Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Grade
Level(s) 6th grade

Content Area Language Arts

Time line 6 days

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?)

Students should show they are able to:

1. Identify how each character’s think based on analyzing character traits
2. Determine the central idea of a text and describe how the character, setting, and plot, contribute to the main
idea.
3. Define Point of View from the character
4. Share his or her thoughts via technology platform such as Flipgrid

Georgia Performance Standards

Reading Literary
ELAGSE6RL1: Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.

ELAGSE6RL3: Describe how a particular story’s or drama’s plot unfolds in a series of

episodes as well as how the characters respond or change as the plot moves towards a
resolution.

Writing
ELAGSE6W6: Use technology, including the Internet, to produce and publish writing as well
as to interact and collaborate with others.
Speaking and Listening
ELAGSE6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on
others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or
studied required material; explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion
Language
ELAGSE6L4: Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. a.
ITSE
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function
in a sentence) as a clue to the meaning of a word or phrase

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 Standards (Net-S)

1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression

2. Communication and Collaboration: Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute to the learning of others

3. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan
and conduct research, manage projects, solve problems, and make informed decisions using appropriate
digital tools and resources.
3c.Students curate information from digital resources using a variety of tools and
methods to create collections of artifacts that demonstrate meaningful connections or
conclusions.

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

The objective for this lesson is to be able to identify aa character from a story (specifically Hocus Pocus) and use
character traits (previous lesson) to be able to explain how a character’s actions play into the story. Students will
watch a movie and complete a graphic organizer for a sample character. The students then will choose the
character and complete organizational thoughts into how even a minor character can play such a vital role for the
story. They are expected to create an autopsy of the character and then explain their results via Flipgrid and
share with the class.

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? What questions can you ask students to help them focus on important aspects of the
topic? What background or prior knowledge will you expect students to bring to this topic and build on?)

1. What is a main character in the story?

2. How can supporting characters help in a story?
3. What are some character traits that can be used to describe characters?
4. What are some adjectives that can describe the characters and events in the story?
5. How can you provide evidence from the text (movie)?
6. How can you share your results via Flipgrid?
7. How can you respond to your classmates?

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?)

Students will create an autopsy report based on answering five different parts per body part. Students will
complete and share an understanding of character traits based on verbal conversation via Flipgrid. Students’
work samples will be assessed via a rubric. Students will assessed throughout the process via informal
observation and simple checklist.

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

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explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

This class is a resource classroom which means that all the students are below grade level therefore several
instructional strategies are used every day to make learning more meaningful and authentic for the students to be
able to process and understand the different tasks at hand. The technology just enhances their leaning
experience in my classroom.

Digital Tools: Flipgrid, Google Classroom, Google Docs, Padlet, Youtube, Flocabulary
Resources: Rubric, Checklist, Class Example
Previous Skills Needed: Students should be able to identify a character in the story and answer questions in
verbal from based on the plot of the story.

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?)

The prior leaning for this unit would be a review of plot elements that were studied in September. There would be
a classroom example creates using the form to show students how to create the autopsy. There must be a
knowledge of what character traits are and how they can describe the characters in the movie/story. The
students have been using the various Web 2.0 tools since the beginning of the year.

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
troubleshoot them?

The teacher will use whole group instruction to review over plot elements and have students fill out a question on
Google classroom based on the class’s way to remember as a warm-up activity. We will watch Hocus Pocus over
2 ½ days. We will stop and have discussion throughout the movie to identify the major and minor characters. The
students will be keeping a list of the characters’ actions, as a way of being able to remember different plot points.
The students will then decide which character to complete their autopsy on. The students will have 2 days to
complete on their own and then 1 day to share their discoveries on Flipgrid. All technology will take place in the
resource classroom and will use the classroom Chromebooks. The Web 2.0 tools will be available for use in the
classroom. The teacher will have alternate paper copies of all the activities.

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?

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 The classroom will be set up for individual students to complete the tasks. The students will have access to their
Chromebook during the movie to take notes on several different characters. The resources and other information
will be based in the Google classroom, with the teacher having a hard copy of the papers. Regular feedback will
be given from the para and teacher as they students are working on their autopsies after the movie. There will be
review before the movie of the plot vocabulary and explanation of what an autopsy is and how it can be helpful in
the real world. The teacher will encourage the students to use their own vocabulary when it comes to creating
character traits for the different parts of the graphic organizer.

I. Student’s Responsibilities
a. Each student is responsible for turning in morning work, answer a question via Padlet, completing the
graphic organizer, turning in an autopsy, completing a Flipgrid, and responding to another student’s
Flipgrid.

II. Layout/Plan for Activity;

a. Day 1: Padlet (Review Question based on Plot Review). , discuss overall project, and start movie.
During the movie, pose questions for students for discussion.
b. Day 2-3: Answering questions in verbal discussion, students are collecting information about the
various characters via the graphic organizer.
c. Day 4- Create a class example, students begin to work on their own autopsies
d. Day 5- Continue to work on their own autopsies and start Flipgrid videos
e. Day 6- Finish Flipgrid and respond to other classmates and turn in everything via Google Classroom.

III. Rubric/Graphic Organizer/ Template

a. Information for Body.docx

b. Hocus Pocs.docx
a.
IV. Completed Project
a. Turn in:
i. Organizer
ii. Body Chalk outline
iii. Information for Body Sheet
iv. Flipgrid-Completed and Response

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?)

This classroom is very interesting because it is a resource classroom, so all the students struggle with reading
and have IEPS. There are some things that need to be completed verbally rather than written and completing
graphic organizers.

Extension Activities:
For the students who may complete it earlier, then can work on creating a Google Slideshow to elaborate on their
thoughts and ideas.

Adaptive/Assistive Technology

All students will have access to a computer and the ability to work one on one with either the teacher or parapro.

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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? What will be your process for answering the following
questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)

The closing event is completing an Flipgrid and responding to other classmates on how accurate they were to
describe and analyze the character.

The lesson went well. The use of Padlet could have been improved and possibly have used Google Draw to
create the graphic organizer rather then sorting to use clip art. The rubric was difficult to create because of
technical issues in the classroom.

The students really got into the project because it was done close to Halloween and it was a fun and unique
project. I did discuss the use of autopsies and created a crime scene for the first part of the introduction day. It
was a lot of fun and I plan on using this idea for a novel sometime later in the year.

This activity was used with a lot of web 2.0 tools that can be used in a variety of other classes. There could have
even been used for Adobe Spark to create a presentation for the ending instead of a Flipgrid (just another way of
answering).

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?
Recommendations:
• Make sure all computers are charged and working.
• Allow students a choice of tools and to work in groups if they want too.
• Have alternative methods available if web 2.0 site is down (paper and pencil)
• Collaborate with Instructional Coach to see about extending to a written response
• Allow for plenty of time (could take longer as planned depending on level of students)

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