No David Seeing the Other Side Lesson
1st Grade
Sarah Forth
A. Personalization / Individualization / Differentiation
Learning Goals. Who selected what is being learned?
o Both student and teacher will be selecting what is being learned. The
teacher will instruct the students to create Davids defense to his own
actions. The students will teach the others through Voki why David really
may have been innocent in the story.
Learning Activity. Who selected how it is being learned?
o Teacher selected that the students will be doing an activity on perspective
and what they will be using to show some one elses perspective.
Assessment of Learning. Who selected how students demonstrate their
knowledge and skills and how that will be assessed?
o Teacher decided which application the students will be using in the
classroom to demonstrate their knowledge of what a perspective is and
creating one.
Technology Selection. Who selected which technologies are being used?
o Teacher selected Voki.
B. Agency / Control / Ownership / Choice / Interest / Passion
Talk Time. During the lesson/unit, who is the primary driver of the talk time?
o Students will be the ones talking the most.
Work Time. During the lesson/unit, who is the primary driver of the work time?
o Students will be talking the most during work time.
Interest-Based. Is student work reflective of their interests or passions?
o Somewhat, the students will be choosing a perspective possibly based off
of a perspective they have once experienced.
Technology Usage. Who is the primary user of the technology?
o Students.
C. Communication
Audience. How are students communicating?
o Alone
Communication Technologies. Are digital technologies being used to facilitate the
communication processes?
o Yes
o If yes, in which ways? (circle all that apply)
Audio and video will be used to create characters and explain their
perspective in the story.
D. Collaboration (co-working, co-creating; more than just communication)
Collaborators. How are students working?
o Alone
Collaborative Technologies. Are digital technologies being used to facilitate
collaborative processes?
o Somewhat students will be viewing each others Vokis.
F. Discipline-Specific Inquiry
Domain Knowledge. Are students learning discipline-specific and -appropriate
content and procedural knowledge?
o Yes
o If yes, is student work focused around big, important concepts central to
the discipline?
The students will be learning how to understand others
perspectives which is an important concept to learn.
Domain Practices. Are students utilizing discipline-specific and -appropriate
practices and processes?
o Yes
Domain Technologies. Are students utilizing discipline-specific and -appropriate
tools and technologies?
o Yes
G. Critical Thinking (HOTS + metacognition) / Creativity / Initiative /
Entrepreneurship
Deeper Thinking. Do student learning activities and assessments go beyond
facts, procedures, and/or previously-provided ways of thinking?
o Yes students will be thinking deeper about characters and their unheard
voices.
Creativity. Do students have the opportunity to design, create, make, or
otherwise add value that is unique to them?
o Yes students will be creating their own perspectives and characters.
Metacognition. Do students have the opportunity to reflect on their planning,
thinking, work, and/or progress?
o Yes students will be able to write down why they believe it is important to
know other peoples perspectives.
H. Technology
Technology as Means, Not End. When digital technologies are utilized, do the
tools overshadow, mask, or otherwise draw the focus away from important
learning?
o No, the technology in this lesson helps the students become motivated to
do the task. By using Voki students will be able to become inspired to
create a character and work on creating the perspective of the character
in the story that was unheard as well.
Technology Adds Value. Does technology add value so that students can do their
work in better or different ways than are possible without the technology?
o Yes, if the students were just writing a perspective down on a piece of
paper it wouldnt be as interactive.
Meaningful Technology Usage. Are digital technologies utilized appropriately and
meaningfully for the learning tasks?
o Yes
I. Assessment
Alignment. Are standards, learning goals, instruction, learning activities, and
assessments all aligned, both topically and cognitively?
o Yes
Authentic Assessment. Are students creating real-world products or
performances?
o No
Assessment Technology. Are digital technologies being used to facilitate the
assessment process?
o Yes, rubistar is being used.
