anning

Template

ame:

Shimmin

2. Course/Content/Grade:

CSDDocs for Teachers

ule/Topic:

CSDDocs

4. Plan Duration:

90 min.

ard(s):

1. Facilitate and inspire student

learning and creativity (ISTE
Standards for Teachers #1).
c. Promote student reflection using
collaborative tools to reveal and clarify
students conceptual understanding
and thinking, planning, and creative
processes.
d. Model collaborative knowledge
construction by engaging in learning
with students, colleagues, and others 6. Objective(s):
in face-to-face and virtual
environments.
4. Promote and model digital
citizenship and responsibility (ISTE
Standards for Teachers #4)
b. b. Address the diverse needs of all
learners by using learner-centered
strategies providing
equitable access to appropriate digital
tools and resources

Teachers will be introduced to G

Docs.

Teachers will be able to create
Google Doc Template

Teachers will be able to share a
Doc.

ocabulary:

Google Docs is a free Web-based

application in which document (s) and
spreadsheet (s) can be created, edited
and stored online. Files can be accessed
from any computer with an Internet
connection and a full-featured Web

This lesson applies across the curr

It can be used for any class.

8. Inter-Disciplinary Connections:

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browser .
Google Doc Template: A template is a file
that serves as a starting point for a new
document. When you open a template, it is
pre-formatted in some way.

or Student Learning:

gy Integration:
Teacher Use:
plicable)

Teachers will create a Google Doc Template and share with me and one other teacher.

Computer, projector, Internet

Content Specific Additions

Computer, Internet

13. Lesson Sequence

(What You Do When: Including Explicit
Instruction/Guided Inquiry)

14.
DOK
Level

1. Introduce teachers to Google Drive. Use the

following video:
https://www.youtube.com/watch?v=wKJ9KzG
Qq0w
. Demonstrate how to create a Google

Doc.
. Teachers create their Google doc.
. Describe what a template is and why
one would be useful when creating
Google Docs.
. Have teachers work together to work

Student Use:

15. Grouping and Scaffolding

Structures (including interventions
for diverse learners)

16. Engagement & Checking for Under

(OTRs: What will students be say
writing, reading & doing)

Teachers could work in partners. Thumbs up; thumbs down

Walk around the room to check for
For scaffolding, I would have
understanding
screenshots, demonstrations,
plus one-on-one help for all
teachers.

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on a Google Doc that they could share

with their students.
. Demonstrate for teachers the sharing
options in Google Drive

ecting on their learning
feedback on their
g to the teacher)

As an assessment, teachers will create a template they can use with their students, and share that te
with another teacher (as well as me, so I may assess their learning).

to students:
iding feedback to
heir learning and

I will grade teachers with a rubric on their ability to create and share a template.

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an Reflection Questions

students ready for this lesson? Which data support this?

nstructional objective met? How do I know students learned what was intended?

students productively engaged? How do I know?

my instructional plan as I taught the lesson? How and why?

e opportunity to teach the lesson again to the same group of students, would I do anything differently? What? Why?

udents ready to move on? If yes, how do I know? If not, what adjustments/re-teaching do I need to make to ensure student underst

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