EDUC 2220- Educational Technology Lesson Plan Template

Assignment #12/13
Kayla Hays
3rd Grade-Language Arts/Writing

Common Core Standards:

Text Types and Purposes
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that
lists reasons.
Provide reasons that support the opinion.
Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
Provide a concluding statement or section.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic and group related information together; include illustrations when useful to aiding
comprehension.
Develop the topic with facts, definitions, and details.
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of
information.
Provide a concluding statement or section.
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds
naturally.
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the
response of characters to situations.
Use temporal words and phrases to signal event order.
Provide a sense of closure.
Production and Distribution of Writing
W.3.4 With guidance and support from adults, produce writing in which the development and organization are
appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 13
above.)
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards
13 up to and including grade 3 on pages 28 and 29.)

W.3.6 With guidance and support from adults, use technology to produce and publish writing (using
keyboarding skills) as well as to interact and collaborate with others.
Research to Build and Present Knowledge
W.3.7 Conduct short research projects that build knowledge about a topic.
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief
notes on sources and sort evidence into provided categories.
Range of Writing
W.3.10
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Lesson Summary:
In this lesson students will create a story. After hearing a classic story, Goldilocks and the three bears, students
will be put into peer groups of 2 or 3 compile a story together. Students will write about imagined experiences
with a clear beginning, middle and end. They will then have to type up their work and add art work as well. At
the end the children can print off their work and take it home.
Estimated Duration:
This lesson will take a total of three hours. I plan on dividing the lesson between 3 days for about 60 minutes a
day.
Commentary:
I intend on hooking my students with the book we read before the lesson. This book will be a basis for them
to look at to compile their book. We will discuss how this book isnt actually real (fictional) and they will have
to come up with a story themselves about something that isnt real. I feel that a potential challenge with this
assignment is the group work. Children will be expected to work in small groups of 2-3 and to compile a story
with their partner. This may pose a challenge to them if they do not work well with others and do not want to
hear their friends ideas.
Instructional Procedures:

Day 1:
First 15 minutes- Circle time- I will read Goldilocks and the three bears
20 minutes- Introduce activity. Discuss how this is a fictional story and that we will be getting into groups that
will each make their own fictional story. Discuss the use of technology in this lesson (they will type up their
stories and add pictures to them using storybird.)
5 minutes- Put children in groups of 2 or 3
20 minutes- Have the students start brainstorming. Have them discuss with their partner/s what their story

will be about
Day 2:
5 minutes- Discuss what we have already done and what we will be doing today
20 minutes (more time allowed if needed)- Students finish brainstorming
30 minutes- Students start writing their story on a piece of paper
5 minutes- introduction to storybird.com (accounts will already be taken care of)
Day 3:
5 minutes- Introduction to activity for the day and reminder of how storybird.com works
20 minutes- Students type their story into storybird.com
5 minutes- Discussion on how to put pictures into their story on storybird
30 minutes- Finish story
Optional Day 4: Share day!
60 minutes- Students get to read their stories to the class and take a copy home

Pre-Assessment:

To pre-assess my students I would ask them to come up with the makings of a story on their own. They would
have to tell me their views on compiling a story and if they understand beginning, middle, end, setting, and
characters. I would then use my best judgement on how much they understand about story making and how
much they dont.
Scoring Guidelines:
This Pre-Assessment should be completed at circle time prior to the lesson. The teacher will then use his or her
knowledge about the childrens understanding to proceed with the lesson. If students are knowledgeable about
the assignment less time may be needed for brainstorming and creating. If students are not knowledgeable
lesson can be extended to one more 60 minute session that allows them to take more time to create their story.
Post-Assessment:
Students will be asked to write a story (on a piece of paper) after the lesson has been completed. This will then
be carefully looked at to ensure that the students fully understand the components of a story.
Scoring Guidelines:

This assignment will be pass/fail. If the students presents information that shows that they learned
about the components of a story then they will pass, if they seem to struggle with it they will fail. They
will also get extra help with learning about stories and the makings of them.

Differentiated Instructional Support

This assignment can be altered by allowing the child to have more time for the assignment. One on one help
regarding the technology as well as help creating the story is also a great way to alter this assignment.
Discuss additional activities you could do to meet the needs of students who might be struggling with the
material:
-Flashcards for vocabulary

Extension
Storybird.com
Quizlet.com

Homework Options and Home Connections

There arent many ways for students to have homework with this assignment except for maybe having to draw
something for their book and have it uploaded to Storybird. They may also benefit from practicing using
storybird.com at home. At the end of the lesson a homework assignment could be to come up with their own
story, by themselves, and create it on storybird.com. Parents can help their children by discussing the makings
of a story as well as helping them study their vocabulary words.

Interdisciplinary Connections
This lesson can be integrated with pictures for the story (art) as well as the concept of what Goldilocks did
(social.) The pictures can be drawn and then uploaded to storybird for an art lesson. Goldilocks and the three
bears can also be turned into a lesson about social behaviors and what is right and wrong; something that not
all 3rd graders know.
Materials and Resources:

For teachers
Smartboard (if possible), A copy of Goldilocks and the Three bears (digital if there is a

smartboard), paper, pen, stapler, storybird account, quizlet account

For students

Paper, storybird account already set up, flashcards to study with information about
story making.

Key Vocabulary
Character
Setting
Beginning
middle
plot
end
Storybird
quizlet
Additional Notes
-Time may be needed to allow all the children to get an account with storybird.com. Parents will need to be
informed etc.
-Closely monitor groups to ensure they stay on track