Beidleman 1

Antoinne Beidleman
Classroom Module: 2 Lesson Plans
Professor: Dr. LeAnn Derby
EDTC 645
Spring 2018
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Introduction:

The Global Classroom Module is mock module with realistic results. In preparing for the
lesson, I wanted to prepare something I can potentially use in the future and that can be used by
other instructors. The focus of the module is to allow students to write freely all while
connecting globally. Steven Zemelman and Harvey Daniels, authors of A Community of Writers,
suggest that developing writers use writing as a tool for learning, whether in groups or individual
study. They insist, “Peer-group work is probably one of the most complex methods for teaching
writing. But it’s also one of the most rewarding” (Zemelman and Daniels 186). In the lesson
modules students we will work together to see each other’s writing style and flow. In conjunction
with learning about one’s culture, students can glean from their partners writing style to improve
theirs or make helpful suggestions. Though the assignment is considered “free writing” there is
still an area for goals and assessments to take place for development. Free writing enthusiast,
Peter Elbow, states, “The aim of free writing in not to produce good writing, but simply to
unlock the gates, to establish a flow” (Qtd. In Zemelman and Daniels 135). In the lesson
modules, students will also be responsible for organizing their flow of writing and stating why
they chose the steps they did.

Pre-Planning Template

This Preplanning Template must be approved by the instructor before developing the two lesson
plans. The classroom module should be unique to this assignment and be applicable to your
grade and subject area. A strong global perspective should be integral to the module and contain
a connection to another classroom (s) or global project.

The following information should be included in your preplanning document:

Designer: Antoinne Beidleman

Background concerning the school and the group you are working with:

James Madison Middle School

English Language Arts
International Baccalaureate Program
8th Grade

Time frame: Over a two-week time frame. Each lesson will take two weeks to complete due to
A/B day schedule.

Subject And Grade level: English Language Arts 8th grade

Proposed Topic and Rationale: I want students to be able to use their critical thinking skills,
already established, to research other cultures to promote diversity. During this assignment,
students will strengthen their communication skills using word processing tools to establish
connection.
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Global Network You Plan to Use: Sydney, Australia

Key Challenges:

 Finding the appropriate technology platform for user ability. I propose conducting soft
trial runs two weeks prior to the start date of each lesson.
 Making sure each student is technology literate to perform the tasks. Skills exam will
take place prior to the case study.
 Finding a topic and rationale to agree upon. Each classroom will have their own goals
they want students to meet initially, but amongst planning, teachers should be able to find
a common ground. I propose using a pilot group of students during the first year of global
collaboration to examine the modifications that will need to be made.
 Time zone, some work will have to be recorded at home.

Prior Knowledge:

Students will maximize their critical thinking skills to discover the Sydney, Australian students.
Students will be assessed on how well they discover the Sydney, Australian students using the
technology provided.

Standards and Key Concepts: Maryland Common Core Standards

CCSS.ELA-LITERACY.W.8.1.B
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources
and demonstrating an understanding of the topic or text.
CCSS.ELA-LITERACY.W.8.1.C
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.W.8.3
Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.8.6
Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas efficiently as well as to interact and collaborate with
others.
CCSS.ELA-LITERACY.W.8.7
Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow for
multiple avenues of exploration.
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International Society for Technology in Education (ISTE) Student Standards:

Empowered Learner:

 1b Students build networks and customize their learning environments in ways that
support the learning process.

 1d Students understand the fundamental concepts of technology operations, demonstrate

the ability to choose, use and troubleshoot current technologies and are able to transfer
their knowledge to explore emerging technologies.

Digital Citizen:

 2b Students engage in positive, safe, legal and ethical behavior when using technology,
including social interactions online or when using networked devices.

 2c Students demonstrate an understanding of and respect for the rights and obligations of
using and sharing intellectual property.

Knowledge Constructor:

 3a Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.

 3d Students build knowledge by actively exploring real-world issues and problems,

developing ideas and theories and pursuing answers and solutions.

Creative Communicator:

 6a Students choose the appropriate platforms and tools for meeting the desired objectives
of their creation or communication.

 6b Students create original works or responsibly repurpose or remix digital resources into
new creations.

 6d Students publish or present content that customizes the message and medium for their
intended audiences.

Global Collaborator:

 7a Students use digital tools to connect with learners from a variety of backgrounds and
cultures, engaging with them in ways that broaden mutual understanding and learning.

 7d Students explore local and global issues and use collaborative technologies to work
with others to investigate solutions.
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Pre-Lesson Steps:

 Identify country and origin

 Connect with technology leaders
 Connect with middle school English language arts teachers
 Introduce project
 Introduce the role of collaboration
 Research compatible technology tool
 Create schedule

Technology Use:

Students will use technology to connect with a Sydney, Australian student.

Tools suggested include:
 Google hangouts
 FaceTime
 Zoom
 Webex
 Microsoft office OneNote

Essential Question (s):

 What do you initially think of when you hear Sydney, Australia. Explain your reasoning.
 What are five similarities between the two countries, U.S., and Sydney, Australia.
 How is Upper Marlboro, MD and Sydney, Australia different? Provide five examples.
 What does culture mean to you?
 How might understanding one’s culture help you in the future?
 What technology would you use to connect with students in Sydney, Australia.

Differentiated Instruction:
The instruction can be modified based on the individual student’s needs. Upon the pre-
assessment that will take place before the lesson, teachers can work together to see which
students require additional assistance. As the lesson progress, there are always modifications that
can take place.

Starting Activity for Module:

To prepare students, I will introduce global learning and its status within the U.S. today. I will
inform students the advantages and disadvantages of not being connected in a global society. I
plan to introduce the job markets and the competitive statistics students across the world are
competing against. I will also display an intriguing video about the life of Sydney, Australia and
how its economy is flourishing based on the education students just like them are receiving.
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Lesson Plan: Two-weeks

 Students will free write, exploring what they think Sydney, Australia is initially.
 I will explain the collaborative assignment.
 I will introduce students to their Australian partners.
 Students will share their free writing assignment with their collaborator.
 Students will choose two topics they similarly pre-planned to discover completely.
 Students will use Microsoft Office’s OneNote application to input their findings.

Lesson Plan Part II: Two-weeks

 Students will edit each other’s findings

 Students will choose an application to present their findings and why.
 Students will create a visual aid to include their findings.
 Student will collaboratively write about their experience in a two-page essay.

Summative Assessment:

Students will select any multimedia presentation tool to present their finding. Due to the time
zone 15+ hour difference, each student will pre-record their findings to match an agreed upon
time limit.

Grading Criteria: Y/N

Expectation Exceeded
Meets Expectation
Needs Improvement
Does not meet expectation

Global Theme: The global theme of my project is so students can interact with other cultures
through their writing. Students will learn one on one from their global partners. Students will
analyze their writing style, syntax, word choice, and organization. In addition to the cultural
aspect, students will have the opportunity to glean from their partners writing in comparison to
theirs. The tactic of calling the assignment free writing is to give a sense of creativity and
expression all while being structured.

Pre-Planning Steps: Though I am not a classroom teacher, I plan to teach English language arts.
My primary focus will always be writing and strengthening students’ skills to advance their
writing. In the planning stages, I pondered about creative ways to connect globally while
enhancing students writing. I wanted students to take the lead of the assignment by entitling it
“free writing” but also setting targets that were assessable. I began my search for global
creativity via twitter. I participated in a trending hashtag one evening #edtechforthegood and
stumbled upon an Australian educator who tweeted about connecting globally. I tweeted back
and the rest is history. We were both excited to brainstorm and create collaboration projects.
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Though I am not in the classroom, she still valued my feedback and was able to use some of my
suggestion in her planning stages. In my mock classroom, students would have already been
practicing their writing and organizational skills beginning with introductory paragraphs and
identifying the main points.

Technology Used: The goal of the assignment is to also increase technology literacy. Thus,
student will use multiple platforms inside the OneNote application. Students will be able to
create, edit, share, and draw in the OneNote application. In addition, students will use the
internet to conduct their individual research.

Lesson Plan 1 Summary: The purpose of this lesson is to initiate the personal learning network
goal in order to make an impact on the global connection. Students will connect with their global
peers through writing and sharing. In the process, students are tasked to develop their own
individual writing style. Students will also analyze the structure of their peer’s writings to take in
consideration for developmental purposes.

Lesson Plan 2 Summary: The purpose of this lesson is to continue the effort to connect globally
in addition to increasing student’s literacy. Students will have the opportunity to create visual
aids to promote technology integration and strengthen their technical skills. Student will interpret
the writings of their partners and transform it into their own open educational resource.

LESSON PLAN TEMPLATE # 1

Lesson Title: Collaborative Writing Part 1

Grade Level/Subject Area: 8th Grade/English Language Arts

Topic: The topic of this lesson is to introduce students to what global

connectivity looks like. Students in both classrooms will explore each
other’s prospective homeland. Sydney, Australia and Upper Marlboro,
Maryland.

Length of Lesson: The lesson will take three forty-five-minute class mods. Classes are
structured on an A/B week schedule. Thus, the lesson will go into two
weeks.

Standards Addressed: Maryland Common Core Standards:

(Local or National
Standards) CCSS.ELA-LITERACY.W.8.6
Use technology, including the Internet, to produce and publish writing
and present the relationships between information and ideas efficiently
as well as to interact and collaborate with others.
CCSS.ELA-LITERACY.W.8.7
Conduct short research projects to answer a question (including a self-
generated question), drawing on several sources and generating
 Beidleman 8

additional related, focused questions that allow for multiple avenues of

exploration.

ISTE Standards for Students:

Standard 1: Empowered Learner
Standard 2: Digital Citizenship
Standard 3: Knowledge Constructor

Standard 6: Creative Communicator

Standard 7: Global Collaborator

Lesson Goals: The goal of the lesson plans is for students to create and maintain their
own personal learning network by introducing an important aspect of
their culture and exchanging it with the peers abroad. The lesson will
work interchangeably so that students can develop themselves in
addition to educating others.

Performance Objectives: After completion of the lesson, students will be able to:

 Share an important aspect of their culture

 Interpret and share the important aspect of their fellow

collaborators culture

 Create a platform to foster the collaboration beyond the

assignment

Introduction: Students will use the Microsoft office OneNote tool to capture their free
writing assignments and to connect with their global partner. Students
will use this opportunity to develop their writing using the
brainstorming feature in the application. Student will also use the
OneNote application to structure their developments as they create them
and as they are transferred in the application. Student will thoroughly
share about an aspect of their culture they find interesting in the
OneNote application.
Step-By-Step Procedures: Before the lesson begins, the instructor will introduce the importance of
global learning and why it is beneficial for students to make connections
now. The instructor will also explain what a personal learning network
is and display his/hers own. The instructor will explain free writing and
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its target. Student will already have the knowledge on how to operate
the Microsoft Office tool OneNote.

Day 1:
1. Explain the collaborative assignment. Explain free writing.
Refresh students on the OneNote application

2. Begin conversation on culture and the importance of

understanding other cultures. Share your experience and
highlight one aspect of your culture to give students a sense of
what they will be responsible for and what they should be
looking for from their collaborator.

3. Assign students time to think of an important aspect of their

culture. Students will be responsible for listing five aspects they
would want to share. In addition. Student will explain why they
would want to share the characteristic of their culture and what
the opposing culture will gain from learning about it.

Day 2:
1. Begin class with a culture shock video to reinvigorate their
minds and maintain their interest.

2. The instructor will review the topics drafted to ensure coherency

and rationale.

3. Students will narrow down their aspects to two topics. Student

will use the computer lab in order to conduct preliminary
research about the topics.

4. Based on the research, students will select the one topic with the
most developing potential. Students will then plan on how they
will structure their free writing.

Day 3:
1. The instructor will introduce the country chosen to collaborate:
Sydney, Australia.

2. Students will be assigned their fellow collaborator. Students will

be given access to share content in the OneNote application.

3. Students will creatively expound on the chosen aspect of their

culture in the OneNote application.
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4. In the same instance, the Australian students will create their

free writing assignments in the OneNote application. They will
be given the same opportunity as well to have access to their
collaborator documents.

5. Students will be assessed on the creativity of the free writing

assignment. The depth took to research and share one aspect of
their culture. The reasoning behind the chosen aspect. Students
should have an organized OneNote folder and should have
shared their finding with their collaborator.

Technology Requirements:  Internet connectivity

 Supportive bandwidth
 Desktops (Each student will need their own desktop computer)
 Microsoft Application
 OneNote Feature
 OneNote Pen
 iPad/Chromebook
 Email

Resources: OneNote Application Creation Link

10 Unique Things About Australian Lifestyle

5 Freewriting Tips

Why Culture Writing

Culture Shock

Assessment Based on Students will be assessed on their ability to effectively write. Student
Objectives: will be assessed on how well the collaborator is able to decipher their
culture and reflect upon it verbally in a 2 minute audio recording also
inside of the OneNote application. Student will be assessed on their
OneNote organization skills.

Follow-Up: Students will continue fostering the relationships in hopes of being able
to collaborate on future assignments and expand their personal learning
networks. Students will learn more about their own culture and their
writing style will develop in the process.
 Beidleman 11

Classroom Management: The instructor will make sure collaboration is taking place. The
characters of the cultural aspect will be monitored and feedback will
begin while in the process.

Accommodations: The OneNote application allows for special accommodations for all
learning needs. Students who are hearing an impaired are able use the
audio feature to share their culture. The audio feature is embedded
inside of the OneNote application and you can share it like you would
text. Likewise for those students who are unable to articulate their
culture in writing can draw the characteristics of their culture using an
iPad and an OneNote interactive pen. Student who have language
barriers are able to adjust the settings in the OneNote application to
translate for them and likewise.

LESSON PLAN TEMPLATE # 2

Lesson Title: Collaborative Writing Part 2

Grade Level/Subject Area: 8th Grade/English Language Arts

Topic: This lesson is a continuation of the previous lesson. Students will

continue strengthening their personal learning network.

Length of Lesson: The lesson will take three forty-five minute class mods. Classes are
structured on an A/B week schedule. Thus, the lesson will go into two
weeks.

Standards Addressed: Maryland Common Core Standards:

(Local or National
Standards) CCSS.ELA-LITERACY.W.8.6
Use technology, including the Internet, to produce and publish writing
and present the relationships between information and ideas efficiently
as well as to interact and collaborate with others.
CCSS.ELA-LITERACY.W.8.7
Conduct short research projects to answer a question (including a self-
generated question), drawing on several sources and generating
additional related, focused questions that allow for multiple avenues of
exploration.

ISTE Standards for Students:

Standard 1: Empowered Learner

Standard 2: Digital Citizenship

 Beidleman 12

Standard 3: Knowledge Constructor

Standard 6: Creative Communicator

Standard 7: Global Collaborator

Lesson Goals: The goal of this lesson is to strengthen students writing and research
skills all while connecting globally. Students will use the free writing
assignments conducted previously to make analytical comparisons.

Performance Objectives: After completion of the lesson, students will be able to:

 Use the OneNote application to draw comparisons about their

collaborator aspect

 Use the OneNote application to organize their writings

 Use the OneNote application to create a visual graphic

presentation to teach the collaborators aspect (See example
below)

Introduction: Students will review the topic given by their global partner to conduct
their own research before fulling examining the content. Thus, students
will have research Sydney, Australia for themselves and then draw
conclusions. Students will analyze the key aspects of the given topic to
make inferences in order to compare. Upon completion, students will
create two visual aids to demonstrate competency. Student will also
reflect about the process in two to the paragraph in the OneNote
application.
Step-By-Step Procedures: Day 1:
1. Students will review the topic their global partner shared.
The instructor will ensure each student received a topic in
the designated area in the OneNote application. The
instructor will review the global student’s topic briefly to
ensure it is appropriate and decipherable.
2. Students will write their initial thoughts of the topic in one
paragraph using in the OneNote application.
3. The instructor will introduce visual aid concept and provide
examples so students will know how to follow through.
4. Students will use the computer lab to for the remainder of the
class (15 minutes) to determine what method they would like
to conduct their research.
 Beidleman 13

5. Take home assignment: students will outline what they want

to be included on their visual aid in the OneNote application.

Day 2:
1. Class will begin in the computer lab. Students will begin
where they left off. Students will be give more time to
outline their research efforts. The instructor will provide
examples of what kind of research students can use to draw
their conclusions.
2. Students can use the internet, social media apps, books in the
media center, or reach out to an Australian native locally.
Students can use a mixture or one research effort to draw
conclusions. The instructor will ensure appropriate research
attempts have been made and that internet activity is
monitored.
3. Students will share what they have found verbally. Not all
students will have to share. This moment will be used to
assess the momentum of the assignment and to potentially
discover any gaps.
4. Students will begin research process. Student will use the
outline created organize their steps. Students will capture the
results in the OneNote application.
5. Student will read and assess their global partners free writing
assignment. Students will begin to make comparisons based
on the research they conducted.
6. Take home assignment: Students will reflect in one
paragraph about their findings and their expectations.

Day 3:
1. Student will finalize their discovery (10 minutes). The instructor
will review the outline drawn to make sure it includes the initial
inferences.
2. Students will create the visual aide in the OneNote application.
The visual aid must include 5 details about their global partners
specific aspect and 5 supporting details. The visual aids will be
shared with the entire class upon completion.
3. Students will create graphics to use in the presentation or
research relevant material to include.
4. Student will share the final draft visual aid and their reflections
in the OneNote application with their global partners.
5. Students will seek and provide feedback
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Technology Requirements:  Internet connectivity

 Supportive bandwidth
 Desktops (Each student will need their own desktop computer)
 Microsoft Application
 OneNote Feature
 OneNote Pen
 iPad/Chromebook
 Email

Resources: OneNote Application Creation Link

10 Unique Things About Australian Lifestyle

5 Freewriting Tips

Why Culture Writing

Culture Shock

Assessment Based on Students will write an essay about their experience connecting globally.
Objectives: In the essay, students will share their partners name and the specific
aspect shared with them in detail. Students may use the visual aid
created to organize their writing. Students will have to indicate why
they think connecting globally matters and what it can do for their
success.

Students will write another essay to include what they learned about
themselves through the process. In the essay, students will the additional
details they learned about their aspect and how it was received in
comparison. Students will provide supporting details to their aspect and
why they chose it initially and the steps they took to draft the initial free
writing assignment. Students will also reflect on their experience using
Microsoft office OneNote application.

Follow-Up: Upon completion of the lesson plan, students will be given the
opportunity to explore other regions in Australia and compare the
cultural aspects to find a sense of common ground or not and explain
why. Students will also be givens opportunities to create more visual aid
to act as study guides and open educational resources for their peers.

Classroom Management: The instructor will reinforce global connectivity and what it means tot
eh 21st century learner. The instructor will monitor all aspects of
research and ensure students are being safe on the web and while
transferring their information globally.
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Accommodations: The OneNote application allows for special accommodations for all
learning needs. Students who are hearing an impaired are able use the
audio feature to share their culture. The audio feature is embedded
inside of the OneNote application and you can share it like you would
text. Likewise, for those students who are unable to articulate their
culture in writing can draw the characteristics of their culture using an
iPad and an OneNote interactive pen. Student who have language
barriers are able to adjust the settings in the OneNote application to
translate for them and likewise.

OneNote Application Example:

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Visual Aid Example:

(Image source: www.scholastic.com)

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Grading Criteria:
Expectation Meets Expectation-3 Needs Does not meet
Exceeded-4 Improvement-2 Expectation-1

Content- Well- Concept is clear, Concept is not clear. Concept is

developed concepts, Sources used do not Sources used do not undeveloped and
Included outside align with points. align with points. incoherent. No source
sources to make were used.
concept relevant.
Organization- Attempts to create Writing is confused Writing is
Writing includes a flow. Conclusion is and loosely disorganized and
strong, beginning, lacking. organized. underdeveloped
middle, and end with
clear concept and a
focused conclusion.
Word Choice- Shows some use of Word choice is vague Word Choice does
Effective and mixed word choice. or flat. not make sense and
engaging use of word align with concept.
choice.
 Beidleman 18

References:

Corestandards.org. (2018). English Language Arts Standards | Common Core State Standards
Initiative. [online] Available at: http://www.corestandards.org/ELA-Literacy/ [Accessed
20 Mar. 2018]

Iste.org. (2018). ISTE | Standards For Students. [online] Available at:

https://www.iste.org/standards/for-students [Accessed 20 Mar. 2018].

Medium. (2018). The 4 Stages of Culture Shock – Global Perspectives – Medium. [online]
Available at: https://medium.com/global-perspectives/the-4-stages-of-culture-shock-
a79957726164 [Accessed 27 Mar. 2018].

Onenote.com. (2018). Microsoft OneNote. [online] Available at:

https://www.onenote.com/?public=1&wdorigin=ondcauth2&wdorigin=ondc [Accessed
25 Mar. 2018].

Perry, S. (2018). 5 Freewriting Secrets for Being a “Genius”. [online] The Creativity Post.
Available at:
http://www.creativitypost.com/create/5_freewriting_secrets_for_being_a_genius
[Accessed 17 Mar. 2018].

Thinkprogress.org. (2018). The best culture writing of 2016. [online] Available at:
https://thinkprogress.org/the-best-culture-writing-of-2016-5fd268708abc/ [Accessed 21
Mar. 2018].

YouTube. (2018). 10 Unique Things About Australian Lifestyle. [online] Available at:
https://www.youtube.com/watch?v=VwSJxw0_ZjI [Accessed 18 Mar. 2018].

Zemelman, S., & Daniels, H. (1988). A community of writers: Teaching writing in the junior and
senior high school. Portsmouth, NH: Heinemann.