Instructional Software

Lesson Idea Name: Who Am I?

Content Area: English Language Arts
Grade Level(s): 4

Content Standard Addressed: CCSS.ELA-Literacy.RI.5.7

Technology Standard
Addressed:
Knowledge Constructor
Selected Technology Tool: Brainpop

URL(s) to support the lesson (if applicable):

Type of Instructional Software:

☒ Drill and Practice ☒ Tutorial ☒ Simulation ☒ Instructional Game ☒ e-books/e-references

Features of this software (check all that apply):

☒ Assessment Monitoring/Reporting
☒ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):

☒ Level 1: Awareness ☒ Level 2: Exploration ☒ Level 3: Infusion ☒ Level 4: Integration

☒ Level 5: Expansion ☐ Level 6: Refinement

 Universal Design for Learning (UDL): Students will use assistive technology to complete the project. For
example, they may use an iPad, or google translate if their primary language is not English, and they need
help understanding certain words.

Lesson idea implementation: As the class is preparing to start the new standard the teacher will assign a
project to get them excited about the future topic. During class discussion the teacher will ask the student
who they think the most important historical figure is, and how they feel that person impacted history. When
the class is done discussing their favorite historical figures, the teacher will introduce the project “Who Am I?”
to the students. Students will pick a historical figure they found most interesting, but it

Spring 2018_SJB
Instructional Software
must be pre-approved by the teacher. The project will be ongoing throughout the unit. Students will be
assessed on their ability to interpret information presented visually, orally, or quantitatively, and their ability
to show their understanding of the information. The students will have the ability to display this information
in whatever way they fell most comfortable. For example, they may make a PowerPoint, create a poster, etc.
In addition, the student may talk about whatever information they found useful about their historical figure.
Students learn a lot from their peers, because they may explain things to each other in a way that
differentiates from the teacher. The students will go around the room on a timed journey to each station,
where the student at that station will be the teacher, and explain their historical figure. Their will be a
separate presentation day where students may invite friends and family, as well as other classes. When the
project is finished the teacher will start the unit of learning about historical figures. When the unit is finished
students will revisit their projects, where they will make changes based on what they learned about that
historical figure in throughout the unit. After the changes are made, this is when the separate presentation
for friends and family will be. Prior to the presentation the teacher will take up all projects and give an
assessment grade based on their performance, knowledge, and overall project.

Reflective Practice: I feel this lesson could help students with a better understanding of how to vitalize their
resources for class research. In addition, to providing the students with an experience where learning was
made fun. The lesson will be extended with lectures and class discussions on historical figures. Tools such as
google translate, the iPad, and Alexa are some tools that could be used to enhance the project.
Spring 2018_SJB