Lesson Plan for

Implementing NETS•S
Template with guiding questions
Teacher(s)
Name Michelle Gabriel-Ferreira

Position 2nd Grade Teacher

School/District Bells Ferry Elementary/Cobb County Schools

Grade Level(s) 2nd

Content Area General Education

Time line 1 week (5 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?
• Please put a summary of the standards you will be addressing rather than abbreviations and
numbers that indicate which standards were addressed.

Content Standards Integration of technology to enhance learning in reading, writing, and problem-solving
Creativity and Innovation, Communication and Collaboration, Research and Information
NETS*S Standards: Fluency, Critical Thinking, Problem Solving, and Decision Making

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

In this lesson, students will work collaboratively in small groups to create engaging and informative digital
storybooks on a topic of their choice. Through project-based learning, students will develop essential skills in
research, digital literacy, communication, and creativity while engaging with various digital tools and resources.

Throughout the project, students will work together to develop a storyboard, outline, and script for their digital
storybook. They will engage in regular group discussions, problem-solving, and decision-making to ensure their
storybook meets the project criteria and effectively communicates their chosen topic.

By participating in this project-based learning experience, students will not only develop a deeper
understanding of their chosen topic but also gain valuable technology and collaboration skills that will serve
them well in future academic and professional pursuits.

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 background or prior knowledge will you expect students to bring to this topic and build on?

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Remember, essential questions are meant to guide the lesson by provoking inquiry. They should not be answered
with a simple “yes” or “no” and should have many acceptable answers.

Essential Questions:
• How can technology tools help us learn better?
• What are some ways we can share what we learn with others using technology?
• How do we choose the best tool for a learning task?

What would students care or want to know about the topic:

• How can technology make learning more fun and engaging?
• How can I use technology to work with my friends on projects?
• What cool tools can I use to create and share my ideas?

Questions to generate interest and engage students:

• Have you ever used a computer or tablet to learn something new?
• How can we use technology to teach others about our favorite topics?
• What are some creative ways we can share our stories and ideas with our classmates?

Background or prior knowledge:

• Basic understanding of technology tools such as tablets, computers, and smartphones.
• Experience with online research and working in small groups.
• Familiarity with storytelling and the basic elements of a story (e.g., characters, setting, plot).

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?

You must attach copies of your assessment and/or rubrics. Include these in your presentation as well.

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 Assessment:
• Student Products: Students will create a collaborative digital storybook showcasing their understanding of
the chosen topic and their ability to use digital tools effectively.
• Generating New Knowledge: Students will engage in research, synthesize information, and apply their
understanding to create an original story. This process encourages the generation of new knowledge and
ideas.

Formative Assessment:
• Teacher observations of group discussions and work sessions to monitor student progress and
understanding.
• Check-ins with students to discuss their experiences using digital tools and working collaboratively.
• Review of storyboard drafts to provide feedback and guidance on story development.

Summative Assessment:
• Rubric-based assessment of the final digital storybook, focusing on the following criteria:
• Content: Accuracy, relevance, and depth of information.
• Creativity: Originality of the story and creative use of digital tools.
• Collaboration: Evidence of effective teamwork and contribution from all group members. + Use of
digital tools: Proficiency in using the selected tools and integration of multimedia elements.
• Differentiation of products: Encourage students to explore various features of the digital tools and
incorporate their unique ideas into the story. This allows for differentiation based on individual strengths and
interests. Text-to-Speech for low level readers to assist with reading and reading comprehension. Speech-to-
Text for my low-level readers. These tools are also beneficial for my ESOL students, providing tools in home
languages for my ESOL students to strengthen comprehension.

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 explain the content or allow students to interact
with the content?
• What opportunities did you have to collaborate with your students to discover and use new digital
resources to meet their learning goals? (Note: This meets part of ISTE standard 4.2)
• What previous technology skills should students have to complete this project?

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Technology Supporting Student Learning:
• Technology helps students develop digital literacy skills, engage with content in interactive ways, and
promote collaboration.
• Digital tools can make learning more accessible, fun, and meaningful for students.

Digital Tools and Resources:

• ChatterPix Kids: A user-friendly app for creating talking pictures to develop characters and add
dialogue to the story.
• Book Creator: An online tool for creating digital books, allowing students to combine text, images,
audio, and video elements.
• Nearpod: An interactive presentation and assessment tool that enables teachers to create engaging
lessons with real-time collaboration and feedback, fostering student engagement and enhancing
learning experiences.
• Research Sites (Kiddle, PebbleGo): Age-appropriate websites for students to gather information on
their chosen topic.
• Student Handouts: Walkthroughs with images, templates, and guides to support students in using
digital tools and developing their stories.
• Assessment Rubrics: Tools for self, peer, and teacher assessment to evaluate the final digital
storybooks.

Collaboration with Students:

• Encourage students to share their experiences with various digital tools and provide feedback on their
effectiveness.
• Work together to explore new features and strategies for using the chosen tools.
• Foster a collaborative learning environment where students can support each other in problem-solving
and idea generation.

Previous Technology Skills:

• Basic understanding of digital devices (e.g., tablets, computers).
• Familiarity with navigating digital resources and using simple online tools.
• Experience with online research and working in small groups.

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Instructional Plan and 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?

Instructional Plan and Preparation:

• Student Needs, Interests, and Prior Learning: Students have an interest in using technology for learning
and storytelling, as well as some experience working collaboratively and using digital tools.
• Assessing Student Foundation: Conduct a mini lesson discussion to gauge students' prior knowledge,
experiences, and comfort levels with technology and group work.
• Potential Difficulties: Students may struggle with navigating new digital tools, managing time effectively, or
working collaboratively with peers.

To address these difficulties:

• Provide clear tutorials and support for using digital tools.
• Offer guidance on time management strategies and set intermediate deadlines for project milestones.
Provide timer on the board to ensure students stay on task and structure their deadlines/timelines.
• Foster a positive and inclusive learning environment, encouraging open communication and problem-solving
within groups.

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.
• Explain how you worked with students to resolve or trouble-shoot them? (This meets part of ISTE
standard 4.2.)
• Please note: Trouble-shooting should occur prior to implementing the lesson as well as throughout the
process. Be sure to indicate how you prepared for problems and work through the issues that occurred as
you implemented and even after the lesson was completed.

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 Management Strategies:
• Classroom Management: Implement clear expectations and routines for using digital tools and working
collaboratively. Discuss and model appropriate behaviors for working in small groups and using technology
responsibly.
• Work Arrangements: Students will work in small groups within the classroom, with designated spaces for
collaboration and access to digital devices. The classroom environment will be flexible and adaptable to
accommodate various activities and group sizes.
• Equitable Internet Access: Ensure a reliable and secure Wi-Fi connection within the classroom. Offer
alternative offline resources or assignments for students who may experience connectivity during the
lesson, allowing them to continue their learning and contribute to the group project. Monitor student
progress and check in with those who may need additional support or accommodations to ensure equal
participation and success.

Technical Issues and Troubleshooting:

• Potential Issues: Internet connectivity problems, software glitches, or difficulties navigating digital tools
may arise.
• Troubleshooting Strategies:
• Model problem-solving strategies for addressing technical issues.
• Encourage students to collaborate and support each other in resolving problems.
• Provide guidance and assistance when necessary, helping students develop their own
troubleshooting skills.
• Maintain a list of frequently asked questions and solutions for common issues that students can
reference.
• Establish a "tech buddy" system, where students pair up to help each other troubleshoot issues
during the project.

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 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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 Instructional Strategies and Learning Activities:
• Research-Based Strategies: Project-based learning, cooperative learning, and technology integration.
• Learning Environment: A positive, flexible space that supports both individual and group work, with access
to digital tools and resources.
• Teacher's Role: Facilitator, guide, and resource provider, offering support and encouragement throughout
the project.
• Students' Roles: Active learners, collaborators, and creators, working together to research, plan, and
develop their digital storybooks.

Ensuring Higher-Order Thinking:

• Encourage students to analyze and evaluate the effectiveness of various digital tools and resources.
• Promote creativity by providing opportunities for students to apply their knowledge in unique and engaging
ways through storytelling.

Technology Supporting Teaching:

• Enhances student engagement and motivation.
• Offers opportunities for differentiated instruction and personalized learning.
• Facilitates communication, collaboration, and feedback.

Authentic and Meaningful Activities:

• Research and gather information on a chosen topic.
• Collaborate to create a storyboard and plan the digital storybook.
• Develop the digital storybook using various tools and resources.
• Share the completed storybook with classmates and reflect on the process.

Building Knowledge and Skills:

• Develop research, planning, and organizational skills.
• Enhance digital literacy and technology proficiency.
• Improve collaboration and communication abilities.
• Strengthen creativity and problem-solving skills.

Collaboration and Communication:

• Use digital tools to share ideas, provide feedback, and work together on the storybook.
• Facilitate collaboration through regular check-ins, progress updates, and encouragement of open
communication within groups.

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?)

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 Differentiation:
• Content and Process: Vary the complexity of topics and the depth of research expected based on
students' abilities. Provide multiple digital tools and resources, allowing students to choose those that
best suit their learning styles.
• Independent and Collaborative Learning: Encourage students to work independently on research
and idea generation, while collaborating with their group to collect information and create the storybook.
• Extensions and Enrichment: Offer additional challenges, such as incorporating interactive elements or
more advanced features of digital tools. Encourage students to share their storybooks with a wider
audience, such as younger students or the school community.
• Assistive Technologies: Offer text-to-speech or speech-to-text tools, screen readers, and other
accessibility features within the digital tools to support students with diverse learning needs.

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?

Also answer the following questions:

• How will you know if the students found the lesson meaningful and worth completing?
• In what ways do you think this lesson will be effective?
• Why do you think this?
• What problems do you anticipate and why?
• How would you design and/or teach this lesson differently if you had more time?

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 Reflection:
• Closing Event: A showcase of students' digital storybooks, allowing them to present their work and
discuss their experiences with classmates.
• Student Reflection: Encourage students to reflect on their learning, including the challenges they faced,
strategies they employed, and skills they developed throughout the project.
• Student Feedback: Provide an opportunity for students to give feedback on the assignment, allowing
them to express what they found valuable and offer suggestions for improvement.

Additional Questions:
• Meaningful Lesson: Observe student engagement and motivation throughout the project and evaluate
the quality of their work and reflections.
• Lesson Effectiveness: This lesson will be effective in developing students' digital literacy, collaboration,
and communication skills. It offers hands-on, student-centered learning experiences that foster critical
thinking and creativity.
• Expected Problems: Potential issues include difficulties with technology, unfair group dynamics, or
challenges in time management. These may arise due to varying student abilities and experiences.
• With more time, I would incorporate more structured opportunities for students to explore additional
digital tools and resources, further enhancing their skills and creativity. I would dedicate more class time
for students to explore and experiment with a broader range of digital tools and resources. This could
include introducing more advanced tools or providing options for students to explore tools based on their
interests. This would allow students to develop a deeper understanding of various technologies and
further enhance their digital literacy skills. Tools like Adobe Spark, Storybird, or Twine could offer more
advanced features and customization options for creating interactive and engaging digital storybooks.
Programs such as PowToon, Animaker, or Adobe Character Animator would allow students to
experiment with animation and multimedia elements to enhance their storytelling. I would also
incorporate regular opportunities for students to provide constructive feedback on each other's work. This
could be done through informal discussions, guided peer review sessions, or more formal discussions
with the use of the rubric. Providing feedback and reflecting on the input received would help students
improve their work and develop critical thinking and communication skills. I would encourage students to
strengthen their digital storybooks, making improvements based on feedback and personal reflections.
This iterative process would foster a growth mindset and promote continuous learning.

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? Please
provide a quality reflection on your experience with this lesson and its implementation.

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This lesson offers a dynamic learning experience, blending digital literacy, collaboration, and critical thinking
skills development. Throughout the implementation, remaining adaptable and proactive in addressing
challenges is essential to support student success. Actively engaging students in the reflection process
empowers them to contribute to the continuous improvement of the lesson, fostering a culture of growth and
meaningful learning experiences.
Throughout the implementation of this lesson, I was inspired to observe my students' increasing confidence
and proficiency in navigating digital tools and collaborating with their peers. The integration of technology not
only captured their interest but also provided a platform for them to express their creativity and demonstrate
their understanding of various subjects. Overcoming technical challenges together fostered a sense of trust and
resilience among the students, while also teaching valuable problem-solving skills.
To gather student feedback and facilitate reflection, I used a combination of class discussion and individual
feedback. Individual feedback was used to assess my students' overall experience, highlighting what they
found most engaging and what could be improved. Class discussions encouraged open dialogue about the
challenges and successes encountered during the project, promoting a collaborative learning environment.
These discussions enabled students to thoughtfully consider their individual growth, focusing on teamwork and
the use of digital tools, as well as project outcomes.
Prompts for student reflection included:
• How effectively did your team communicate and collaborate during the project? What strategies helped
your group work well together, and what could be improved in future group projects?
• In what ways did the use of digital tools enhance your creativity and understanding of the subject
matter? What challenges did you encounter while using the tools, and how did you overcome them?

Advice for Others:

• Clearly communicate expectations and guidelines for both technology use and group work, ensuring
students understand their responsibilities.
• Be prepared to troubleshoot potential technology issues, having a contingency plan in place to
minimize disruptions to the learning process.
• Actively promote collaboration and open communication among students, fostering a supportive and
inclusive learning environment.
• Provide ample opportunities for students to explore and experiment with the digital tools, nurturing their
creativity and helping them gain a deeper understanding of the applications' potential.
• Incorporate interdisciplinary connections by encouraging students to choose topics related to other
curriculum areas, reinforcing their understanding of various subjects through technology integration.
• Implement a structured peer review process, allowing students to provide constructive feedback and
refine their work based on input from their classmates.

Lesson Plan - Digital Storybook Creation

Grade Level: 2nd grade
Total Duration: 5 days (45-60 minutes per day)
Objective:
• Students will collaborate in small groups to create digital storybooks using various digital tools and
resources.
• Students will engage in research and apply their understanding of a chosen topic in a creative and
informative manner.

Materials:
• Digital devices (computers, tablets, or laptops)
• Internet access
• Note-taking materials
• Drawing materials (optional)
• Digital tools (Storybird, Book Creator, or Google Slides)

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Monday Day 1: Introduction and Topic Selection
Mini-Lesson: Introduce the project to students,
explaining the overall goal and expectations. Provide
examples of digital storybooks if possible.
Independent Work: Organize students into small
groups. Have them discuss their favorite topics, such
as animals, space, or plants, and choose a specific
topic that interests them.
Closure: Share and discuss chosen topics as a class.

Tuesday Day 2: Research

Mini-Lesson: Teach students how to search for
credible information online, using kid-friendly search
engines and websites.
Independent Work: Allow students to research their
chosen topic, gathering interesting facts and details.
Have students take notes and record their favorite
facts.
Closure: Share and discuss interesting facts
discovered during research.

Wednesday Day 3: Exploration of Digital Tools

Mini-Lesson: Demonstrate the selected digital tools,
such as Storybird, Book Creator, or Google Slides.
Show students how to navigate each tool and
highlight their features.
Independent Work: Provide time for students to
explore the digital tools in their groups, experimenting
with different features and layouts. Encourage groups
to decide which tool they will use for their storybook
and choose a theme.
Closure: Share and discuss chosen digital tools and
themes as a class.

Thursday Day 4: Story Planning

Mini-Lesson: Guide students in planning their
storybook, using their research notes and chosen
theme. Encourage them to create a basic storyboard
or outline.
Independent Work: Have students gather or create
images that will enhance their story, using drawing
materials or digital resources.
Closure: Facilitate sharing and discussion within
groups, allowing students to provide feedback and
build on each other's ideas.

Friday Day 5: Storybook Creation and Sharing

Mini-Lesson: Recap the key elements of digital
storytelling and remind students of their research and
planning.
Independent Work: Provide time for students to
create their digital storybooks, using their chosen tool,
research notes, images, and storyboard. Encourage
collaboration and problem-solving among group
members as they work on their storybooks.
Closure: Facilitate a sharing session, where students
present their digital storybooks to the class and reflect
on their learning experience.

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 Excellent (4): Good (3): Fair (2): Poor (1):
Content: Content is Content is Content Content is
accurate, mostly accurate contains some largely
relevant, and in- and relevant, inaccuracies or inaccurate or
depth, demonstrating a lacks depth, irrelevant,
showcasing a solid indicating a suggesting a
thorough understanding basic limited
understanding of of the topic with understanding understanding
the chosen topic. some areas for of the topic with of the topic.
improvement. room for
growth.
Creativity: Storybook Storybook Storybook Storybook lacks
displays demonstrates includes some creativity,
exceptional creativity in creative failing to engage
originality and story elements but the audience
creative use of development may lack with unique
digital tools, and tool usage, originality or ideas or
engaging the effectively effective use of effective tool
audience with engaging the digital tools. usage.
unique ideas and audience.
presentation.
Collaboration: Evidence of Clear signs of Some Little to no
highly effective collaboration, collaboration is evidence of
teamwork and with most group evident, but collaboration,
equal members improvements with significant
contribution contributing to in teamwork or imbalances in
from all group the project and individual group member
members, working well contributions contributions.
resulting in a together. could enhance
cohesive final the final
product. product.
Digital Tool Demonstrates Shows Utilizes digital Struggles to
Proficiency: mastery of proficiency in tools with some effectively use
selected digital using digital success but may digital tools,
tools, expertly tools, need further resulting in
integrating successfully practice minimal or
multimedia incorporating integrating ineffective
elements to various multimedia integration of
enhance the multimedia elements multimedia
storybook. elements. effectively. elements.

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