Creativity and Innovation

Running head: STANDARDS 1

21st Century Skills and Standards

EDU 696: Capstone 2: Culminating Project

April 9, 2018

Please note the way the student clearly identified and

justified the assignment criteria; highlighted changes

to the original lesson; and, adhered to appropriate

APA formatting.

STANDARDS 2

Introduction

With the attached lesson plan, I have modified it to address the International Society for

Technology in Education, ISTE, (ISTE), Common Core State Standards, CCSS,(CCSS), as well

as 21st Century Skills (Burnaford & Brown, 2014). In addition to addressing those specifics, I

have also included two Program Learning Outcomes, PLO’s, (PLOs) from the Master of Arts in

Special Education, MASE,(MASE) program. The two PLO’s that I have included within this

lesson plan are: PLO 1, designing appropriate learning experiences for students with

exceptionalities that are informed by diverse cultural experiences and varied patterns of learning

and development and PLO 6, integrating positive collaborative practices with various

stakeholders to address the needs of students with exceptionalities across a range of learning

experiences (Ashford University, n.d.).

Lesson Plan Modification

The lesson plan that I chose to modify was a lesson plan that I had created for a previous

course. This plan I had originally designed for 2nd graders to help them understand the main idea

of a story. In addition to understanding the main idea of the story, the students will have to

explain or write what the supporting details in the story was in order to conclude what the main

idea is. In order to include ISTE-S, CCSS, and 21st Century Skills, I had to add and make

changes to my original lesson plan.

The two ISTE-S that I chose to add to my modified lesson plan were under the Digital

Citizen and Knowledge Constructor standards. Under the Digital Citizen standard, I chose to add

standard 2B: Students engage in positive, safe, legal, and ethical behavior when using

technology, including social interactions online or using network devices (ISTE Standards for

Students, 2012). To include that standard, I modified my lesson plan to include going over the

“Classroom Technology Contract” that each student and their family signed at the beginning of

STANDARDS 3

the year. By including this into my lesson plan, under the Independent Practice portion of the

lesson plan, I have made time to review this contract verbally with my students to remind them

how to use technology safely, what website they are allowed on, as well as what the

consequences are if the contract is broken. Under the Knowledge Constructor standards, I chose

to add standard 3C: Student curate information from digital resources using a variety of tools and

methods to create collection of artifacts that demonstrate meaningful connections or conclusions

(ISTE Standards for Students, 2012). By adding that standard, I modified my lesson plan under

the Independent Practice portion of the lesson plan to include the students finding their own

short story on the website, Raz-Kids, and to fill out a graphic organizer independently. By

allowing my students to use the website, Raz-Kids, I am giving them to opportunity to use

technology to collect more information and to demonstrate that they were able to comprehend by

whether or not they can fill out the graphic organizer correctly.

In addition to the ISTE standards, I chose to add three CCSS. The three CCSS that I

chose to include are: CCSS.ELA-Literacy.RI.2.1, CCSS.ELA-Literacy.RI.2.2, and CCSS.ELA-

Literacy.W.2.2. With the first CCSS, CCSS.ELA-Literacy.RI.2.1, students will be able to ask

and answer such questions as who, what, where, when, why, and how to demonstrate

understanding of key details in a text (Read the Standards, n.d.). I added that CCSS because in

order to find out the main idea and supporting details of a story, the students will have to be able

to demonstrate that they know how to find, as well as understand what the key details are within

a text.

The second CCSS that I included in my modified lesson plan is CCSS.ELA-

Literacy.RI.2.2. With this specific CCSS, students will be able to identify the main topic of a

STANDARDS 4

multi-paragraph text as well as the focus of specific paragraphs within the text (Read the

Standards, n.d.). I chose this standard because this standard is the main goal of the lesson plan.

The last CCSS that I included into my modified lesson plan is CCSS.ELA-

Literacy.W.2.2. Under this CCSS, students will write informative/explanatory texts in which

they introduce a topic, use facts and definitions to develop points, and provide a concluding

statement or section (Read the Standards, n.d.). I modified my lesson plan to include students to

write a 2-3 paragraph story about their Main Idea bag. This is part of the lesson is listed under

the Closing section of the lesson plan.

As stated in my introduction, I have chosen to add evidence of two PLO’s that are listed

in the Course Syllabus of this course. The first one that I chose to use was PLO 1: The MASE

graduate designs appropriate learning experiences for students with exceptionalities that are

informed by diverse cultural experiences and varied patterns of learning and development

(Ashford University, n.d.). The redesign of my lesson plan shows evidence of this specific PLO

because this lesson offers many different activities as well as types of instruction in order for the

students to understand the concept of finding the main idea and support details of a book. By

offering the different activities and types of instruction, I am meeting the needs of more student

than I would have if I was just to chose one type of activity or type of instruction.

The second type PLO that I chose to show evidence of is PLO 6. PLO 6 states that the

MASE graduate integrates positive collaborative practices with various stakeholders to address

the needs of students with exceptionalities across a range of learning experiences (Ashford

University, n.d.). There is evidence of this PLO because my lesson offers the opportunity for

students to collaborate with their peers. Also, the groups that were designed for collaboration in

the lesson are designed by students’ abilities to ensure that students with higher needs are

STANDARDS 5

working with students that don’t have as high as needs. By doing this, students are able to learn

from their peers. In addition to this, I have added modifications and accommodations for my

students with exceptionalities to ensure that their needs are being met.

Summary

With the CCSS, CCSS.ELA-Literacy.RI.2.1, the 21st Century Skill that I have aligned

with this CCSS, is the 21st Century Student Outcome, Learning and Innovation. Under the

student outcome of Learning and Innovation, I chose Communicate and Collaboration. Under

collaboration, I chose the outcomes that students will collaborate with others by demonstrating

the ability to do so effectively and respectfully. The other outcome that I chose under

collaboration was that the students will exercise flexibility and willingness to be helpful in

making necessary compromises to accomplish a common goal (Framework for 21st century

learning, n.d.). In order to include these 21st Century Skills, I modified my lesson plan under the

Guided Practice portion of the lesson plan for the students to work in groups that included 3-4

students. In these groups, students would pick a short story that was available and from there

they needed to read it together and to successfully complete the graphic organizer that was

provided to them. In order to do that, they need to successfully collaborate, as well as

compromise with their group members. By adding this 21st Century Skills, I am also promoting

student centered instruction because the students are relying on each other, as well as their

collaboration in order to successfully complete the graphic organizer. Also, because student

centered instruction means that you are teaching with the students needs in mind and examples

of how you can do that is through collaboration (Teach Thought Staff, 2017). Under

communicate clearly, I chose the outcome that students will use communication for a range of

purposes (Framework for 21st century learning, n.d.). In order to include this outcome, I have the

STANDARDS 6

students presenting their graphic organizers that they completed as a group. By doing this, they

will be informing the other students the main idea and supporting details of the book that they

chose to read as a group. This is also an example of student centered instruction because

presenting what they have learned to their classmates and this is a strategy of student centered

instruction (Teach Thought Staff, 2017).

With the CCSS, CCSS.ELA-Literacy.RI.2.2, the 21st Century Skill that I have aligned

with this CCSS is the student outcome Information, Media, and Technology. Under this

outcome, I added ICT literacy and Information Literacy to my lesson plan. The ICT Literacy

outcome that I added was Apply Technology Effectively. This states that students will use

technology as a tool to research, organize, evaluation, and communicate information

(Framework for 21st century learning, n.d.). The Information Literacy outcome that I added was,

Access and Evaluation Information. This states that students will access information efficiently

(time) and effectively (sources) (Framework for 21st century learning, n.d.). Both of these 21st

Century Skills were met by having students independently read a book of their choice from Raz-

Kids and then to evaluate the information that the ready in order to successfully fill out the

graphic organizer under the section, Independent Practice. This is an example of a technology

enriched learning environment because I am letting students be in charge of their own learning

and they are using technology. By allowing them to use technology, I am allowing them to

achieve their goals of finishing their assignments, I am also allowing them to explore and gain

more confidence when it comes to their learning because I am allowing them to be in charge of it

(Educational Leadership, 2013). All of this also expands their learning.

With the last CCSS that I have chosen to add to my modified lesson plan, CCSS.ELA-

Literacy.W.2.2, the 21st Century Skills that I aligned with this CCSS is the Life and Career

STANDARDS 7

Skills, specifically Initiative and Self-Direction. Under the Independent Practice section where

the students are working independently reading their own book and completing the graphic

organizer, I have chosen that as meeting the outcome of Working Independently: Monitor,

define, prioritize, and complete tasks without direct oversight (Framework for 21st century

learning, n.d.). This is also an example of student centered instruction because they are working

independently and using the discovery strategy which listed as a strategy under student centered

instruction (Teach Thought Staff, 2017). Under the Closing section of the lesson plan where

students are assigned to bring their own Main Idea Bag, as well as write their 2-3 paragraph

story, I have chosen that as meeting the outcome of Be Self-Directed Learners. Under this

outcome, students go beyond basic mastery of skills and/or curriculum to explore and expand

one’s own learning and opportunities to gain expertise (Framework for 21st century learning,

n.d.). The students are going beyond basic mastery of skills by coming up with their own Main

Idea Bag, as well as coming up with their own 2-3 paragraph story. This is also an example of

student centered instruction because students are presenting to their peers and teaching them

about the main idea and supporting details of their Main Idea Bags (Teach Thought Staff, 2017).

Lastly, in addition to the 21st Century Skills, I added the 21st Century Theme, Global

Awareness to my lesson plan. By providing many examples of short stories that include other

cultures and languages, I am meeting the Global Awareness theme because the Global

Awareness theme states that the students will understand other nations and cultures, including

the use of non-English learners (Framework for 21st century learning, n.d.). Another way to

meet the Global Awareness them, would be to offer a Spanish version of the short stories to

Bianca, who is a Spanish speaking student.

STANDARDS 8

Reflection

My experience with the modification of this lesson plan was a lot easier than the

modification of the lesson plan for the Week One Assignment. I came into this assignment a

little more organized and with a plan of how I wanted to modify it. I first chose the lesson that I

wanted to use. Then I added the ISTE-S that I wanted to use and modified my lesson plan

accordingly. From there I chose what CCSS aligned with my lesson plan and decided why they

aligned. Lastly, I chose what 21st Century Skills aligned the best with the CCSS I chose and why.

My main challenge was the organization and how I wanted to add the information to my lesson

plan. To overcome this challenge, once again went step by step to add the information and this

did take me adding and deleting information multiple times. Once I felt as though my lesson

flowed, I quit making the changes.

Conclusion

In conclusion, I learned even more ways that I could add technology and different

strategies to my lesson plans. This was done by learning more about the ISTE-S, learning more

about CCSS, as well as learning even more about and feeling more confident with using 21st

Century Skills. By adding these different aspects to my lesson plan, I was able to add evidence of

different PLO’s from the MASE program. With all of this being said, I am feeling even more

confident when it comes to lesson plans and the different aspects of them.

STANDARDS 9

Content Area or Developmental Focus: Language Arts (21st Century Outcome Core Subject)

Age/Grade of Children: 2nd Grade

Length of Lesson: 2 Session- 45-60 Minutes Each

Goal

The purpose of the lesson is to teach the students about the main idea

and details of a book.

Objective By the end of the lesson, students will be able to gather information

and supporting details from a short story and from that they will be

able to state the main idea of that short story.

CCSS aligned with 21st Century

Student Outcomes

CCSS.ELA-Literacy.RI.2.1

Ask and answer such questions as who, what, where, when, why,

and how to demonstrate understanding of key details in a text.

21st Century Student Outcome:

Learning and Innovation Skills: Communication and Collaboration

• Communicate Clearly:

• Use communication for a range of purposes. (Inform, instruct, motivate, and persuade.)

• Collaborate with Others:

• Demonstrate the ability to effectively and respectfully with diverse teams.

• Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a

common goal.

CCSS.ELA-Literacy.RI.2.2

Identify the main topic of a multi-paragraph text as well as the

focus of specific paragraphs within the text.

Information, Media, and Technology Skills:

21st Century Student Outcome:

Information, Media, and Technology: ICT Literacy

• Apply Technology Effectively:

• Use technology as a tool to research, organize, evaluate and communicate information

Information, Media, and Technology: Information Literacy:

• Access and Evaluation Information:

• Access information efficiently (time) and effectively (sources)

CCSS.ELA-Literacy.W.2.2

Write informative/explanatory texts in which they introduce a

topic, use facts and definitions to develop points, and provide a

concluding statement or section.

STANDARDS 10

21st Century Student Outcome: Life and Career Skills: Initiative and Self-Direction

• Be Self-Directed Learners:

• Go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and

opportunities to gain expertise

• Word Independently: Monitor, define, prioritize and complete tasks without direct oversight

ISTE Standards for Students Digital Citizen

• 2B: Students engage in positive, safe, legal, and ethical behavior when using technology, including social interactions

online or using network devices.

Knowledge Constructor

• 3C: Students curate information from digital resources using a variety of tools and methods to create collection of artifacts

that demonstrate meaningful connections or conclusions.

Materials

• Many examples of short stories. (Make sure stories show a variety of different cultures and diversity.) (21st Century

Theme: Global Awareness: Understanding other nations

and cultures, including the use of non-English languages.)

• Graphic Organizer: What is the main idea?

• Lined Paper

• Main Idea Bags #1, #2, #3

• Main Idea Bag #1(Birthday Party): Picture of cake mix, cake candles, birthday card, piece of wrapping paper, party favors

• Main Idea Bag #2 (Writing A Letter): Paper, envelope, stamps, pen, address book

• Main Idea Bag #3 (Caring For A Dog): Collar, leash, dog food, dog treats, dog brush, dog shampoo.

Introduction

Explain to the students that each Main Idea Bag has several items in

them and that through the different items, they will be able to tell you

the main idea of the bag. Start with Main Idea Bag #1 and go through

each item and have the students tell you what each item is. When you

have gone through the whole bag, ask the students what they think the

main idea of the bag is and why. From there, explain to the students

how the bag is considered the story and the items are considered the

supporting details of the story. From identifying the supporting details

of the story, you will be able to find the main idea of any story.

Continue with going through the last two Main Idea Bags and have a

class discussion after each bag to go over the main idea of the bag and

the supporting details.

STANDARDS 11

Lesson Development

Direct Instruction

• Use the smartboard to project the short story of your choice.

• Have the students all write down what they think the book will be about and 2-3 details on why they have chosen that

prediction.

• Continue going through the book by going on a picture walk and not reading the words. Have the students discuss in detail

the pictures/graphics of the story.

Guided Practice

• After the picture walk, read the book as a class. Call on volunteers to read or assign specific parts to specific students.

After the book is read by the class, have students fill out the

graphic organizer: What is the main idea? Assign the students

into groups of 3-4 students and each group is responsible for

one graphic organizer. (21st Century Student Outcome:

Learning and Innovation Skills: Communicate Clearly &

Collaboration with Others)

The parts on the graphic organizer are:

• What is the title of the book?

• Write in one sentence what the main idea of the book is.

• List three supporting details of the main idea of the book. Classroom Discussion

• After the groups have finished their graphic organizers have a classroom discussion about each groups’ graphic organizer

and the answers that they have come up with. Talk about

similarities between the groups, as well as differences.

Independent Practice

• Review the “Classroom Technology Contract” that was signed by each student. Remind the students of:

• All technology must remain on desks while being used.

• Technology is for educational use only.

• The only website/App they will be allowed to be on for this assignment is Raz-Kids.

• All students must respect other files/users that are on the computer that they are using.

• All technology will be used with respect.

• Have students tell you the consequences of not following these rules/contract. (Loss of technology, calling parents,

including administration when appropriate.)

• Have the students find a book on the website, Raz-Kids that is listed under their current reading level. Have them listen to the

book and then read the book themselves. After they have

STANDARDS 12

completed that, have them independently fill out their own

graphic organizer.

(21st Century Student Outcome: Information, Media, and

Technology: ICT Literacy: Apply Technology Effectively)

(21st Century Student Outcome: Information, Media, and

Technology: Information Literacy: Access and Evaluation

Information)

(21st Century Student Outcome: Life and Career Skills:

Initiative Self Direction: Work Independently)

Closing

• Have the students present their graphic organizer that they completed independently.

• Each child will be assigned to bring in their own Main Idea Bag the following day and present them to the class.

• In addition to the Main Idea Bag, the will write a 2-3 paragraph story about their Main Idea Bag. They will identify

the main idea, as well as the supporting details within their

story. (21st Century Student Outcome: Life and Career Skills:

Initiative and Self Direction: Be Self-Directed Learners)

Assessment

(Practice/ Checking for

Understanding)

The teacher will be able to assess students’ ability and understanding

of the main idea of the book through:

• Guided Questions

• Close Monitoring

• Informal Observation

• Independent Practice

• Oral Presentation of Writing Sample

• Graded Writing Sample.

Accommodations/Differentiation/

Modifications • Seat Bianca, Andrew, and Elijah at the front of the classroom.

Make sure she is away from as many distractions as possible.

• While reading the book as a class, give Bianca, Andrew, and Elijah their own copy of the book to following along with.

• Have audio versions of the books available. Also, provide Bianca with a Spanish version of the book. (Make sure

stories show a variety of different cultures and diversity.)

(21st Century Theme: Global Awareness: Understanding

other nations and cultures, including the use of non-

English languages.)

• Assign groups based on strengths and weaknesses to promote peer tutoring.

• Assign roles within the groups to promote participation by all members.

STANDARDS 13

• Ask questions to check for understanding when reading the story as a class.

• Have one-on-one assistance available for Bianca, Andrew, and Elijah when filling out the graphic organizer. Have a copy of

the graphic organizer translated in Spanish. (Make sure

stories show a variety of different cultures and diversity.)

(21st Century Theme: Global Awareness: Understanding

other nations and cultures, including the use of non-

English languages.)

• Give Bianca, Andrew, and Elijah extra time during Independent Practice.

Evidence Based Strategies for

Teaching Self-Determination

Skills Within This Lesson

Promote Self-Advocacy

• Encourage communication and self-representation.

• Provide opportunities for leadership roles at home and in school.

Facilitate Development of Self-Esteem

• Create a sense of belonging within schools and communities.

STANDARDS 14

References

Ashford University. (n.d.). EDU 696 Course Syllabus . Retrieved from

https://ashford.instructure.com/courses/20955/assignments/syllabus

Burnaford, G., & Brown, T. (2014). Teaching and learning in 21st century learning

environments: A reader. Lachina Publishing Services .

Educational Leadership. (2013, March). Retrieved from ASCD:

https://www.teachthought.com/pedagogy/28-student-centered-instructional-strategies/

Framework for 21st century learning. (n.d.). Retrieved from http://www.p21.org/our-work/p21-

framework

ISTE Standards for Students. (2012). Retrieved from http://www.iste.org/standards/for-students

Raz-Kids. (n.d.). Retrieved from Learning A-Z: https://www.raz-kids.com/

Read the Standards. (n.d.). Retrieved from http://www.corestandards.org/read-the-standards/

Teach Thought Staff. (2017, November 14). 28 Student-Centered Instructional Strategies.

Retrieved from Teach Thought: https://www.teachthought.com/pedagogy/28-student-

centered-instructional-strategies/