Edu 589-Capstone Project-Option A Lesson Plan-C Throener

Intel Teach Program
Essentials Course
Understanding Story Elements Reading Unit

Unit Author
First and Last Name
Courtney Throener
District or Organization
Webb City R-7 School District
School or Location Name
Eugene Field Elementary
City, State
Webb City, Missouri
Unit Overview
Unit Title
Understanding Text Using Story Elements

Unit Summary
This particular unit will convey activities to promote comprehension of grade-level text with the
assistance of elements found within every story. These elements that include: characters and
the traits they exhibit, setting, problem, solution, and main idea. Additional areas that will be
promoted within this unit are vocabulary as appropriately connecting towards comprehension of
the text as a whole. This enhanced unit will heighten the engagement with the implementation of
technological outlets. These to include, but not limited to Web 2.0 tools, Mobile apps, and
universal connections. Within this enhancement these appendages will release accountability
and allow students to guide, create, and master the content.
Subject Area
The target subject found within this unit is that of Reading. The targeted topic is comprehension
of text with the perception to correctly identify key elements that help with the telling of stories
such as; characters, setting, problem, solution, and main idea.
Grade Level or Target Audience
3rd graders will be the target group
Approximate Time Needed
With the enhancements to elevate this unit time needed to complete this will be as follows:
Daily activities: 39 class periods/50 minutes per class period
District Issued Assessment: 1 class period/ adequate time for all students to finish
Project Based Final Assessment: 5 class periods/ 50 minutes per class period.
Unit Foundation
Targeted Content Standards and Benchmarks (Training/Organizational Benchmarks)
Within this unit there will be alignment to State Standards as well as ISTE-S Student Standards.
Standard Alignment:
3.RL.01 Ask and answer questions to demonstrate understanding of text, use text details.
3.RL.02 Recount stories and determines the central message through key details.
3.RL.03 Describe characters in as story and explain how their actions contribute to events.
3.RL.04 Determine the meaning of words or phrases as they are used in a text.
ISTE-S Student Standards Alignment:

1.
Creativity and innovation
2008 Intel Corporation. All Rights Reserved. Used by Permission via eMints
Revised for WWU MED T&T Revised 10/23/2013
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2.
5.
a. Apply existing knowledge to generate new idea, products, or processes.

Communication and Collaboration
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
Digital Citizenship
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
ISTE-T Teacher Standards Alignment:

1.
2.
Facilitate and inspire student learning and creativity.

c.
Promote students reflection using collaborative tools to reveal and clarify students conceptual understanding,
thinking, and planning, and creative processes.
Design and develop digital age learning experiences and assessments.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student
learning and creativity.
Student/Learner Objectives (Learning Outcomes)
Measurable Outcomes for Days 1-6 of Instructional Procedures:

-After completing specific lessons students will be able to analyze characters and categorize the
traits they exhibit with evidentary support.
-By completing the activities, the student will recognize the similarities and differences of gradeappropriate visual adaptations.
-By completing the entire unit students will identify elements found within text to further deepen
their overall comprehension.
Blooms New Digital Taxonomy Measurable Outcome:
Understanding: Students will exhibit mastery of understanding when they compare two gradelevel texts for similarities and differences of story elements.
Remembering: Students will display adequate knowledge of the characters portrayed within
these stories and identify appropriate character traits that correspond.
Curriculum-Framing Questions
Essential
Question
Why do you think it is important to understand what you read? What

strategies can help you with this understanding?
Unit
Questions
What is a story element? How are these elements helpful when reading text?
What is a character trait? What is the setting? How can you determine the
setting? What does the component plot mean to the entirety of the written
text?
Content
Questions
How can critically analyzing story components be applied to the text just
heard?
Assessment Plan
Assessment Timeline
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Before unit work begins
Prior to
hearing the
units stories
discuss with
students what
are
characters?
Whole Group
Create:
Definition or
Quick
Reference
what a
character is?
Standard:
3.RL.03
Students work on
projects, learning
activities, and complete
tasks
Prior to hearing Summative

text discuss
what are story
elements?
Provide a four
box chart with
the following
terms:
character,
setting,
problem, and
solution.
Have students
work together
to develop
quick
references to
these terms.
As the
instructor prior
to students
formulating
adequate
definitions
provides valid
examples.
Problem/Soluti
on: Your pencil
breakswhat
do you do?
>>Ask
students what
could be a
possible
solution to this
problem?
Standard:
3.RL.01
3.RL.02
Quick Check
-Character
Trait
application
prior to
introducing
text.
Miss Nelson is
Missing
Formative:
After project work / learning

activities are completed
Student
Directed
Formative
Presentatio
n
Innovative
Application
Assessment
Formative
Assessment
Standard:
3.RL.01
3.RL.01
-Student
choice of
Google Draw
or Touchcast
video creation
for character
trait of a
given gradelevel text.
3.RL.03
3.RL.02
Utilizing the website

to allow students to
guide the
assessment.Following
the instructions will
draw comparisions
within two stories by
the same author that
will demonstrate
understanding of the
following: story
elements, character
traits, and sequence
Formative:
3.RL.03
Standards Assessed:.
Story Element
Chart of Miss
Nelson is
Missing
3.RL.04
3.RL.01
3.RL.09
3.RL.02
Standards
Assessed:
3.RL.03
Standards
Assessed:
3.RL.03
Character Trait
Heart Fill-In
Standard:
3.RL.01
3.RL.03
Formative:
Comparison
Chart of
Character Trait
Standard:
Highlight
the skills
understood
with other
grade
appropriate
text.
Standards
Assessed:
3.RL.03
3.RL.09
3.RL.01
Miss Nelson is
Missing/Miss
Nelson Take a
Field Day
Formative:
Compare Two
Stories By The
Same Author
Standard:
3.RL.01
Formative:
Elaboration of
Quotes
Project-Based
Summative
Assessment
UTILIZE ANY OF
GRADE-LEVEL TEXTS
Final 5 Days of Unit
Standards Assessed:
3.RL.01
3.RL.02
3.RL.03
Standard:
3.RL.01
3.RL.02
See Additional
Information due
to not being
able to fit these
within this
column.
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Assessment Summary
Summative: Students will complete a quick check via a collaborative outlet. This format will
increase students engagement therefore displaying valid information as working towards mastering of
the content. This summative quick check will be in the form of a type-in through Padlet. This will
allow the educator to see the level of participation as well drive a small-group instruction needed to
push students to master level.
Formative: Students will be given a district initiated assessment at the end of the unit. This
assessment will measure mastery of the story elements discussed to understand the text.
*By providing two different formats of assessments the educator will be able to truly measure what
students are comprehending within grade-level text with the assistance of story elements. These
elements that include: characters, setting, plot, and main idea. The assessments will be across
varied platforms of paper pencil to interactive dialogue using technology.
Unit Details
Prerequisite Skills
Technology:
Students will need to have an understanding of how to login to their Google account prior to
accessing the desktops. This will provide students to their own pre-saved bookmark bar. Students
will then be asked to access the bookmark of my website. The goal is that students are aware of this
site. First, this site provides online viewing of grade-level text, as well as interactive platforms to
monitor understanding of story elements. Students will need to be familiar with the site to complete
components along the way.
Content:
Instructional Procedures
Day 1 and 2:
Technological enhancement will require an additional day due to the fact that this will be the students first time hearing
this story.
Standards Met: 3.RL.01, 3.RL.04
Introduce the grade-level text by discussing vocabulary.
Vocabulary Words:
misbehaving-behaving, or acting, badly
rapped- hit sharply or quickly
drawn-closed
shades-window coverings used to keep out the light
unpleasant-causing discomfort or unhappiness
Read Miss Nelson is Missing.
After reading, facilitate a group discussion using the following questions. Be sure to demonstrate how to properly answer a
question in the whole group setting using the Better Answer Formula.
Activity:
Questions:
Why do you think the kids in room 207 misbehave when Miss Nelson is their teacher?
What do you think happens to Miss Viola Swamp?
What in the story makes you think so?
The story says, Thats our little secret, said the kids. What do you think the kids mean by that?
Enhancement:
The enhancement seen within this day of instruction will be with the addition of an interactive platform to discuss the book and
the elements found within this story to better comprehend the storys message.
Web 2.0 or Mobile App:
Mobile App-Padlet
Prior to Access- Make sure to book the mobile iPad cart to ensure each student has a device for participation purposes. Along
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with booking the mobile cart double check that Padlet is an app within these iPads achieved through contacting the librarian or
technology teacher.
Execution- Students will open their application of Padlet on their iPads. Once they have opened this application they will be
asked to click anywhere within the posed box. This box will correspond within the posed comprehension questions.
Ex. Question: Why do you think the kids in room 207 misbehave when Miss Nelson is their teacher?
Expectation of Execution: Students will type their name along with their formulated answer within their clicked in response.
Ex Answer: Ms. Throener: The kids in room 207 misbehave because their teacher Miss Nelson is using her sweet voice and not
meaning business.
Guidance:
Teacher Directed-Teachers will lead the discussion of what they learned from the book to adequate answer the comprehension
questions posed within the Padlet application
Student Directed-Students will direct their portion of the discussion by what they answer within their response box.
Measured Focus:
This lesson will meet the apply portion of identifying story elements met through the comprehension questions.
ISTE-S Justification
ISTE- Student Standard 2: Communication and Collaboration
Students will be able to communicate what they feel caused the students to misbehave on an interactive platform with a
collaborative touch. This platform will allow students to read, view, and respond with their classmates allowing for peer
learning to take place. Padlet will spark ideas, formulate connections, and harbor positive comparisons justifying the need for
such an app to allow communication and collaboration to take place within the classroom.
Day 3 and 4:
The enhancement for this lesson will require a buddy day where students are given ample time to read aloud with a
partner. Students will also have to do preminary work of physically writing their thoughts of character traits prior to
placing these within a technological platform.
Review vocabulary from the previous days lesson.
Discuss how important it is to reread stories to better understanding the text.
Students will partner read Miss Nelson is Missing.
Activity:
Discuss character traits going deeper than what one can see on the outside. Provide students with construction paper to
complete this activity among their partners.
Ask students to cut out a heart to glue onto the construction paper.
In small groups have students discuss and write on the outside of the heart (physical-can be seen of their partner)
Once students have filled that in ask for students to fill in and write the character traits (inner of their partner)
Enhancement: Students will need to prior to logging in complete a paper copy of character traits on what they feel for others
and themselves. After completing the paper copy students will be given the opportunity to create an image of how they seen
themselves on the physical side, as well as the internal side within the mobile app of Google Draw.
Web 2.0-Google Draw
Prior to Access-Make sure this instructional day falls on the computer lab designated time for the week or locate the Google
calendar to schedule in a time appropriate to the when Reading subject is chunked in the for the day.
Execution- Students will login to computers using their Google account. Once, students have logged in and taken to the
Google home page students will then be directed to click on Google Drive. After clicking on Drive students will then be asked
to compose new within the Google Draw option.
Ex. Physical Trait to include in image:
Ms. Throeners blonde hair
Ex. Internal Trait (character trait) to include in image:
Helpful-Working with students to reach their success level.
GuidanceTeacher directed-Teacher will remind students what character traits mean in relation to external descriptive traits.
Student directed Students will direct how to expressively portray the traits they feel represent who they are. Students will
also direct the justification to these chosen traits.
Measured Focus:
This lesson will achieve the analytic side to characterization beginning with ones own portrayal within the classroom.
ISTE-S Justification:
ISTE-Student Standard 1: Creativity and Innovation
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Students will be able to create and express their individuality based on the personal vision they harbor. This tool will provide
students to direct their thinking and justification through a creative outlet.
Day 5 and 6:
Due to the enhancement for this particular lesson students will need a day of prep to have preworked the character
comparison in order to hold an authentic conversation within this platform.
Standards Met: 3.RL.03
Review the book that the class has heard now twice. Begin a discussion about character traits for the lead characters of Miss
Nelson and Viola Swamp.
Activity:
Students will complete a comparison chart of the character traits displayed by these main characters.
After completing the comparison chart have a whole group discussion on what was placed within these boxes.
Ultimate goal is to have students recognize similarities and differences as compared to their own specific answers.
Enhancement:
Students will be able to learn beyond the walls of their classroom to interactively make decisions as it fits appropriately with the
conversation occurring through the Google Hangout.
Web 2.0 Tool-Google Hangout
Prior Access- Prior to beginning this particular lesson collaboration amongst colleagues will need to occur. This collaboration
that will ensure if each classroom is on this particular instructional day, as well as if this colleague is up for an interactive
connection in the form of a hangout through Google. Additional collaborative dialogue to discuss would be the timing of this
hangout and who will initiate the connection. Within the classroom students will need a paper venn diagram form. This form
will be filled in through partner discussion as what character traits Miss Nelson and Miss Swamp portrayed through the story.
Execution- Students will fill in their preliminary comparison page to have a conversation started through the Google Hangout.
Each student will be sitting on the blue carpet in rows. As each student wants to participate through a question, answer, or
additional dialogue they will come to the computer screen so the other classroom can view and hear what this student is saying.
GuidanceTeacher directed- Teachers will initiate a preplan this collaborative effort to ensure a smooth interactive discussion.
Student directed- Students will construct sufficient discussion points based on their problem solving skills as to what is
appropriate for the posed question, comment, or dialogue occurring at that particular point in time.
Measured Focus:
This lesson will meet the evidentiary support practice to the assignment of character traits as seen within grade-level text.
ISTE-Student Standard 4: Critical thinking, problem solving, decision making
Students will be required to problem solve as to what character traits fit with the main characters found within the story.
Students will also be required to critical think the justification to the assigned character traits given to the characters to be able
to formulate a conversation based on this justification with the assistance of evidentiary support.
Day 7:
Discuss story elements and their basic definitions as found on the provided chart poster.
Story Elements:
characters-are the people, animals, or things that take part in the story.
setting- is where and when the story takes place.
problem- is something that causes trouble for the characters.
solution- is how the problem in the story is solved.
Activity:
View Miss Nelson is Missing (YouTube)
While viewing this story, pause throughout for students to fill in a story map page corresponding with the story map definitions
that were just discussed.
Enhancement:
Students will be able to convey complete awareness to the story elements of Miss Nelson is Missing by experiencing the text
through a visual outlet. Thus, translating towards the completion of a story map discussion.
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Web 2.0 Tool-YouTube

Prior to Access- Prior to starting this lesson double check that the Apple TV is on to allow AirPlay to occur. This allows for a
remote connection to take place without a jumble of cords. After these tools are up and running search the YouTube platform
for a Miss Nelson is Missing video. Play the video through to ensure the video is just the story itself and not any extra questions
or side conversations.
Execution- Students will be reminded of what each these story elements are. These elements to include: characters, setting,
problem, solution, and main idea. After this quick mini-lesson students will be asked to turn their attention to the screen to view
the Miss Nelson is Missing video. As students view this story they will be reminded to be on alert for these elements as they
recognize them. Students will be then asked to answer these element boxes as they pertain to what they viewed on the screen.
GuidanceTeacher Directed- Teachers will guide the conversation as to what they think each of these story elements are based on what
they viewed within the video.
Student Directed- Students will need to write in these story components based on the overall group conversation.
Measured Focus:
Students will be asked to analyze, recognize, and identify elements as magnified in a visual adaptation.
ISTE-Student Standard 3: Research and Information Fluency
Students will evaluate the story in a visual presentation as seen streaming through the YouTube video. Students will apply the
information displayed through this digital tool to better understand the story.
Day 8 and 9:
Students will require this particular lesson to span two days due to having to view a separate story through Youtube.
After this viewing students will be required to compose a video displaying their understanding, but they will need to add
to their organizer before this video creation to understand the direction.
Discuss what students have been reading and viewing of Miss Nelson is Missing. Tell students they will be comparing stories
today.
Activity:
View Miss Nelson Has a Field Day (YouTube)
After viewing Miss Nelson Has a Field Day ask students to compare with the story they have read Miss Nelson is Missing.
Students will be asked to independently fill in the setting and main character boxes for each story. As a whole group determine
the plot/main idea and how we were able to back this up with evidence from what we heard and saw from these two stories.
Enhancement:
Students will be able to compare and contrast these stories with the additional assistance of visual presentation already created
and yet to be directed through the students vision. Students will be able to access their creative, innovative, and navigation
skills to sufficiently establish comprehension through a TouchCast video.
Web 2.0 Tool-YouTube
Mobile App- TouchCast
Prior to Access- Prior to starting this lesson double check that the Apple TV is on to allow AirPlay to occur. This allows for a
remote connection to take place without a jumble of cords. After these tools are up and running search the YouTube platform
for a Miss Nelson Has a Field Day video. Play the video through to ensure the video is just the story itself and not any extra
questions or side conversations. (YouTube)
Prior to starting the use of the app TouchCast the mobile iPad cart must be reserved for each student to participate. Also with
this reservation ensure that these devices have the TouchCast app and make the proper accommodations to rely this app to this
entire cart of iPads. (TouchCast)
Execution- Students will have a physical copy of Miss Nelson is Missing to utilize as a reference tool. Students will then view
Miss Nelson Has a Field Day streamed through YouTube. Students will need to be on alert to recognize similarities and
differences between these two stories. Students will then be asked to access the mobile app TouchCast on their iPad. Their
overall goal is to create a presentation where they discuss the differences they saw, but still able to make the connections of how
these stories are alike. This activity will bring all outcomes together within this innovation application of displayed
comprehension.
GuidanceTeacher Directed-Teacher will guide the students to what they should be looking for within the visual presentation in order to
devise an adequate comparison between both stories.
Student Directed- Students will direct the similarities and differences seen within these texts with appropriate validation.
Measured Focus:
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This particular lesson will incorporate all measurable outcomes these to include: recognizing similarities and differences,
analyzing characters for what they bring to the story, as well as identifying story elements. This lessons activity will put all the
pieces together by allowing the student sole direction as to what they have learned and what this means for mastery seen in the
created video.
ISTE Student Standard 5: Digital Citizenship
Students will promote responsible use of technology as advocated with the information presented. Students will showcase this
with how they convey their knowledgeable background of the story elements as well as the seriousness taken as the director of
this information.
ISTE Student Standard 6: Technology Operations and Concepts
Students will transfer the overall comprehension of story elements to learn a new technology such as the create and show
application of TouchCast. This newness that will communicate comprehension as well as trouble shooting to navigate with
appropriate creation to properly compare these two stories. This technology is innovative making it connectable to more than
one ISTE Student Standards.
Day 10 and 11:
After hearing the quotes that correlate within the grade-appropriate text students will be given a piece of lined paper.
Within this paper they will need to think of things, pictures, words, etc. they can associate to what this quote means.
They will need to work this a rough draft prior to creating the online platform.
Display the following on a chart paper to viewed during whole group time
It is impossible, thats for sure. So lets start working.
I know its impossible. But I know Ill do it.
Turn to shoulder buddy and discuss what you think these quotes mean. Who do you think might say this?
Activity:
Show the picture of Philippe. Use this picture as a discussion starter as to what we think he is doing. Then, ask students to
discuss what the quotes have to do with the picture. Continue the build up to the grade appropriate text show students the video
Philippe Petit.. Have students turn and discuss what they just saw.
Read the story The Man Who Walked Between the Towers.
Enhancement:
Students will be able to reference prior knowledge of story elements and apply within a small written text. Students will be able
to elevate their thinking by transferring words to visuals. This transfer will promote creativity, collaboration, and analytical
viewpoints received through peer sharing.
Web 2.0 Tool or Mobile App:
Mobile App-Educreations
Prior to Access- Prior to having students create through this mobile app ensure that all scheduling has been done properly to
ensure classroom set of iPads. Additional items to check on would be is this app on these iPads. If not contact your librarian or
technology teacher. In order for students to be allowed to access this application they must have completed their preliminary
work. This will include a pre-planned guidance as to what the provided quotes mean and what key words helped visualize this
thought.
Execution- Students will be guided through a discussion as to what a quote means and who could have possibly authored it.
Students will then be asked to make note of this thinking while keeping in mind evidentiary support found within the quote
itself. Students will then be asked to locate an iPad. Within this iPad students will need to access the app Educreations.
Students will be asked to adapt this thinking into visuals. These visuals that could include things as: pictures, text, audio, visual
recording, etc. The overall intent is to have a presentation that allows students to understanding their peers thinking.
Ex.Using this Quote: I know its impossible. But I know Ill do it.
Visual: Show a running track looking from a far seeing the finish line.
Expand the Visual: Running track, blank test page striving for a good grade, a football field with a team in stance ready for the
ball to snap.
GuidanceTeacher-Directed- Teachers will guide the discussion as to what the quotes meant.
Student-Directed- Students will guide their visualization implementation, as they will have specific details that helped them
visualization based on personal experiences.
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Measured Focus:
Students will begin looking towards comprehension of what these quotes mean by identifying specific elements to help form
their conclusions. These elements will be what is the setting based on the image provided, as well as the characterization of
who authored the provided quotes.
ISTE S Justification:
ISTE Student Standard 4: Critical thinking, problem solving, decision making
Students will reach critical thinking by developing a visual representation of what the quote means. This will require students
to make decisions as to properly display this visualization making this come to life to viewed by peers.
Day 12 and 13:
This lesson will take two days due to the fact students will be rereading the text in partners. This will require a time
flextibility in order for all students to access the backchannel to participate in an authentic discussion.
Display the Preview to The Walk. This preview that will be viewed through the TV screen. Students will need to be on alert to
what they view as they are to tie it to the previous days quotes. These quotes on display on a poster are:
It is impossible, thats for sure. So lets start working.
I know its impossible. But I know Ill do it.
Activity:
Show the movie preview of the The Walk. Students will have a piece of lined notebook paper. While watching this clip they are
to reference the provided quotes that were discussed yesterday. Students will need to answer the question posed,
What is impossible now seeing this preview? What will be known, but done?
Reread the story in partners The Man Who Walked Between The Towers
Enhancement:
Students will be able to attach yet another visual to a complex action that was completed by one individual. Studnets will
experience an auditory, visual experience achieved through a cinematic preview.
Web 2.0 Tool or App:
Web 2.0 Tool-Todays Meet/Backchannel Discussion
Prior to Access: Prior to access students are going to make sure they have seen the quotes and discusses them. The educator
will need to ensure the schedule is open for the classroom set of iPads to be utilized during the Reading block. Also the
educator is going to need to create a login to open a room where the critical analysis can occur with what students see in this
preview as is applies to the quotes.
Execution:
Students will be asked to open their iPad and type in the following URL: todaysmeet.com. Once students have typed this URL
in they will be asked to type in the room as assigned to my login. I will pose the question: What did you view in the preview
that helped you better understand the story? I will require each student to respond to this question by attaching their name at the
end of the thought. Additional questions to pose: What is impossible? Is there anything in life that is impossible? Is
impossible a positive or negative thought?
GudianceTeacher-Directed: Teacher will direct the use of the iPads to complete the participation through the backchannel option.
Student-Directed: Students will direct the direction of the conversation based on what their classmates post will develop their
own answers while taking the viewpoints of others into conciderations.
Measured Focus:
ISTE Student Standard 4: Critical thinking, problem solving, decision making
This standard will be met for students will need to develop a valid response to the posed question based on the visuals brought
forth through the preview as well as the provided quotes.
Day 14 and 15: Standards Met: 3.RL.03, 3.L.04
This particular activity will require students to prior to the technological component to have filled in their interactive
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poster. This will need to be backed up with evidentiary support, but also approved through the teacher prior to
heightening the skill.
Activity:
The activity will focus character traits. The charater from The Man Between the Towers will open up a critical connection
between vocabulary words and how these can be used as signal words for specific characterisics.
The following can be displayed on a sentence strip in front of the room.
Ex. Impossible- not able to be done.
Character Trait-What type of person would believe this defintion? What type of person would think past this definition?
Revisit the story The Man Who Walked Between the Towers. Hold a whole group discussion on what they know from this story.
Enhancement:
Students will have a chance to discuss the character traits present within Phillippe. Each students will have a chance to fill in an
interactive poster that guides their thinking. With each character trait assigned ask students to provide evidentiary support
within this presentation.
App-ThingLink
Prior to Access: Prior to beginning this lesson the educator will need to make sure to create a ThingLink account. Also the
educator will need to ensure that each iPad has this application available. Scheduling this cart during this Reading block is
significant.
Execution:
Students will be asked to locate the ThingLink application within their iPads. As the teacher there is an option of ThingLink
Teacher that offers premium addtions for a set fee. This would be a great something to propose within your school building if
you feel that your classroom would utilize this tool. Once students have located this application they will need to locate the
create button. This button will then provide a blank template where students can add images, videos, urls, etc. to drive home
their message. The overall intent it is that students can display their understanding of vocabulary and character traits.
GudianceTeacher-Directed: Teacher will need to guide students on character traits deeper meaning as they tie to words such as,
impossible. The connection could be character trait of determined to complete the task or in this case the dangerous act due to
being told it is impossible.
Student-Directed: Students will direct their own jusification based on what they believe a great character trait for Phillippe
while tying it to a vocabulary word or phrase found within the text.
Measured Focus:
ISTE S Standard 3: Research and Information Fluency
This standard will be met by students research within the text to tie their character trait justification based on the vocabulary
word or phrase tie in. Students will be asked to organize this information as they create an interactive poster to display this
connection.
Day 16 and 17: Standards Met: 3.RL.02
This activity will require two days for students will need to physically create a sequential order of the story prior to
taking this understanding to a technological level.
The activity will sequence the event as heard throughout the story. Prior to completing this task ensure students understand
sequential order. This order that can be explained with the example of: how to make a sandwich, how to tie your shoe, etc.
Activity:
Students will be given a page with strips of events on it. Students will be given a piece of construction paper where they are to
organize the events based on the order they happen within the story. Students are allowed to use the book to ensure the
sequence is in order.
Enhancement:
Studnets will be asked to complete the sequence within the construction paper. After completing this and having teacher check
students will then be asked to create a quick informative video that retells the sequence of the story. Educreations allows the
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creator to record voice, upload images, and set multiple screens as needed.
App-Educreations
Prior to Access: Prior to access the educator will need to schedule the iPad cart during the adequate time. The educator will
need to make sure they have a login into Educreations. This login is crtical for the student must type this in order for their work
to be viewable as well as ensuring the educator can monitor what is occurring within this app.
Execution:
Students will be asked to create a retelling of The Man Between the Towers using the sequence construction paper. This
retelling that will help display their true understanding of the text. Students will access the app Educreations within their iPad.
With the assistance of their sequence page they will create an intereactive powerpoint presentation of the story from beginning,
middle, and end of the text.
GudianceTeacher-Directed: Prior to the enhancement teacher will need to direct the sequence of the story events. This portion of the
activity is crtical to the retelling of the students presentation. As for the direction needed within the enhancement is within the
login to ensure students work will be obtainable with presentations. The educator also needs to remind the student to include
the beginning,middle, and end of the story within this presentation. Also, the educator needs to make sure that all key events
are mentioned or represented within the presentation.
Student-Directed: Students will direct their thinking based on the sequential order of the events. After students have heard this
story multiple times they will need to justify their visual representations that connect with these events.
Measured Focus:
ISTE S Standard 1: Creativity and Innovation
This standard will be seen within the individual level of creation students take on within their presentation. The innovation of
this activity is taking a basic sequence activity and developing it into a retelling of the story to display understanding.
Day 18 and 19: Standards Met: 3.L.04
This activity will require two days for one day is a physical construction of vocabulary understanding within the
classroom. While the technology component will require ample time within the computer lab. Switching across varied
devices students require additional time for any trouble shooting that is needed.
Students will have an opportunity to work vocabulary to build up understanding of the story on a complex level. The following
words will be the focus of this activity:
Steeples
Sentenced
Secured
Plummeted
Jerked
Secretly
Activity:
Students will be asked to locate these words within the story. They will be given 6 square pieces of paper. On these pages they
will be asked to write the words with their corresponding defintions. The definitions will be based on the context pulled from.
After students write the defintions the square pieces would be strung on a piece of string. After this occurs students will then tie
the vocabulary to a story element.
Example: Steeples-a church tower/Story Element-Setting-Church in Paris where Phillippe began his desire to complete
impossible tasks.
Enhancement
Students will not only have the physical copies to this particular activity, but they will also be able to electronically showcase
these connections. Students will construct connection change through Google Drive under document.
Web 2.0 Tool and App:
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Web 2.0 Tool: Google Drive-Document

Prior to Access: Prior to access the educator will need to have scheduled the Computer Lab during an adequate time. The
educator will also need to make sure their students have access to all things google through the use of a Gmail accounts.
Execution
GuidanceTeacher-Directed: Once in the Computer Lab the educator needs to make sure that students login using the Google IDs and
passwords. Once logged in students will need to access the Google Drive available in the upper right corner with a 9 mini
square display. The instructor will need to guide students on what proper component of Google Drive they need to access as
well as how to save it properly with changing a file folder name. The final thing that an instructor will need to do is make sure
students know how to share their work with additional people in this case the educator.
Student-Directed: Students will direct their thinking by the connections they tie the vocabulary words to. This is a great way
to refocus the skill of context clues and visual interpretations. Students will need to justify why specific words connected to
specific story elements.
Measured Focus:
This standard will be met by students researching within the text to justify the connect between vocabulary and what it means
for the elements of the story.
Students will need two days for this lesson for the students will be required to answer comprehension questions that
require referencing the grade-level text or the recorded version. Students will then be asked to construct this project
prior to adapting it to Google Draw.
Students will use the information that they have obtained from the previous days listening to The Man Between The Towers to
fill out a story map on a skyscraper cut-out. This cut-out will answer the questions: Who is the main character? Where does
this story take place? What is the main problem the character faces? What solution answers this problem?
Activity:
Students will follow the template of two towers of skyscrapers. These two towers will signify the Twin Towers which played
such a large role in the The Man Between The Towers. The listed questions will be listed on the board. Students will be asked
to answer these in Better Answer Formula.
Questions to Guide:
Who is the main character?
Where does this story take place?
What is the main problem the character faces?
What solution answers this problem?
Enhancement:
After answering the questions posed, students will be asked to place these answer on a staggered format on their skyscraper.
The intent is that students are able to see how these story elements build on each other to help build futher understanding of the
grade-level text. This will be displayed within an electronic platform.
Web 2.0 Tool: Google Draw
ExecutionGuidance
Teacher-Directed: Educator will need to make sure that the computer lab is secured if not regular weekly spot. Once within
the computer lab the educator will need to have students login using their Google IDs. Once logged in students will be asked to
click the upper box with 9 smaller boxes symbol. This should bring an option for Google Drive. In Google Drive where it
gives the option New. Click this to provide a drop down option of Google Draw. Once in Google Draw students will be asked
to portray their interpretation of the Twin Towers while typing in a Text box their answers to the questions.
Student-Directed: Students will be develop their internal connections they have made with the story portrayed through their
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drawings, as well as the statements to answer the questions.

Measured Focus:
This standard will be met for the free expression students are given to construct their skyscraper on this electronic platform.
Sub-Unit
Day 22, 23, and 24: Standards Met- 3.RL.03,3.RL.10
Students will be hearing the story for the first time. This will then seque into the second day discussion starters where
students will be required to write their responses prior to the typing into their Google Drive document. This document
that is in the format of a journal following discussion prompts.
Today will begin a new mini-unit. This unit will focus new grade-level texts using story elements to guide the comprehension.
Introduce the new grade-level text of Chrysanthemum by doing a book walk using visualizing skills. Prior to reading the book
students will be given a piece of paper to write their own name in the middle of. Once they have done this they will be asked to
keep the paper near them. As students hear the story they will need to reference this piece of paper for the rest of the activity.
Read Chrysanthemum as a whole group.
Activity:
Students will be asked to crumple their paper after each insulting thing stated within the story. After the end of the story
students will reflect on what these crumples mean.
Discussion Starter:
What do each of these crumples mean to the character of the story?
Do you feel that these crumples ever fully go away?
Enhancement:
After hearing a whole group participation discussion over the questions posed students will be asked to express their internal
thoughts in the format of a journal entry into Google Drive. This will allow the educator access, but also if students want to
collaborate this tool offers it to them.
Web 2.0 Tool-Google Drive
ExecutionGuidance
Teacher-Directed: Educator will need to secure the computer lab for this enhanced activity. Students will need to use their
individual Google IDs to login into Google. Students will be instructed to locate the 9 boxed picture in the upper left corner to
allow for the Google Drive option to be available. Once within Google Drive students will be asked to write a journal entry
taking on the internal role of Chrystanthemum. Their journal entry will need to contain the following components to show
understanding of the characters emotions:
-Why would have made you upset?
-What evidence from the story would have brought that emotion?
-How could you have been a good friend and help the character?
Guide students to do more than answer these questions, but also write an entry as if they just lived this story being made fun of
or not feeling apart of a group. Make sure students have pre-written this format prior to going to the computer lab to utilize
maximum time.
Student-Directed: Students will be asked to construct a journal entry within their Google Drive. They will asked to reference
their pre-written journal entry to type within their drive. After typing their entry they will be asked to share this document with
their teacher and their shoulder buddy within the computer lab. These will already be pre-determined.
Collaboration: Students will be asked to respond to their partner developing their thought deeper. This could be with a
personal experience relating to how their partner has felt or a positive hint as to how to prevent this from happening within the
classroom.
Measured Focus:
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This standard is met within the students opportunity to create a journal entry using the existing knowledge known from the
story, but developing personal innovation to the presentation to the posed questions.
ISTE S Standard 2: Communication and Collaboration
This standard is met within the students have the chance to communicate and collaborate within an electronic program making
the dialogue visual forcing the students to focus soley on the words provided within the journal entry provided.
Students will need two days to complete this activity where they are asked to reread the story with partners which
requires time flexibility. The additional day students will be asked to sequence their main events if they have not done so
prior to then participate within the Padlet platform through their iPads.
Activity:
Students will read Chrysanthemum in partners. Once students have read this story they will be asked to pick up four strips of
paper. These strips of paper will be written on to then construct a chain. This intent of this paper chain is to sequence the four
top events of this story.
Discussion Starter:
What makes a storys main event?
Give the example The 3 Little Pigs.
Give these first few events. Tell students important events lead to the end outcome of the story. You are not giving specific
details that could ultimately beef up the story.
Event 1: Three pigs build three different materialed homes.
Event 2: A wolf senses these pigs and claims to be able to blow their houses down.
Event 3: The wolf blows down the pig who built his house of straw.
Enhancement:
Mobile App: Padlet
Execution- Students will be asked after cutting and gluing their physical sequence chain to then develop a discussion about
what they determined to be most important events within the story. These events that built up the conclusion of the story.
Guidance
Teacher-Directed: The teacher will need to ensure that their mobile device has the app Padlet on it. Depending on the tools
you have access to students may need to partner up to develop a shared answer on the developed discussion platform. The
teacher will direct student to the Padlet screen with the following instructions:
>Please place your events in chronological order (the order they occurred as the story went on)
Students will be asked to number these four events as well as typing what these events were and on what page they found them
on within the story.
Student Directed: Students will be asked to locate the Padlet app within their mobile device. Once students have accessed this
they will need to locate their teachers created Padlet. Once they have located this they will be asked to follow the instructions
and fill in the events they have found based on using the grade-level text.
Measured Focus:
This standard is met by asking students to organize their thoughts on what specific events within the story played into the
characters feelings at the end of the story. As well as gathering their own information to participate within a classroom
discussion as to the reasoning for choosing specific events.
Day 27 and 28: Standards Met-3.RL.03, 3.RL.10
This lesson will require two days for the creation and evidentiary support to fill in the character traits present within the
grade level text. The additional day will require students to really think how to portray the correct photo, voice, and
other corresponding visuals to correctly match the character trait.
Activity:
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Students will reference the book Chrysanthemum to build their character trait flower. This flower will hold Chryanthemums
name in the center. The five petals that will be built around this name will hold character traits as exhibited throughout the
story. Students will need to develop how they were able to tie to the character traits to evidentiary support.
Discussion Starter:
Students will need to reference a helper page of a list of possible character traits that could be chosen for this activity. Make
sure to remind students that if they arent sure what the word is or means they arent to use it for the completion of this project.
Enhancement
Web 2.0 and App:
Mobile App-Educreations
Execution- Students will be asked to take their completed character trait flower to take a photo of for this project. Once
students have taken the photo to use students will need to create a presentation. This presentation needs to include the
following:
Photo of character trait flower
Added voice explaining the flower to add to the presentation
Add words or additional pictures to help with the understanding of the character traits.
Guidance
Teacher-Directed: The teacher will ensure that the application Educreations is available on the iPad or other mobile device.
The teacher will need to ensure that they have an account where students can login into ensuring their project will be viewable
within this application.
Student-Directed: Students will need to locate the application Educreations. Once within this application students will need to
login into their teachers account. When logged in students will be asked to complete a visual presentation of their character
trait flower.
Measured Focus:
ISTE S Standard 1 Creativity and Innovation
This standard is met by the opportunity to innovate a general concept of character traits within a constructive tacticle option to
then portray creatively to be displayed visually through an electronic platform.
Day 29 and 30: Standard Met-3.RL.01
This lesson will require two days for the first day asks that students are able to fill in the organizer. While the second day
students need to develop their physical activity to the technology platform to participate in collaborative efforts.
Activity:
Students will need to compare and contrast the character Chrysanthemum as she changed from the beginning and ending.
Discussion Starter:
Begin a discussion on what it means to compare and contrast things. Give the example of how each student felt on the first day
of school compared to know. Guide the discussion to how you felt, how did you change, what allowed you to change?
Enhancement
Web 2.0 and App:
Web 2.0 Tool-Google Draw
Execution- Students will be asked to take their Venn Diagram and construct the diagram through the assistance of Google
Draw. The additional benefit to this is that students can collaborate for an authentic dialogue.
Guidance
Teacher-Directed: Students will need to ensure that they have access to devices where they can login to the Internet. Students
will need a Google Id to access Google Draw an added componenet of Google Drive. Students will be asked to take their
comparison of how the charater changed throughout the story to an interactive component. Within this Google Draw students
will be asked to include the following:
Name
Title
Two overlapping circles
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Character Feeling at Beginning and Ending of Story

Evidentary Support for these feelings
Student-Directed: Students will be asked to complete a comparison on character change of Chrysanthemum. They will be
asked to have completed a paper copy as well as the visual representation. Once students have completed this they will be
asked to share with their teacher. The teacher will then share out whole class to see what similarities and differences that
students notice of their classmates.
Measured Focus:
ISTE S Standard 1 Creativity and Innovation:
This standard is met by allowing students to complete the comparison of the character in this innovative way. Students are
given the chance to creatively display their thoughts within Google Draw. The great thing with Google Draw is that students can
vary the size, color, text font, etc. The innovative options are endless.
Day 31: Standards Met- 3.RL.01. 3.RL.02, 3.RL.03, 3.RL.04
Assessment Check
Spend this day working with students. An assessment check option can be using the books Chrysanthemum and Lillys
Purple Plastic Purse to compare and contrast. This comparison can go into the character traits available, story
elements, and understand the sequence of events. This can be an independent activity where students view these stories
on the website. They can then reference the Innovative Application tab.
Sub-Unit (Independent Driven)
Day 32 and 33 Standards Met: 3.RL.01, 3.RL.02, 3.RL.03
This lesson will require two days to complete for students will be asked to hear the story prior to construction of the
story tower. This tower will require a heightened level of thinking for it will require students to think how to build the
tower. To then elaborate across a technological platform.
Activity: Students will hear another grade-appropriate leveled text. This story is SkippyJon Jones Class Action. This story will
be made available through the provided website. Once students have heard this story they will need to create a Story Tower
using the story elements they have become well versed in across previous days units.
Discussion Starter: Remind students that story elements are what build our understanding for the story as a whole. Provide the
anchor chart that includes helpful hints as to what these elements are.
Enhancement:
Web 2.0 Tool or App: iPad camera
Execution:
Student-Directed: Students will be asked to take a picture of their Story Tower with it built standing up. Once students have
done this they must paste this picture into their Google Drive. Once students have this within a document they must explain the
story elements and why they filled in their notecards in the way they had.
Measured Focus: Educator will be able to tell if student mastered this skill by the student sharing their Google doc with the
educator. This will allow for feedback that is ample for students to fix any areas prior to the summative assessment at the end of
these unit.
ISTE S Standard 1 Creativity and Innovation:
This standard is met by allowing students to create a story tower to then elaborate why they chose particular story parts to fill in
the elements.
Day 34 and 35 Standards Met: 3.RL.01, 3.RL.03
This lesson requires two days for the activity is creation which will require a full day with hearing the story again. The
second day will require technology use to display understanding of the character trait support.
Activity: Students will revisit Skippyjon Jones Class Action via a textbook or the online video through the website. After
listening a second time to this story students will be asked to think of the main characters of the story. They will be guided to
the character trait list within the Additional Materials of the website to reference. Students will be given a school bus template.
They will need to draw a picture of the character placing the trait they would tie it to directly below the picture with evidentiary
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support.
Discussion Starter: Ask students if a main character is only present within one page of a story or continued from the beginning
of the story towards the ending. Remind students that traits are the insides of a chracter not the physical attributes.
Enhancment:
Web 2.0 Tool or App: iPad camera
Student-Directed: Students will be asked to take a picture of their completed bus template. Once they have this picture they
will be asked to upload it to Google Drive. Students will then be allowed to either utilize Google Draw for visual
representations of the traits they attached to the main characters or use Google Doc to express this within written word.
Measured Focus:
I chose this standard for students will be allowed to creatively express the traits that correlate to a character. Students are also
given the chance to innovatively display this understanding within Google Drive.
Day 36 and 37 Standards Met: 3.RL.01
This activity requires two days for students must rationalize the important events of story. Students will then have to
create a technology based application. This application that places a presentation within a QR code for quick display
and sharing.
Activity: Students will utilize Skippyjon Jones for a sequential order activity. Students will be asked to fill in their puzzle
template. This template will have a total of four pieces. This will require students to locate four significant events as displayed
within the story. Students can reference the text for reassurance.
Discussion Starter: What event of your morning is the most important? Are all the things you do in the morning labeled as
important? What does important mean?
Enhancment:
Web 2.0 Tool or App: Aurasma
Student-Directed: Students will be asked to explain their choices with support from the story. The aurasma allows students to
Measured Focus:
ISTE Justification:
This standard is met where students are allowed to change from the traditional platform of presentations to a QR code. Students
are then able to innovatively display their explaniation of the their sequenced events.
Day 38 and 39 Standards Met:
This activity will require two days for the first day you will need to have students really think critically on the questions
provided. Once students have answered the questions they will then need to begin their technology enhanced
presentation option. The second day students will need to have this completed to then be able to share out.
Activity: Display understanding of the story utilized in previous lessons. Students will need to answer provided questions.
Students will then be asked to create an alternative ending allowing for creative innovation for they will have a few
technological options.
Discussion Starter: These questions will be provided on the board. Students will be asked to answer these on a piece of lined
paper prior to creating their technological component.
Why would they title this book Skippyjon Jones Class Action?
What purpose does this story have to include rhyming words or alternative endings to words like ito?
What alternative ending would you give this story? Why?
Enhancement:
Web 2.0 Tool or App: Educreation, TouchCast, Google Drive
Measured Focus:
ISTE Justification:
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This standard is met for they are allowed to direct how they want to present their predrafted answers to the provided questions.
SUMMATIVE ASSESSMENT:
Days 40-45
Activity:
Step 1- Students will need to locate two partners within the class. These groups of three will then need to pick on the
stories we have utilized within this unit. These options are:
Miss Nelson Is Missing
Miss Nelson Take a Field Day
The Man Who Walked Between the Towers
Chrysanthemum
Skippyjon Jones Class Action
Step 2- Students will then have to choose the project they wish to complete. These options are:
1. Reenactment(Scriptrewriteutilizingtheoriginaltext)
Creatinganalternativeending(Thisrewritemustbejustifiedwithwhychosen) Ex. Choose Chrysanthemum
where students can explore what happened after the classmates realized she had a great name? Did she still feel
hurt? Could tie back to internal feelings are brought on by what people do or say to you?
3. 3D Scene using a shoebox (Diarama) Students will need to explain why this scene is chosenwhat does this
mean for the outcome of the story.
4. Poem/Song-Students can create a poem or song displaying the main elements, understanding, and correct order
of the story. This must be able to be presented.
Step 3-Students will need to utilize the choice chosen in Step 2 to create a drafting piece. This could include: written
words, direction, images, predrawn placement(only needed for 3D scene.) This will be a component of accountability
that will be assessed witin the final rubric.
Step 4- Students will need gather materials needed to complete their project. Once they have predrafted which should
take at least one class period students are asked to practice their choice or practice performing their choice. Practice
should be a full class period to ensure all three group members know what they are doing for equal participation.
Step 5-Students will then need to locate an iPad. They will need to film their performance, poem, song, upclose of
diarama, etc. to be a visual for a presentation. Once they have filmed this they will need to review their almost finished
product.
Step 6- Students will need to check to see if the video they have in iMovie is capable to be seen within the Apple TV
option.
Step 7- Students will need to be ready to present on the fifth and final day allotted for the assessment.
Discussion:
Mastery Check: Utilizing the choice of the student they will need to demonstrate knowledge of
2.
Character traits
Comparison of character change
Story Elements
Whole Story Comprehension
Sequential order of text
Trouble shooting exposure to a heightened technology task
Standards:
3.RL.01
3.RL.02
3.RL.03
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Technology Component: Students will be required to film their activity option to be viewed in front of the classroom.
Student Accountability: Students will be given a checklist that will guide them to what portion of the assessment needs
to completed in order follow the time frame allotted.
Corresponding Rubric: The rubric will be found within the website for easily printable usage. The goal is that students
can reference this rubric to understand the skill levels needed to successful complete this assessment.
Summative Assessment Checklist

1. Pick two teammates
Write their names on the line_________________________________
2. Circle the option chosen from the provided list
Miss Nelson is Missing
Miss Nelson Takes a Field Day
The Man Who Walked Between The Towers
Chrysanthemum
-Day 1 partners must reread or re-listen to the chosen story
3. Check the box next the project chosen
<INPUT TYPE=\Reenactment
<INPUT TYPE=\Alternative Ending
<INPUT TYPE=\3D diorama
<INPUT TYPE=\poem
<INPUT TYPE=\song
-Day 2-Pick activity-Brainstorm the direction of the project
4. Day 3-Draft items needed to complete project or begin construction of diorama, song, poem, script,
etc.
-Draft items must be turned in with this checklist.
-Acceptable items can include rough copies of a story, lists, explanations of why certain things are
needed.
5. Day 4-Film Presentation
>Be sure to include: Book Title, Book Author, students names
6. Day 5-Final Assessment Day
Teams will be asked to present their final work to the class.
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SUMMATIVE ASSESSMENT RUBRIC

Student Name:______________________________________
3
2
1
Student was able to
Student was not able
Student did not
follow the checklist,
to follow checklist. follow the checklist:
turn in appropriate
The drafting items
the drafting items
drafting items
or the timeline were werent included on
according to the option
not met.
final day, the project
chosen. Students group
was not in
was done in the allotted
presentation mode.
time.
Evidence of
Option can be tied to
Option can be tied
Option can not be
Understanding
one of the following:
to the following in
tied to any option to
Character Traitparts of the
demonstrate mastery
alternative ending
presentation:
of the lessons
Story ElementCharacter trait, story
focus.
diorama
element, sequence,
Sequencewhole story
Poem, song
comprehension.
Whole Story
Comprehensionreenactment
Created Option
Option chosen shows
Option chosen
Option chosen
evidence of a thought
shows a start of a
shows no preout project. The
thought out project.
drafting.
presentation displays
Project is missing a
Presentation is
full understanding of
piece whether a
placed together with
the story based on the:
major scene,
no thought to what
Image, alternative
character trait, story the focus is whether
ending, poem, or song element, etc to make
a story element,
created.
it complete.
character trait,
sequence, whole
story
comprehension, etc.
Participation
All group members
1 or 2 group
All members were
worked well and were
members were
unable to work
able to get the
unable to work to
together to complete
checklist, drafting
get the checklist,
the items needed to
items, and presentation
drafting items, or
put together a
done in a timely
presentation done in
presentation to
manner.
a timely manner.
demonstrate
knowledge
of the
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units focus.
Final
Clear to understand,
Can be understood
Can not be
Presentation
Book Title, Book
with student
understood, the
Author, and Student
elaboration,
created option is far
Accountability
in portions.
the original story.
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Accommodations for Differentiated Instruction
Special Needs
Students
Nonnative
Speakers
Gifted/Talented
Students
All these students will have extra time to complete the assigned tasks.
Reading: If the student is unable to read grade-level text he will be
given a partner to read the text to him. This student will also be able to
use a dictionary if needed if a word is not clearly understood.
Vision: If a student is unable to see clearly will be moved towards the
front of the group. This student will also be given a physical copy of the
text to reference rather than view from the screen that is set far away.
Hearing: If a student is in hearing aids or has limited hearing there will
be an interpreter present. This interpreter will be given the materials in
advance to ensure the material is understood to sign out. For the
student with limited hearing they will sit directly beside myself within the
group setting.
Emotionally Driven: If a student is anxious with constant need to use the
restroom will be assigned a partner to inform him/her of what was
missed while gone. There will also be an agenda list posted in clear view
to reference to ensure all steps are met. If a student is easily angered
this student will be given a cool down spot within the room to go to for a
five minute period prior to working within the group. An additional
accommodation would be a red card. This red card would serve as
signal of distress. Once this card is lifted in sight, I am alerted to get to
this student and answer or address any issue in a quick manner.
Students will be given a pre-made notebook. These notebook will serve to
prevent barriers of what an English word means when referred to it. An
example would be the word setting. What this means they can add this to their
notebook to reference for independent activities. These students will have
preferential seating to have optimal focus to where I am within the group work.
These students will also be able to ask a buddy if needed when independent
work is assigned.
Students who have showcased a complete grasp of the intended targets will be
allowed to create additional items with the assistance of the iPad applications.
These could include but not limited to Who Am I? narration description
interactive poster found within Educreations application. A news presentation
introducing portions that make up poetry text found within the TouchCast
application. These extra additives have no predefined criteria in order to not
influence student thought in approaching these open ended activities. The
overall goal of these extra additions is that students are able to reinterate their
understanding of the contents targets all the while creating an avenue of
advancement to meet their own individual style.
Materials and Resources Required For Unit

Technology Hardware (Click boxes of all equipment needed)
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Smart Phone
Digital Camera
Response Devices
Computer(s)
Printer
Video Camera
Mobile Devices
Projection System
Video Conferencing Equip.
Chromebook/Laptop
Scanner
DVD Player
Internet Connection
Audio Tools
(microphone, headsets,
etc.)
Other
Technology Software (Click boxes of all software needed.)

Database/Spreadsheet
Video Tools
Web Page Development
Desktop Publishing
Internet Web Browser
Word Processing
E-mail Software
Multimedia
Presentation Software
Web 2.0 Tools
Image Editing
Audio Editing
Web 3.0 Tools

Other Online Tools
Computer Operating
System Required
Mobile Device OS Required

Compatible Web Browsers
Other
Technology
Integration
Technology will be added to my unit to provide enhancement of the skills.

Each two day portion there is a practicing of a specific skill, but with the
addition of technology this skill is reinterated to provide a critical level of
thinking. This thinking that requires trouble-shooting, rationalizing intended
audience, and preliminary drafting to ensure technological enhancement is
relevant to the application as it correlates to the days activity. The
technology additives will range from Web 2.0 tools to Mobile Apps. Each of
these technological enhancements require the student to direct the thoughts
they want conveyed. The technology within this unit also speaks to the
student as the individual. Each added component allows different learning
styles to be met. This unit is met on an engaging level by the use of
tutorials, innovative creations, visual read-alouds, and overall exploration of
technological outlets.
Page 22 of 25
Intel Teach Program

Essentials Course
Story Content:
Miss Nelson is Missing By: Harry Allard and James Marshall
Miss Nelson Takes A Field Day By: Harry Allard and James Marshall
The Man Who Walked Between The Towers By: Mordicai Gernstein
Chrysanthemum By: Kevin Henkes
Skippyjon Jones By: Judith Byron Schacher
Reference Guides:
Character trait list
Better Answer Formula anchor chart
Anchor Chart:
Character Traits-Example Ms. Throener
Story Elements
Printables:
Day 1 Comprehension Questions aligned to Miss Nelson is Missing
Comparasion Chart
Story Map
Printed Materials
Miss Viola Swamp Story Element Activity

Vocabulary Sort-The Man Who Walked Between The Towers
Comprehension Questions-The Man Who Walked Between The Towers
Sequence Activity-The Man Who Walked Between The Towers
Vocabulary Quiz-The Man Who Walked Between The Towers
Article-Additional insight to align with The Man Who Walked Between The
Towers
Venn Diagram Organizer-Chracter Change Chrysanthemum
Summative Assessment Checklist
Summative Assessment Rubric
Additional Needs:
Picture of Phillippe Petit
Pencils
Notecards
Markers
Supplies
Colored pencils
Crayons
Glue sticks
Scissors
Page 23 of 25
Intel Teach Program

Essentials Course
Tools:
iPads
Desktop computers
Web 2.0 Tools:
Google Drive/Draw
Todays Meet/Backchannel
Internet Resources
/ Online Tools /
Mobile Apps
/Specific Software
Needed
Mobile Applications:
ThingLink
Educreations
TouchCast
Padlet
These components are needed in order to complete the enhancements as
laid out per daily lessons. Prior to implementing a few of these technological
options can be accessed across a desktop computer and a mobile device.
Upon educator disgrestion it may be of more benefit to pick a few versatile
options that students can fully master based on the individual. Each of these
options can be easily differeinetated.
Other Resources
Google Hangout-classroom Eugene Field with Internet Connection

Webb City R-7 classroom with Internet Connection
Additional Unit Information

Additional Classwork to Assess Mastery:
The Man Who Walked Between The Towers
Formative:
Critical Connection of Vocabulary-Characteristics
Standard Assessed: 3.RL.01, 3.RL.04
Formative:
Quick Check Sequence of Events
Standard Assessed: 3.RL.01
Formative:
Vocabulary Context Clue Connection to Setting
Formative:
Comprehension Questions using The Man Who Walked Between The Towers
Chrysanthemum
Formative:
Journal Prompt Discussion
Formative:
Chain Sequence of Events of Chrysanthemum
Page 24 of 25
Intel Teach Program

Essentials Course
Formative:
Character Trait Flower
Formative:
Compare/Contrast Character Change
Formative:
Story Tower
Standard Assessed: 3.RL.01, 3.RL.02, 3.RL.03
Formative:
Character Trait Evidence
>>Please use the following link to get you to my interactive website.
Programs of the Intel Education Initiative are funded by the Intel Foundation and Intel Corporation.
Copyright 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks
of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.
Page 25 of 25

Edu 589-Capstone Project-Option A Lesson Plan-C Throener

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Edu 589-Capstone Project-Option A Lesson Plan-C Throener

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Intel Teach Program

Understanding Story Elements Reading Unit

Webb City R-7 School District

School or Location Name

Eugene Field Elementary

Webb City, Missouri

Understanding Text Using Story Elements

ISTE-S Student Standards Alignment:

Creativity and innovation

Intel Teach Program

a. Apply existing knowledge to generate new idea, products, or processes.

ISTE-T Teacher Standards Alignment:

Facilitate and inspire student learning and creativity.

Student/Learner Objectives (Learning Outcomes)

Measurable Outcomes for Days 1-6 of Instructional Procedures:

Why do you think it is important to understand what you read? What

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Before unit work begins

Prior to hearing Summative

After project work / learning

Utilizing the website

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Web 2.0 Tool-YouTube

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Web 2.0 Tool: Google Drive-Document

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drawings, as well as the statements to answer the questions.

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ISTE S Standard 1: Creativity and Innovation

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Character Feeling at Beginning and Ending of Story

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What alternative ending would you give this story? Why?

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Miss Nelson Is Missing

Miss Nelson Take a Field Day

The Man Who Walked Between the Towers

Skippyjon Jones Class Action

Comparison of character change

Whole Story Comprehension

Sequential order of text

Trouble shooting exposure to a heightened technology task

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Summative Assessment Checklist

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SUMMATIVE ASSESSMENT RUBRIC

the original story.

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Accommodations for Differentiated Instruction

Materials and Resources Required For Unit

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Video Conferencing Equip.

Technology Software (Click boxes of all software needed.)

Web Page Development