Education 300 Technology Unit Summary

Unit Identifiers
First and Last Name: Jaime Neely
Subject Area: Reading

Grade Level: 2nd

School District: Kanawha County

School Name: Edgewood Elementary

Unit Title: Fables and Folktales

Approximate Time Needed: 5 days/360

Minutes

Unit Summary
Students will learn about fables and folktales, paying close attention to the characters, main events,
challenges faced, and the overall structure of the stories. Students will also learn about how fables and
folktales teach us lessons and morals. They will recognize the lessons from each story and be able to
relate it to their everyday lives.
Unit Foundation
State Standards
Day 1
ELA.2.R.C1.2 Students will recount stories, including fables and folktales from diverse cultures and
determine their central message, lesson or moral in literary text.
Day 2
ELA.2.R.C1.3 Students will describe how characters in a story respond to major events and challenges
in a literary text.
Day 3
ELA.2.R.C2.2: Students will describe the overall structure of a story, including describing how the
beginning introduces the story and the ending concludes the action in a literary text.
Day 4
ELA.2.R.C2.3: Students will acknowledge differences in the points of views of characters, including by
speaking in a different voice for each character when reading dialogue aloud from literary text.
ELA.2.R.C1.1: Students will ask and answer key ideas such questions as who, what, where, when, why
and how to demonstrate understanding of key details in literary text.
Day 5
ELA.2.W.C9.3: Students will write narratives in which they recount a well-elaborated event or short
sequence of events, include details to describe actions, thoughts and feelings, use transitional words
to signal event order and provide a sense of closure.
ELA.2.W.C10.3: Students will with guidance and support from adults, use a variety of digital tools to
produce and publish writing, including in collaboration with peers.
National Standards
IRA/NCTE Standards for the English Language Arts
Day 1
2. Students read a wide range of literature from many periods in many genres to build an
understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience
Day 2
1. Students read a wide range of print and nonprint texts to build an understanding of texts, of
themselves, and of the cultures of the United States and the world; to acquire new information; to
respond to the needs and demands of society and the workplace; and for personal fulfillment. Among
these texts are fiction and nonfiction, classic and contemporary works.
Day 3
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for
learning, enjoyment, persuasion, and the exchange of information).
Day 4
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for different purposes
Day 5
5. Students employ a wide range of strategies as they write and use different writing process elements
appropriately to communicate with different audiences for a variety of purposes.

Education 300 Technology Unit Summary

Technology Standards
ISTE Standards: Students
Day 1
4. Critical thinking, problem solving, and decision making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems,
and make informed decisions using appropriate digital tools and resources.
C. Collect and analyze data to identify solutions and/or make informed decisions.
Day 2
3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information
B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
Day 3
4. Critical thinking, problem solving, and decision making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems,
and make informed decisions using appropriate digital tools and resources.
A. Identify and define authentic problems and significant questions for investigation.
Day 4
2. Communication and collaboration
Students use digital media and environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of others.
A. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media.
Day 5
2. Communication and collaboration
Students use digital media and environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of others.
B. Communicate information and ideas effectively to multiple audiences using a variety of media and
formats.

Student Learning Outcomes Unit overall

Students
Students
Students
Students
Students

will
will
will
will
will

develop a deep understanding of folktales and fables.

recognize common folktales and fables.
recognize that fables and folktales teach the reader a lesson or moral.
be able to identify the lesson or moral in a given fable or folktale.
be able to relate the lesson or moral from a fable or folktale to their everyday lives.

Student Objectives/Learning Outcomes

Day 1
Students will explain the similarities and differences between fables and folktales.
Students will recognize the central message, lesson, or moral learned in a fable and folktale.
Day 2
Students will explain what a folktale is.
Students will describe the characters in a folktale.
Students will explain how the characters responded to the major events or challenges faced in a
folktale.
Students will identify the lesson or central message conveyed in a folktale.
Day 3
Students will explain what a fable is.
Students will describe the events that occurred in the beginning, middle, and end of a fable.
Students will state what the problem and resolution was in a fable.
Students will identify the lesson or central message conveyed in a fable.
Day 4
Students will understand differences in characters by reading dialogue aloud from a fable or folktale.
Students will answer key questions such as who, what and why to demonstrate their understanding of

Education 300 Technology Unit Summary

a fable or folktale.
Day 5
Students will create their own fable or folktale, including a lesson or central message that the
characters learned during the story.
Curriculum-Framing Questions
Unit Question

Essential/Lesson
Questions

Assessment Plan
Assessment Timeline

How can students apply fables and folktales to their everyday

lives?

Day 1
What is a fable and a folktale?
What can they teach us?
Day 2
How do they characters in a folktale respond to the problem(s) they are
faced with in the story?
What can we learn from folktales?
Day 3
What happened in the beginning, middle, and end of a fable?
What was the problem the characters faced in the fable and how did
they overcome it?
What can we learn from fables?
Day 4
How can the characters in a fable or folktale help us to understand the
story?
Day 5
What can fables and folktales teach us about being a better person?

Education 300 Technology Unit Summary

Diagnostic/ Before the lesson

Formative/ During the lesson

Summ
lesson

I will assess my students prior

knowledge of the two genres of stories
at the beginning of the lesson. If my
students do not possess enough prior
knowledge, they will gain it during my
Visme presentation/review.

I will observe students as they are

working in pairs when reading the
stories and completing their Venn
diagrams.

I will ass
Venn dia
on Goog

I will assess my students prior

knowledge of folktales and characters at
the beginning of the lesson.

While they are reading their story and

creating their slideshows, I will walk
around the classroom monitoring them
and offering guidance when needed.

Summat
the end
quiz and

I will assess my students prior

knowledge of fables and the structure of
a story in the beginning of the lesson
during the review. If students do not
possess enough prior knowledge, I will
go more in depth during my review to
accommodate.

I will observe students as they

complete their Webquest and video,
offering support and guidance if
needed.

My summ
at the en
complete

I will assess students prior knowledge

at the beginning of the lesson with the
review of the homework assignment. If
students dont possess enough prior
knowledge to complete the assignment,
I will compensate by going more in
depth during my review.

During the activity, I will observe

students as they create their movies.

I will ass
their vid
charts.

I will assess my students prior

knowledge at the beginning of the
lesson during the Brain Pop Jr. Quiz. If
they do not pass the quiz, they will
retake it until they receive a passing
score.

I will monitor students as they fill out

their graphic organizer and create their
comic strip. I will offer guidance and
instruction when needed

I will rev
organize
Versal as

Day 1

Day 2

Day 3

Day 4

Day 5

Assessment Summary

My diagnostic and formative assessments were all informal strategies in where I assessed my students by verb
observing them working on their activities or assignments. My summative assessments were grading/critiquing
assignments or activities. The majority of their assignments/activities were submitted to me on Google Classroo
Technology Use

Education 300 Technology Unit Summary

Lesson
1

Lesson
2

Technology
1. Visme Presentation
2. IPads
3. Nook App
4. Google Classroom
5. Google Docs
6. Lucid Charts add-on
for

7. Journeys App for

IPAD
8. Google Slides
9. Blubbr Quiz

Use/relation to student learning in your unit

1. Students viewed my Visme presentation as the
introduction to the unit.
2. Students use their IPads for a variety of activities
and assignments. It is used to turn in various
assignments, as a collaborative tool, and also to
create videos and recordings of themselves
during various activities.
3. The Nook app gives the students access to
1,000s of different genres of books, articles, and
magazines. It can be used for class assignments
and also by students to read leisurely or just for
fun.
4. Google Classroom is used extensively throughout
my unit. It gives the students a platform to
collaborate, exchange information, find and turn in
assignments, and also communicate with me both
inside and outside of the classroom.
5. Google Docs is used extensively in my unit. It is
the main platform that my students use to create
various charts, diagrams, and writings. The
students can also share their work with me on
Google Docs for me to assess and grade.
6. Lucid Charts is an add-on for Google Docs that
the students use to insert diagrams directly into
their document.
7. The Journeys App gives the students a digital
copy of their reading textbook. It gives them the
option to listen or view their stories.
8. Google Slides is used by my students to create
their own presentation about the characters in a
particular folktale. They also add other slides of
information including why they think the story is
classified as a folktale and what the lesson is they
learned from the story.
9. The students take a Blubbr quiz at the end of the
lesson as a review and closure.

Education 300 Technology Unit Summary

Lesson
3

Lesson
4

10. Webquest
11. iMovie

Technology
12. Scoop It
13. Educreations App
for IPAD
14. Stupeflix Video
Maker App
15. YouTube
16. Gliffy Diagrams
Add-on for Google
Docs

10. The students complete a Webquest assignment

on a particular fable.
11. The students use iMovie to record themselves
explaining how the characters overcome the
problem they faced in the story. They also state
what the lesson was they learned from the story.

Use/relation to student learning in your unit

12. The night before, students were instructed to log
onto Google Classroom and view the Scoop it page for
either fables or folktales and write down five things
they learned from viewing it.
13. Students used the Educreations App to animate
and illustrate their five things learned from viewing
the Scoop it page.
14. Students use the Stupeflix video maker to create
their movies, recording themselves saying the
dialogue given to them in class.
15. Students upload their finished movies to the
classrooms YouTube page. This allows for students to
view others work and also gives parents the
opportunity to view what their children are doing in
class.
16. Students use Gliffy Diagrams create a chart
asking them questions such as who, what, where,
when, why and how about each others movies.

Education 300 Technology Unit Summary

Lesson
5

17. Brain Pop Jr. App

18. Mindomo add-on
for Google Docs
19. Pixton For Schools
add-on for Google
Docs
20. Versal

17. Brain Pop Jr. is an app that gives the students

access to educational games, videos, and short
quizzes. The students complete a short quiz on fables
and folktales at the beginning of the lesson.
18. Students use Mindomo to create their graphic
organizer which guides them in writing their own
fable or folktale.
19. Pixton allows my students to create their own
fable or folktale comic strip.
20. The students complete a Versal assignment as a
closure for the unit.

Technology use summary (This is where you address you use in the unit as a whole
remember your 4Cs)

Technology allowed me to take my unit on fables and folktales to the next level, allowing
easier accommodations for my visually impaired student and giving my students several
opportunities for engagement and involvement. Technology allowed for increased
collaboration among my students. They were able to work together more efficiently. More
importantly, they were able create an end result that was uniquely them. Technology
increased my students creativity in that it opened several platforms that they could use
to let their imaginations run wild. They were able to animate and illustrate homework
assignments and create their own comic strip. Not only were students able to
communicate with me and amongst themselves more easily with technology, I was able
to communicate with them and their parents outside of the school walls by utilizing
several platforms including Google Classroom and YouTube. Technology increased their
critical thinking skills in that it allowed them to look at problems in a new way and linked
multiple subjects together (reading and writing).
Unit Details
Instructional Procedures
Day
Day
Day
Day
Day

1:
2:
3:
4:
5:

Teacher led discussion, guided instruction, pair activity

Teacher led discussion, independent practice, guided instruction
Teacher led discussion, guided instruction, independent practice
Teacher led discussion, cooperative groups, group presentation, guided instruction
Teacher led discussion, guided instruction, teacher modeling, independent practice

Accommodations for Differentiated Instruction

Education 300 Technology Unit Summary

Visual Impairment
Day 1: Student will have recorded copies of stories on his iPad to listen to as well as a partner to assist
him in completing Lucid Chart.
Day 2: On the Journeys app, he can choose to listen to the story. He will be given the option of
verbally stating to me who the characters were in the story, how they responded to major events, and
what lesson he learned from the story.
Day 3: I will orally read the Webquest and story for him. I will read him the questions at the end of the
Webquest and he can use the speech to text app on his iPad to record his answers. I will assist him in
creating his video by holding the iPad for him.
Day 4: Student will be given their dialogue the night before to take home and memorize. He will use
voice to text app on his iPad to complete his Gliffy diagram.
Day 5: : I will read the questions to him from the Brain Pop Jr. quiz. With guidance from a peer, the
student will use his speech to text app to fill out his graphic organizer. After filling out his organizer he
will record himself telling his story. During the Versal assignment, I will read him the questions.
Materials and Resources Required For Lesson
Technology Hardware (Click boxes of all equipment needed)
3D Printer

Flash Drive

VCR

Smart TV

Camera

iPad

Video Camera

Computer(s)

Printer

Digital Camera

Projection System

Video
Conferencing Equip.

DVD Player
Internet Connection

White board

Scanner

Other

Television

Technology Software (Click boxes of all software needed.)

Blubbr

Google Sheets

Versal

YouTube

Database/Spreadsheet

Google Slides

Visme

Google Classroom

Desktop Publishing

Brain Pop Jr.

E-mail

Internet Web Browser

Google Chrome

Multimedia

Google Docs

Stupeflix Video Maker

Web Page
Development
Educreations App
Google Doc Addons

Nook App
Journeys App
Webquest
iMovie

Printed Materials

Dialogues that students use to create their movies

using Stupeflix Video Maker

Supplies

N/A

Internet
Resources

Scoop-it

Other
Resources

If Technology Fails:
Print copies of all stories read during the unit.
Paper copies of all diagrams, outlines, and worksheets that students create during the
unit.
Copy of blank comic strip.
Paper copies of Blubbr quiz, Brain Pop Jr. quiz, Versal assignment and Webquest
activity.
Paper Flipbooks
Pencil, crayons, markers, colored pencils