can incorporate into my instruction with my students.

She provided me with tips for using Pear Deck with kindergarteners specifically and how they

can engage using the features she demonstrated.

My second collaborator was one of my kindergarten teammates. This teammate had

designed the majority of our English Language Arts lessons that we taught in distance

learning, so I knew she would be valuable in supporting me as I planned lessons to teach a new

high frequency word. I also met with her via Zoom to discuss a variety of activities that could

be done with our students that would be appropriate to kindergarten students and engage them

in active learning, even with the distance.

This instruction is designed for kindergarten students and is a part of English Language

Arts. Kindergarten students in Montgomery County Public Schools are required to learn new

high frequency words each week. With the challenge of distance learning, student engagement

began to decline; therefore, students were not actively learning the new high frequency words

that they were still required to learn. Because of this issue, I set an instructional goal for

students to be able to identify and spell the high frequency word ‘little’ by participating in

active learning virtually via Zoom and Pear Deck.

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Front-End Analysis

Needs Analysis. I followed the four phases of the needs assessment based on Morrison,

Ross, and Kemp (Brown & Green, 2016). I chose this model because the sequential order of the

needs analysis was easy to follow and provided an in-depth description for the expectations of

each phase. To implement this model, I broke my instructional design plan into the appropriate

four phases: planning, collecting data, analyzing the data, and compiling a final report (Brown &

Green, 2016). It was helpful to elaborate on each of the four phases as I drew up my needs

analysis because it laid out a solid foundation for how I would begin the final project.

I will be using Google Slides and Pear Deck on Zoom to teach a live literacy lesson

where my students will learn the high frequency word ‘little’. My students are accustomed to

learning high frequency words a certain way based on the routine we followed when we were

physically in school. Distance learning has altered the way in which I teach high frequency

words, partially because my students are far less engaged online due to limited opportunities for

interaction. This needs analysis is completed based on the correlation between student learning,

specifically in regard to high frequency words, and student engagement in distance learning.

Phase 1: Planning. My kindergarten students are the focus audience. There are two

pieces of data I need to collect from my audience. The first piece of data I need is how well

students are retaining the high frequency words they are learning via distance learning compared

to when we were in school. The second piece of data I need is which students are participating

and which students are disengaged in distance learning. Due to the nature of distance learning, I

am unable to gather data on high frequency words from all students, so this data will be collected

from as many students as possible. During my office hours I can meet with some students

individually and assess them on the new high frequency words that they are able to read to me
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from flashcards. I would work to collect data from at least 15 of my 25 students. I can record

data for all students in participation by keeping note of who participates each Zoom session, how

many times they participate, and whether their responses are accurate.

Phase 2: Collecting data. The sample size of the needs analysis will include at least 15

students with a maximum of 25 students for data collection on high frequency words. I will

video conference with each student individually (or as many students will be able to due to

parent schedules) and show them flashcards of the high frequency words we have learned via

Zoom. Each student will read the words to me and I will note how many words they read

correctly; this will equate to how many high frequency words they have learned. Student

engagement data will be collected as I track who does and does not participate each class and

how many times these students participate.

Phase 3: Analyzing the data. I will analyze and prioritize my data based on students

who are showing little, average, and high high frequency word retention. This data will be

compared with which students have higher/lower levels of engagement; there will likely be a

correlation between low engagement and low retention of high frequency words. The way I plan

to analyze this data is most likely classified as comparative. Obviously, students with low

participation and low retention of high frequency words will be prioritized as needing the most

intervention, but my instruction is designed to service all learners regardless of if they are

struggling or not.

Phase 4: Compiling a final report. A final report summarizing my findings on data and

the conclusions I’ve drawn will assist me in taking the next step: implementing my instructional

design to solve the problems I’ve identified. The recommendations based on the data will

specifically help me to be prepared to implement my instruction because my solution plan will

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be well-thought out and thorough. The data from my needs analysis will be interesting and useful

to compare to the data I collect once my instructional design has been executed.

Learning Context Analysis. The needs analysis above proves the necessity of this

instruction as the county and state still expect high frequency words to be learned. I also

identified for my individual class that disengagement is an issue, so my new instructional plan

will meet the needs of disengaged learners. In the learning context analysis I address how

learning has changed for this group of students as we shifted from face-to-face learning to

distance learning, and how this affects learning high frequency words specifically. This model of

learning context analysis supports Smith and Ragan’s ideas that there must be a need for

instruction to support students and the learning environment must be described (Brown & Green,

2016).

This learning context analysis is based off of my twenty-five kindergarten students from

this school year. These are the students I would have implemented my final project with if school

was still in session. Of course, this information will be updated before I implement my

instruction with my new students next school year so I can make changes as necessary. These

students have been participating in distance learning in a live video conferencing format since

the beginning of April. Twenty of the twenty-five students have consistently joined the live

meeting every day; the other five students logged on two to three days per week. All students are

either able to use Zoom features (i.e., mute/unmute themselves, turn screen on/off, etc.)

independently or have a parent to assist them nearby.

These students are accustomed to learning one to two new high frequency words per

week in the normal classroom. They are typically provided with a “morning message” and asked

to guess which new word we will focus on for the week. Once the word is guessed correctly, a
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student will circle it so all students know which word we are focusing on, and then another

student will write the word on the Promethean. Another student is then chosen to point on the

word wall to which letter the new word should be stapled under; the student explains how they

know they chose the correct letter. The new word is included in the morning message each day

for the rest of the week and students are encouraged to circle and write the word to practice

identifying and spelling it. This routine was practiced each week for six months while we were in

school normally. Every few months, there would be a cumulative spelling test on fifteen of the

high frequency words to assess student knowledge and retention on the words.

With distance learning, new high frequency words still had to be taught and learned, but

the method that students were comfortable with was not possible via Zoom. Changing a familiar

routine with students so young can be a disservice to their learning; because changing the

learning routine is inevitable, my plan is to design instruction for a week teaching one new high

frequency word using engaging strategies and activities. Active participation has been a struggle

on Zoom, and students are obviously not learning if they are not actively participating. By

planning instruction where my students can engage from home, they have a better chance of

retaining what they learn about the high frequency word of the week, even if it is not their

normal routine.

It is oftentimes difficult to reach every learner in such a diverse group of students.

However, knowing that each of my students is at least semi-consistent in joining our class Zoom

meetings gives everyone a chance to engage in active learning. Some activities will involve

students typing and entering answers or using their mouse to select an answer on their own

computer. This will show me both who is and is not participating and who is correctly learning

the new high frequency word.

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Learner Analysis. I chose to follow Dick, Carey, and Carey’s model (Brown & Green,

2016) for my learner analysis because of the models I studied, this one seemed to best align with

the attributes of my young students. Some of the other models seemed appropriate to secondary

and post-secondary education as they discussed why the courses were being taken or beliefs that

learners may hold (Brown & Green, 2016); naturally, this would not be applicable to

kindergarten students. This learner analysis is implemented through accommodation to all

student needs based on abilities, skills, and content knowledge. This model is organized which is

beneficial as I design my instruction with this learner analysis as a resource.

Entry skills: A lot of students have the skills to use basic Zoom features that will be required

when we use the chat. Those who struggle with using the Zoom features have parental support

nearby. None of the students are familiar with Pear Deck, but because they are familiar with

using Chromebooks and playing educational games at school, they should all have the skills to

follow my directions for clicking and dragging on Pear Deck.

Prior knowledge of topic area: My students have prior knowledge on learning high frequency

words every week since the beginning of the school year. Of course, they may or may not

already be familiar with the focus word ‘little’ depending on their reading abilities.

Attitudes toward content and potential delivery system: These students generally really enjoy

learning new high frequency words each week. They look forward to learning new words every

Monday morning as they feel proud having another word they know how to read and spell.

However, distance learning has left them less engaged than they were in school, so the delivery

system I began using in distance learning was not very effective. I believe the new delivery

system I am implementing with Pear Deck will excite them and be much more effective.

Academic motivation: The motivation of my students varies from student to student, but was
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generally very high in the classroom and then was generally very low once we began learning

from home. However, the majority of my students demonstrated a high motivation in school to

learn high frequency words, so I know with the right tools and strategies they will be motivated

to learn high frequency words at home.

Educational and ability levels: In English Language Arts, five students consistently perform

above average, thirteen consistently perform average, and seven students consistently perform

below average. The reading abilities range from a level A to a level K, with a level D being the

kindergarten expectation.

General learning preferences: My students enjoy active learning where they can complete a task;

they are much less interested in listening to me provide them with information. Active learning

could mean a hands-on activity, a discussion with a partner, drawing a response, etc. In this case,

it will mean using their device to type certain letters and send them to me via an online chat.

Attitudes toward the training organization: While not completely applicable to kindergarten

learners, I think my students adapted well to distance learning. There was no type of training for

them as their parents worked to figure out the Zoom technology. Many of these students do have

a positive attitude towards online learning because they enjoy getting to see their peers and

teacher, but some are apprehensive because of the unfamiliar setting and unknown territory.

Group characteristics: This entire class is flexible and easy-going with the changes that have

occurred to the way we teach and learn. They are still eager to learn, even if this is not

demonstrated through their participation due to external factors, such as anxiety and

uncomfortableness. All of these students like to have fun with learning and actively participate

when the opportunity presents itself.

In addition to the learner analysis model I chose, I also appreciate knowing the ethnic and
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socioeconomic backgrounds of the students I teach. This helps me to be more conscious of my

teaching and how my instruction can meet the needs of diverse students. This information is

especially important to keep in mind during distance learning to remind me that these are my

students, not just faces on a screen that I am teaching from a distance.

Among this group of students there are four Hispanics, eleven white, three African

American, five Asian, and two mixed-race. Eleven of these students are girls and fourteen are

boys. None of these students have IEPS or 504s but one receives speech services. Five students

receive ESOL services. Four students receive free and/or reduced meals and therefore come from

families who live at or below the poverty line.

Progression of Problems (PITP Model)

Problem One requires that students are able to recognize the word ‘little’. In my initial

PITP organizer I used the language “students will be able to read...” but upon reflection, I

think ‘recognize’ is a better verb for this problem. This is when the high frequency word is

introduced. For this problem, students will participate in several different activities to become

familiar with the new word. To begin, students can volunteer to try to sound out or guess the

word in our Zoom meeting after I show it on the screen. Once I introduce the word, students

will have 30 seconds to write ‘little’ as many times as possible using a paper and pencil they

keep near their device. They will then count how many times they wrote ‘little’ and have an

opportunity to share the number of times they wrote it. I will then set a second timer for 30

seconds and students will try to beat their individual score of how many times they were able

to write the word. This will familiarize students with the word so they will be able to

recognize it. After this activity, students can take turns spelling ‘little’ aloud for the class.

Problem Two requires that students are able to identify the word ‘little’. More
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specifically, identifying in this case means being able to select the focus word amongst other

words. I will use the app Pear Deck where students will see multiple choice-style responses on

their screens. They will be able to choose the correct answer after I display a new set of

choices. Each question will ask the students to select the correct spelling of the word ‘little’;

two response choices will be misspelled. I will be able to view who participates in selecting

responses and who answers correctly versus incorrectly. In addition to this activity, I will

incorporate a movement activity where students can get up from their seats and make

themselves big (which was the previous week’s high frequency word) by reaching up high and

then make themselves little by curling up into a ball. This will help kinesthetic learners build

an association to the word ‘little’, which will allow them to better identify the word after the

visual activity.

Problem Three requires students to be able to find and sort the word ‘little’ against

other words in a group. Pear Deck has a feature where students can drag and sort objects into

two groups. I will provide the word ‘little’ multiple times and misspellings of the word in a

scrambled group. Students will have to sort the words based on correct and incorrect spellings.

This tedious task will help them practice focusing on the word so they will be able to better

identify the correct spelling, and even spell ‘little’ on their own. As a follow-up activity for the

kinesthetic learners, students will participate in a mini scavenger hunt where they have to find

two things in their home that are little and show them on their screen. Like the activity from

Problem Two, this helps associate meaning with the word ‘little’.

Problem Four require students to be able to identify the missing letters in incorrect

spellings of the word. Students will practice using the chat feature of Zoom that they will use

for the end problem. I will show the word ‘little’ on the screen, but each time I show it, one
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letter will be covered up. Students will have to type the missing letter into the chat and send it

to me so I can check to see their understanding. After covering up a few letters, I will begin to

cover up two letters at a time, and students will have to send me the two letters that are

covered up.

The end problem asks: Are students able to accurately and independently type the

word ‘little’ using the chat feature and press the ‘enter’ button to send me the word? This is

the final assessment and the most independent activity to test how well students have truly

learned the word ‘little’. Students will be able to take as much time as they need to do this as it

is not always simple for children this young to easily find all of the letters on the keyboard. As

an enrichment, students will be encouraged to type an entire sentence using the word ‘little’ in

the chat. I would expect more advanced students to give this a try; it is likely that it would

take these students about the same amount of time that it would take striving students to type

‘little’ in isolation. Students demonstrate meeting the expectation if they are able to accurately

type the word ‘little’ and enter it in the chat. They demonstrate complete mastery if they are

able to at least attempt a comprehensible sentence including the word ‘little’. Students

demonstrate that they are still emerging in learning this high frequency word if the word is

misspelled or if they do not send me a word through the chat feature.

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Standards Alignment

The table below includes the relevant standards that support with the instructional

design. Each standard is aligned with the Pebbles in the Pond Graphic Organizer.

Source Standard PITP Alignment to

Instruction

American Association Inquire

of School Librarians I.A.2. Learners display curiosity and initiative PITP Problems 1, 2, and 3
by recalling prior and background knowledge
National School Library
as context for new meaning.
Standards
I.B.2. Learners engage with new knowledge by
PITP All Problems
following a process that includes devising and
implementing a plan to fill knowledge gaps.

I.C.1. Learners adapt, communicate, and

exchange learning products with others in a PITP Problem 3 and End
cycle that includes interacting with content
presented by others.

I.D.3. Learners participate in an ongoing

PITP Problem 3
inquiry-based process by enacting new
understanding through real-world connections.

Include
II.B.2. Learners adjust their awareness of the
global learning community by interacting with PITP Problems 3 and End
learners who reflect a range of perspectives.

II.D.1. Learners demonstrate empathy and

equity in knowledge building within the global
PITP Problems 1, 3, and End
learning community by seeking interactions
with a range of learners.

Collaborate
III.B.1. Learners participate in personal, social,
and intellectual networks by using a variety of PITP All Problems
communication tools and resources.

Explore
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V.B.1. Learners construct new knowledge by

problem solving through cycles of design,
PITP Problems 2, 3, and 4
implementation, and reflection.

V.D.1. Learners develop through experience

and reflection by iteratively responding to
PITP All Problems
challenges.

Engage
VI.A.2. Learners follow ethical and legal
guidelines for gathering and using information
by understanding the ethical use of PITP All Problems
information, technology, and media.

Association for Standard 1 (Content Knowledge): Candidates PITP Problems 2, 3, 4, and

demonstrate the knowledge necessary to
Educational End
create, use, assess, and manage theoretical and
Communications and practical applications of educational
technologies and processes.
Technology Standards
Standard 3 (Learning Environments): PITP All Problems
Candidates facilitate learning by creating,
using, evaluating, and managing effective
learning environments.
International Society for Standard 1: Empowered Learner.
Students leverage technology to take an
Technology in
active role in choosing, achieving, and
Education Standards demonstrating competency in their learning
goals, informed by the learning sciences.

1c. Students use technology to seek feedback PITP Problems 2 and 3

that informs and improves their practice and
to demonstrate their learning in a variety of
ways..
PITP Problems 2, 3, 4, and
1d. Students understand the fundamental
concepts of technology operations, End
demonstrate the ability to choose, use
and troubleshoot current technologies and
are able to transfer their knowledge to
explore emerging technologies.

Standard 2: Digital Citizen

Students recognize the rights, responsibilities
and opportunities of living, learning and
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working in an interconnected digital world,

and they act and model in ways that are safe,
legal and ethical.

2b. Students engage

PITP All Problems
in positive, safe, legal and ethical behavior
when using technology, including social
interactions online or when using networked
devices.

Standard 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.

3d. Students build knowledge by

actively exploring real-world issues and PITP Problem 3
problems, developing ideas and theories and
pursuing answers and solutions.

Standard 7: Global Collaborator

Students use digital tools to broaden their
perspectives and enrich their learning by
collaborating with others and working
effectively in teams locally and globally.

7a. Students use digital tools to connect with

PITP Problem 1
learners from a variety of backgrounds and
cultures, engaging with them in ways that
broaden mutual understanding and learning.

7b. Students use collaborative PITP Problems 1 and End

technologies to work with others, including
peers, experts or community members,
to examine issues and problems from
multiple viewpoints.
Maryland College and Phonics and Word Recognition
Career-Ready
RF.K.3 Know and apply grade-level phonics
Kindergarten Standards and word analysis skills in decoding words. PITP All Problems
for English Language
RF.K.3.c Read common high-frequency words
Arts by sight (e.g., the, of, to, you, she, my, is, are, PITP All Problems
do, does).
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RF.K.3.d Distinguish between similarly

PITP Problems 2 and 3
spelled words by identifying the sounds of the
letters that differ.

Section II: Detailed Lesson Plan – PITP Problem Four

PITP Problem Four

I chose to focus on the fourth problem of my unit where students must identify

missing letters from incorrect spellings of the word ‘little’. Being the fourth problem in the

unit, students should be able to identify the word and are now practicing identifying missing

letters as an application practice. Students will be better prepared for spelling ‘little’

independently in the following problem by practicing recognizing which letters should be in

place. The previous problems in the unit included similar repetitive drills but were presented

in an engaging way so that students are learning and retaining the information effectively.

Component/Knowledge (Task) Analysis

Identify all of the knowledge components for this problem (i.e. conduct a

Component/Knowledge Analysis). I selected the task analysis model designed by Jonassen,

Tessmer, and Hannum (Brown & Green, 2016). There are five activities included in this

model: inventorying tasks, describing tasks, selecting tasks, sequencing tasks and task

components, and analyzing tasks and content level (Brown & Green, 2016).

Inventorying tasks is the first step to the task analysis (Brown & Green, 2016) so it is

clearly laid out which tasks will take place. Based on tasks that had been done in the previous

three problems, the tasks that will be completed in the fourth problem are identifying which

letter(s) are missing from the word ‘little’, typing the appropriate letters, and utilizing the chat

feature.
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The second step is describing the tasks (Brown & Green, 2016). In identifying missing

letters, I will begin with one letter, such as ‘i’ covered up with a rectangle. Students will see the

letters ‘l’, ‘t’, ‘t’, ‘l’, ‘e’ and have to figure out which letter from the word is absent. They can

keep this to themselves or say it out loud, although their sound will not be on. When students

are expected to type the appropriate missing letters, they will have to find the letters on their

keyboards. While this task may seem simple, a sufficient amount of time will be allotted for

this as many students are not familiar with typing regularly. In utilizing the chat feature,

students will have to find the chat button on their screen and open the chat. Once they complete

the task of typing in their letter(s), they will have to either click ‘enter’ on their keyboards to

submit their responses or click the ‘send’ icon on their screen. Again, while these technical

tasks may seem easy, they are rather complex for five- and six-year old students.

Step three is selecting tasks for students (Brown & Green, 2016). Three tasks are an

appropriate amount for kindergarteners; any more than this or tasks that were more complex

would likely be too much to expect of these students. All originally planned tasks will be

included in the instruction because they are all necessary to student learning.

Sequencing the tasks is the fourth step in the model (Brown & Green, 2016). In the first

task students will need to open the chat feature by clicking the button so it pops up on the side

of their screen. They must do this first so they are not struggling to figure it out when they

should be completing the next task. Identifying which letter(s) are missing from ‘little’ is the

second task as students need to know what they will type in the chat feature. In the third task

students must type the letter(s) missing from ‘little’. After they have typed the correct letters,

the first task of utilizing the chat comes back into play when students need to push ‘enter’ to

submit their responses.

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The fifth and final step includes analyzing the tasks and content level (Brown & Green,

2016). This includes the cognitive and behavioral responses that are expected from students by

completing these tasks (Brown & Green, 2016). When students identify the missing letters

from the word ‘little’ they are indicating that they know how to spell the high frequency word,

which is an expectation of them in kindergarten. It demonstrates a deep understanding of the

word and the letters that make it up as opposed to just being able to read and identify the word.

By typing the missing letters, students have to mentally recognize the letter that they are unable

to see and find it on the keyboard. This shows which students are able to match uppercase and

lowercase letters as the letters on the keyboard are uppercase but the letters they will compare

with on the screen will be lowercase. These skills demonstrate students’ application of letter

knowledge. Utilizing the chat feature is not a content-related task but provides students with an

opportunity to become more educated with the technologies necessary to aid their learning.

Especially with distance learning, these technical skills are crucial to student success as this is

how students are able to demonstrate their capabilities to the teacher.

Guidance/Instructional Strategies

Using the “tell, ask, show, do” sequence categories, the table below shows the planned

guidance and instructional strategies for my instructional plan for problem four.

Sequence Category Instructional Activity

Ask I will ask students if they are able to find the chat icon/button on
their screens.
Do Students can press the chat button once they find it. Parents can
help if necessary.
Tell I will share my screen showing the word ‘little’ and explain that
students have to type in the chat the letter(s) I cover up and push
‘enter’.
Show I will share my screen to show a practice round including the
covered up letter ‘i’, how I click on the chat button, type in the
letter, and push ‘enter’.
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Do The word ‘little’ with a different covered up letter will appear on

the screen; students will type in the missing letter and send it in the
chat. After a moment for everyone to figure it out (with parent
assistance for some students), we will repeat this with different
letters. After a few rounds of one missing letter, we will move to
two missing letters – sometimes consecutive, sometimes
inconsecutive.

Interface Design/Production of Materials and Media

Describe the plan for the interface design/production of materials and media. With

distance learning, all instruction is delivered completely online via Zoom. Every student has a

device at home in which they can use to log onto Zoom every morning. Each day will follow a

different PITP problem; I will have the Google Slides and Pear Deck lessons created ahead of

time. I am able to share my screen to show the Google Slides I have prepared and the ones that

include Pear Deck features will be accessible to students to engage with. Students will need to

be able to use their mouse or trackpad to click certain items on the screen and be able to type

letters on the keyboard and find the ‘enter’ button. In this scenario of online learning, students

will have a decent amount of familiarity with using Chromebooks or laptops as this will be a

focus in the beginning of the school year. Appendix A includes a sample Google Slide of PITP

Problem 4.

Assessment and Evaluation

For a formative assessment, I will assess the responses students send me in the chat for

the fourth PITP problem. I will be able to keep the chat open after my live class to collect data.

I will first evaluate which students are or are not sending the missing letters in the chat. I have

hard copies of my class roster that I can check off to keep track of who is participating. Then,

by scrolling through the chat I can view who was sending the correct missing letter(s) as I

displayed different scenarios of the word ‘little’.

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In the summative assessment in the end problem, I will record who did and did not type

and send the word ‘little’ in the chat, as I did with the formative assessment. Then I will

evaluate who was able to type the word correctly, who may have had one or two small

mistakes, who had three or four mistakes, and who struggled to find the correct letters to type.

Being the fifth and final day of working with the word ‘little’ and having practice with the

keyboard, this summative assessment will be indicative of who has mastered identifying and

spelling the word ‘little’.

Section III: Plan Implementation and Data Collection

I will implement this instructional unit during the 2020-2021school year, assuming we

are still participating in distance learning. I will adapt the design as necessary to meet the needs

of my new students. I plan to use this instructional model for as long as we are in distance

learning.
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References

AECT Standards, 2012 Version. (2012). Retrieved July 2, 2020, from https://www.aect.org/

American Association of School Librarians. (2007). Standards for the 21st century learner.

Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelines

andstandards/learningstandards/AASL_LearningStandards.pdf

Brown, A., &; Green, T. D. (2016). The essentials of instructional design: Connecting

fundamental principles with process and practice. New York, NY: Routledge.

Google Slides. (n.d.). Retrieved July 2, 2020, from https://www.google.com/slides/about/

International Society for Technology in Education. (2016). International society for technology

in education standards for students. Retrieved from

http://www.iste.org/standards/standards/for-students-2016

MD College and Career-Ready Standards. (n.d.). Retrieved July 3, 2020, from

http://mdk12.msde.maryland.gov/INSTRUCTION/commoncore/Pages/index.aspx

Pear Deck for Google Slides. (n.d.). Retrieved July 01, 2020, from

https://www.peardeck.com/googleslides/

Zoom. (n.d.). Retrieved July 01, 2020, from https://zoom.us/

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Appendix A