Lesson Title: HI-YAH!!!
Martial Arts and Meditation
Grade Level: 7th
Subject: World History/Social Studies
Time frame: 90 minutes (2 class periods)
Learning Goals
Learning Goals Goal 1
Content Specific Goals WH7.5.3 Describe the values, social customs,
and traditions prescribed by the lord-vassal
system consisting of shogun, daimyo, and
samurai and the lasting influence of the warrior
code in the twentieth century.
WH7.5.4 Trace the development of distinctive
forms of Japanese Buddhism.
Technology-based Goals Empowered Learner: Students leverage
(NETS-S) technology to take an active role in choosing,
achieving and demonstrating competency in
their learning goals, informed by the learning
X Empowered Learner sciences.
Creative Communicator: Students
communicate clearly and express themselves
How will they be met
Students will read and complete an Actively Learn article
titled, “The Martial Arts.”
Students will record a video of themselves teaching the
class about the martial art they selected and demonstrate
some techniques for participation points.
Empowered Learner: Students will use technology as a
resource to read and complete their assigned Actively
Learn article titled, “The Martial Arts.” Students will also
use the class’ Google Slides on the chapter to gather more
information regarding the objective. Students will be
encouraged to use technology to research secondary
resources to help them create a script for their video
recording.
 Digital Citizen creatively for a variety of purposes using the
platforms, tools, styles, formats and digital
Creative Communicator: Students will use technology
media appropriate to their goals. to allow them to record a video lesson to share with their
Knowledge
classmates. Students will be teaching the class about the
Constructor history of a martial art form and demonstrate set of moves
from that martial art form (kicks, chops, grappling, etc).
Innovative Designer

Computational

Thinker

X Creative

Communicator

Global Collaborator

Other Goals Students will learn different forms of martial Students will use what they’ve learned from their martial
arts and the history behind them. art form to teach the class a few self-defense moves.
Materials Needed for Lesson (tech and Students will need a digital device (laptop/Chromebook, iPad), Google search engine,
non-tech) Actively Learn login information, and a camera.

Lesson Overview

Lesson Overview: Share how the activities in the lesson will help to meet the learning goals. How will technology play a role in
meeting the learning goals?

Students will be going back in time to where the martial arts of the world all started. Based on previous participation points, students will be
given the chance to select a martial art form that they would like to research. After every student have selected their martial art form,
students will research two more additional forms to compare and contrast the similarities and differences with one another. Students will
then decide which martial art form they believe is most effective of teaching the lessons of the philosophical leaders who founded the
martial art form. Research will consist of who the founder of the martial art form was, where the form started, the connection to an eastern
philosophy, and the key characteristics of the martial art form. Students will also include the reasons why they chose the martial art form
they chose. Students will complete this activity by using the research they have gathered to record a video of themselves teaching us about
the martial art form they have selected as well as demonstrating a set of moves from their martial art form. Technology will play a vital role
in this lesson as the tool of choice for research as well as demonstrating examples.
Triple E Framework Considerations
Share which technology tools you plan to integrate into the lesson. Describe how each tool will help
to meet your learning goals. In addition, share the instructional practices that you plan to develop in
conjunction with the tool to optimize the learning.
Name of Tool
Learning goal(s) met by
using the Tool
How is the Tool Being
Integrated
Team, individual, pairs, or
other?
What features of the
technology tool have
elements of engagement?
Answer the Triple E
Engagement questions
Tool #1 Tool #2 Tool #3 Tool #4
Google Search Engine Actively Learn Camera for Recording
(Canvas, Smart Phone,
iPad, etc)
Students will use their Students will log into Once students have
classroom Google Actively Learn with their gathered all their
Chromebooks to access student emails, read, and information, they will
the web to search for complete the assigned either use a camera from
secondary recourses to article titled, “The a smart phone, iPad, or
gather information for Martial Arts.” from any digital device to
their recordings. record a video of
themselves teaching and
demonstrating either a
martial art or form of
mediation. Students will
upload their recording to
Canvas.
Individual X Individual X Individual Individual
Pairs Pairs Pairs Pairs
X Teams Teams Teams Teams
Other Other Other Other
Can the technology allow Can the technology allow Can the technology allow Can the technology allow
students to focus on the students to focus on the students to focus on the students to focus on the
assignment/learning with assignment/learning with assignment/learning with assignment/learning with
less distraction (Time on less distraction (Time on less distraction (Time on less distraction (Time on
Task)? Task)? Task)? Task)?
No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2
concerning how technology
can bring about co-use, time-
on-task learning and focus on
the learning goals.
Anywhere there is a lower
score (less than 4), consider
adding in instructional moves
in the notes to help push the
score up! Some instructional
moves are listed in the rows
below.
Can the technology
motivate students to begin
the learning process?
No=0, Somewhat=1, Yes=2
Can the technology cause a
shift in behavior, from more
passive to active social
learners (co-use)?
No=0, Somewhat=1, Yes=2
Score= 4/6
NOTES: Students may be
tempted to use the Google
search engine to surf the
web and not use the links
that are assigned to them to
gather the information they
need for their recording.
Teaching Moves
Included (From list
below):
Can the technology
motivate students to begin
the learning process?
No=0, Somewhat=1, Yes=2
Can the technology cause a
shift in behavior, from more
passive to active social
learners (co-use)?
No=0, Somewhat=1, Yes=2
Score= 6/6
NOTES: Students will take
more pride using this
technology because they
know that this is an
assignment that will be
graded. Students are also
aware that the teacher can
see how much time they’ve
spent reading the article as
well as the effort they put
into their responses to the
article questions.
Teaching Moves
Included (From list
below):
Can the technology motivate Can the technology motivate
students to begin the students to begin the
learning process? learning process?
No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2
Can the technology cause a
Can the technology cause a shift in behavior, from more
shift in behavior, from more passive to active social
passive to active social learners (co-use)?
learners (co-use)? No=0, Somewhat=1, Yes=2
No=0, Somewhat=1, Yes=2
Score=___/6
Score= 5/6 NOTES:
NOTES: Students will have Teaching Moves
mixed feelings about this Included (From list
use of technology because below):
some students are camera
friendly and enjoy recording
and editing videos, while
other students are camera
shy. However, knowing the
assignment is worth more
points, students may have a
more serious approach in
using this technology to
enhance their learning.
Teaching Moves
Included (From list
below):
Which teaching moves X Guided practice Guided practice X Guided practice Guided practice
could be integrated to aid
technology in helping Modeling thinking Modeling thinking Modeling thinking Modeling thinking
students engage in the
learning goals? Modeling navigation Modeling navigation Modeling navigation Modeling navigation
In other words, what is of the tool of the tool of the tool of the tool
lacking in the technology tool
(from the score above) that Software tour Software tour Software tour Software tour
could be improved by good
instructional strategies. I do, we do, you do I do, we do, you do I do, we do, you do I do, we do, you do
Which strategies listed might
Teacher monitoring X Teacher monitoring Teacher monitoring Teacher monitoring
be helpful. Note: This is just
a suggested list.
Student self-reflective Student self-reflective Student self-reflective Student self-reflective
monitoring monitoring monitoring monitoring

Co-use or co- Co-use or co- Co-use or co- Co-use or co-

engagement engagement engagement engagement

X Purposeful partnering Purposeful partnering Purposeful partnering Purposeful partnering

Gradual release of Gradual release of Gradual release of Gradual release of

learning learning learning learning

Create a mentor text Create a mentor text Create a mentor text Create a mentor text

Share-aloud Share-aloud Share-aloud Share-aloud

Turn and talk Turn and talk Turn and talk Turn and talk

Switcheroo Switcheroo Switcheroo Switcheroo


What features of the
technology tool include
elements to enhance student
learning?
Answer the Triple E
Enhancement questions
concerning how technology
can bring about learning
supports/scaffolds, higher-
order thinking, and value-
added over traditional tools.
Anywhere there is a lower
score (less than 4), consider
adding in instructional moves
in the notes to help push the
score up! Some instructional
moves are listed in the rows
below.
Other
Can the technology allow
students to develop or
demonstrate a more
sophisticated understanding
of the learning goals
(possibly use higher-order
thinking skills)?
No=0, Somewhat=1, Yes=2
Can the technology create
or provide supports
(scaffolds) to make it easier
to understand concepts or
ideas (possibly differentiate
or personalize)?
No=0, Somewhat=1, Yes=2
Can the technology create
paths for students to
demonstrate their
understanding of the
learning goals in ways they
could not do with traditional
tools?
No=0, Somewhat=1, Yes=2
Score= 5/6
NOTES: Students will be
able to use this technology
Other
Can the technology allow
students to develop or
demonstrate a more
sophisticated understanding
of the learning goals
(possibly use higher-order
thinking skills)?
No=0, Somewhat=1, Yes=2
Can the technology create or
provide supports (scaffolds)
to make it easier to
understand concepts or
ideas (possibly differentiate
or personalize)?
No=0, Somewhat=1, Yes=2
Can the technology create
paths for students to
demonstrate their
understanding of the
learning goals in ways they
could not do with traditional
tools?
No=0, Somewhat=1, Yes=2
Score= 6/6
Other
Can the technology allow
students to develop or
demonstrate a more
sophisticated understanding
of the learning goals
(possibly use higher-order
thinking skills)?
No=0, Somewhat=1, Yes=2
Can the technology create or
provide supports (scaffolds)
to make it easier to
understand concepts or
ideas (possibly differentiate
or personalize)?
No=0, Somewhat=1, Yes=2
Can the technology create
paths for students to
demonstrate their
understanding of the
learning goals in ways they
could not do with traditional
tools?
No=0, Somewhat=1, Yes=2
Score= 6/6
NOTES: Students will be
able to use this source of
Other
Can the technology allow
students to develop or
demonstrate a more
sophisticated understanding
of the learning goals
(possibly use higher-order
thinking skills)?
No=0, Somewhat=1, Yes=2
Can the technology create or
provide supports (scaffolds)
to make it easier to
understand concepts or ideas
(possibly differentiate or
personalize)?
No=0, Somewhat=1, Yes=2
Can the technology create
paths for students to
demonstrate their
understanding of the
learning goals in ways they
could not do with traditional
tools?
No=0, Somewhat=1, Yes=2
Score=___/6
NOTES:
 to enhance their learning by
reading through multiple
secondary resources to
provide them with the
information they need to
assist them in teaching and
demonstrating a martial art
tech
Teaching Moves
Included (From list
below):
Which teaching moves Active listening
could be integrated to aid
technology in enhancing the Switcheroo
learning goals?
In other words, what is Self reflective
lacking in the technology tool practices
(from the score above) that
could be improved by good Visible thinking
instructional strategies.
routines
Which strategies listed might
be helpful. Note: This is just X Graphic organizers
a suggested list.
X Visual
representations of
learning
NOTES: Students will be
challenged to use higher
level thinking with this use
of technology from the
questions being asked in by
the article. This use of
technology will also be a
scaffolding resource for
students due to being set at
the Lexile level each student
is currently at.
Teaching Moves
Included (From list
below):
Active listening
Switcheroo
Self reflective
practices
Visible thinking
routines
Graphic organizers
X Visual
representations of
learning
technology to get creative in
their own way. Students will Teaching Moves
be encouraged to use props, Included (From list
dress up, video edit with
below):
special effects, etc. Students
understand that this is their
assignment, this is their
opportunity to teach and
demonstrate in the way they
feel is best to their
classmates.
Teaching Moves
Included (From list
below):
X Active listening Active listening
Switcheroo Switcheroo
Self reflective Self reflective
practices practices
Visible thinking Visible thinking
routines routines
X Graphic organizers Graphic organizers
X Visual Visual representations
representations of of learning
learning
Reflective notebooks

How does the technology
extend the learning goals?
Answer the Triple E Extend
questions concerning how
technology can bring about
learning that connects to
everyday life, allows learners
to continue to learn 24/7 and
helps them develop soft
skills. Anywhere there is a
lower score (less than 4),
consider adding in
instructional moves in the
notes to help push the score
up! Some instructional
Reflective notebooks
Anticipation guides
X Questioning practices
Predicting
X Differentiation
Personalization
Share-aloud
Other
Can the technology create
opportunities for the
students to learn outside the
typical school day?
No=0, Somewhat=1, Yes=2
Can the technology create a
bridge between school
learning and everyday life
(authentic experiences)?
No=0, Somewhat=1, Yes=2
Can the technology allow
students to build authentic
life skills, which they can
use in their everyday life
(soft skills)?
Reflective notebooks
Anticipation guides
Questioning practices
X Predicting
Differentiation
Personalization
Share-aloud
Other
Can the technology create
opportunities for the
students to learn outside the
typical school day?
No=0, Somewhat=1, Yes=2
Can the technology create a
bridge between school
learning and everyday life
(authentic experiences)?
No=0, Somewhat=1, Yes=2
Can the technology allow
students to build authentic
life skills, which they can
use in their everyday life
(soft skills)?
Reflective notebooks
Anticipation guides
Questioning practices
Predicting
Differentiation
X Personalization
X Share-aloud
Other
Can the technology create
opportunities for the
students to learn outside the
typical school day?
No=0, Somewhat=1, Yes=2
Can the technology create a
bridge between school
learning and everyday life
(authentic experiences)?
No=0, Somewhat=1, Yes=2
Can the technology allow
students to build authentic
life skills, which they can
use in their everyday life
(soft skills)?
Anticipation guides
Questioning practices
Predicting
Differentiation
Personalization
Share-aloud
Other
Can the technology create
opportunities for the
students to learn outside the
typical school day?
No=0, Somewhat=1, Yes=2
Can the technology create a
bridge between school
learning and everyday life
(authentic experiences)?
No=0, Somewhat=1, Yes=2
Can the technology allow
students to build authentic
life skills, which they can
use in their everyday life
(soft skills)?
moves are listed in the rows No=0, Somewhat=1, Yes=2
below.
Score= 6/6
NOTES: This digital tool
will provide students with
the opportunity to learn
outside the classroom as
well as serve as a secondary
resource in multiple ways.
Students will be able to
discover the same content
they are looking for from
multiple resources outside
of their traditional textbook.
Students will be able to
build authentic life skills
with this use of technology
due to how much we rely on
our internet search engines.
Students will enhance their
researching skills and be
able to interpret new
information. Students will
also be able to choose to use
their search engines to read
or view the information
they are looking for.
Teaching Moves
Included (From list
below):
Which teaching moves X Real world issues
could be integrated to aid
No=0, Somewhat=1, Yes=2
Score= 6/6
NOTES: This resource will
give students the
opportunity to build
authentic life skills by
helping them enhance their
reading skills. Since this
digital tool is set at each
student’s current Lexile
level, students will be able
to be met where they are at
and challenged to improve.
When these digital tools
have options to differentiate
for students, students can
learn the same subject
content at the level they are
at.
Teaching Moves
Included (From list
below):
X Real world issues
No=0, Somewhat=1, Yes=2 No=0, Somewhat=1, Yes=2
Score= 6/6 Score=___/6
NOTES: This digital tool NOTES:
allows students to share
what they know in the way Teaching Moves
that they have learned it. Included (From list
Students learn in different
below):
ways, and by allowing
students to use this digital
tool, they can teach and
demonstrate their
knowledge to their
classmates in the way they
learned it. Some of their
classmates may inquire the
content better than being
provided in another form.
Teaching Moves
Included (From list
below):
X Real world issues Real world issues
technology in extending the
learning goals?
In other words, what is
lacking in the technology tool
(from the score above) that
could be improved by good
instructional strategies.
Which strategies listed might
be helpful. Note: This is just
a suggested list.
Lesson set up.
How will I prepare for this
piece of technology in this
Partner with real Partner with real Partner with real Partner with real
world organizations world organizations world organizations world organizations
X Connect with
Connect with Connect with Connect with
authentic experts authentic experts authentic experts authentic experts
Engage students in Engage students in Engage students in Engage students in
authentic discourse with authentic discourse with authentic discourse with authentic discourse with
others others others others
X Pen Pals Pen Pals Pen Pals Pen Pals
X Student’s investigate Student’s investigate Student’s investigate Student’s investigate
and direct their own and direct their own and direct their own and direct their own
project project project project
Role playing Role playing X Role playing Role playing
Use authentic tools Use authentic tools Use authentic tools Use authentic tools
that are prominent in that are prominent in that are prominent in that are prominent in
everyday life everyday life everyday life everyday life
Other Other Other Other
I will have students The day before the I will have an exemplar
charge their digital lesson, I will have the for my students to view in
devices (Google article assigned to my class the day of the lesson
Chromebook/iPad) in the students and set to open so that they can get ideas
lesson? classroom cart before on the day of this lesson of how they would like to
they are dismissed the so that I do not have to film their recordings.
What do I need to do to get class before. spend time assigning it
the technology ready? before the lesson.
 Selecting the just On the day of this lesson,
right tool or part of I will have students I will have students will
the resource signed into their student logged into Actively
emails, and ready to go. Learn, have their
 Setting up Accounts headphones with them,
 Differentiating On Canvas, I will have and opened up to the
the recommended links assigned article titled,
 Personalizing posted in the assignment “The Marial Arts.”
folder within the module.
 Creating models or
mentor
Assessment Students will have to As students are reading Students will be assessed
create a script on a the article, they will be in the time and effort they
How will you assess the Google Doc to share with assigned questions to put into their recording.
activities happening me the notes they answer from the text. The rubric for this area of
through the tool? gathered from their Students will receive assessment will consist of
secondary resources with multiple choice, True or 1. The length of the
 Monitoring/ the link they used to False, and Short Answer recording, 2. How
observations obtain their information. questions. Actively Learn clearly/blurry we can see
 Formative saves their responses for the student teaching and
me to view and grade demonstrating, 3. The
assessment
later. This digital tool audio of the video, 4. Any
 Informal also allows me to see video editing to the
assessments how long students spent recording.
completing the article. If
 Summative students have multiple
assessment tabs open, and are not on
the Actively Learn
article, it will not track
that time no matter how

Procedures
What is the minute-to-minute activity that will be happening in the lesson. Describe what the
teacher is going to do and say, as well as what the students are going to do.
Time stamp and what is
the teacher going to do
5 Minutes: Teacher will
introduce the lesson with
a discussion question.
5-10 Minutes: Teacher
will give students the
opportunity to select the
martial art form(s) of their
choice. Next, Teacher will
place students in groups at
separate stations. Teacher
will then give instructions
for each station.
20 Minutes: Teacher will
be in the Teacher-Led
Station working with
long they have been
logged on for.
What are the students going to do?
Students will respond to the discussion
question by typing in complete sentences.
Students will then share what they typed
with their classmates sitting in their group.
Students will take turns selecting their
preferred martial art form. Students will
then listen to the instructions for each
specific task at each station. Students will
raise their hands to ask any questions
regarding their tasks. Students will gather
their belongings and materials to have
ready to start at their station.
Students will be working on the task
assigned to their particular station. For
example, students in Station 1 (Teacher-
Led) will have their notebooks and writing
What is the teacher going to say?
“Good morning, 7th Grade! Everyone, log into Canvas, go to the most
recent module, and select the DQ (Discussion Question) of the day. The
question is, “What do you do to keep your mind, body, and spirit under
control? *Repeat the question again in a slower pace. You are going to
respond to that question by typing in complete sentences. *Give
students a chance to respond. Okay, turn to your elbow partner and
share what you wrote and why. 2 minutes!”
“Excellent! Okay, when you hear your name, you will be selecting one
of the options from the list. Once one of the options is selected 3 times,
it is no longer available to choose from. Make sure to have 3-4
preferences so that if one option closes, you can still choose another.
*Last student chooses their option. Excellent! Okay, if I call your name,
you will be placed at Station 1. The next set of students will be at
Station 2. The final set will be placed at Station 3. *After every student
is at their assigned station. “WATERFALL, WATERFALL! Shhhhh.
Excellent! Okay everyone, I need you to listen to the instructions for
today’s blended learning lesson. In Station 1, you will be with me. We
students on their research.
Once Teacher has his
group of students
working, Teacher will go
around the classroom to
make sure that students in
the other stations are on
track and completing their
assigned tasks.
30 Seconds-1 Minute:
Teacher will instruct
students to gather their
belongings and materials
and smoothly rotate to the
next station.
Repeat Cycle 2X
2 Minutes: Teacher will
encourage students to
gather their belongings
and materials, reorganize
the station they are
currently at, clean up, and
get back to their original
desk.
5 Minutes: Teacher will
close the lesson with
supplies with them to take notes and
engage in the whole group instruction.
Students in Station 2 (Collaborative) are to
help each other find and gather
information from the assigned links on the
martial art form they have chosen to create
a script for their future recording of
themselves teaching a lesson on their
martial art form. Students at station 3
(Independent) will be working quietly on
their assigned Actively Learn article titled,
“The Martial Art.”
Students will be gathering all their
belongings, placing them in their travel
bags, and smoothly rotating to their next
station. *When the 20-minute timer goes
off, they will repeat this process 2 more
times.
Students will reorganize their current
station, gather all of their personal
belongings, and move back to their
original desks.
Students will complete the exit ticket by
answering a question in their assignment
folder on Canvas.
will be looking the at slides I posted on Canvas and discussing about
the different forms of martial arts that have been established in the
world today. In Station 2, you will be working together to gather the
information you need for the martial art form that you selected.
Everyone is going to assist each other regardless of the martial art you
selected. Once you have gathered your information, you begin working
on your script and typing out ideas for how you’re going to film your
recording. In Station 3, you will be working quietly and independently
on your assigned Actively Learn article titled, “The Martial Arts.” Your
Short Answer response needs to be at least 5-8 sentences long and
supported by examples from the text. If you finish the article before the
20-minute timer, you may either begin or continue working on your
script. You may also log onto Redbird until it is time to rotate. If you
any of you have any questions, write them down so that we can answer
them as a class after the 20-minute timer is up. When the timer goes
off, students at Station 1 will rotate to Station 2. Station 2 will rotate to
Station 3, and Station 3 will rotate to Station 1. Any questions before
we begin. *After questions are answered. Alright, the timer is on, let’s
giddy up!”
*After the 20-minute timer goes off. “TIME!! WATERFALL,
WATERFALL! Shhhhhh! Great work, 7th Grade! What questions do
we have? *Answer questions. “Alright, everyone has their belongings?
Everyone knows where they are going next? Fantastic! 3…2…1…
rotate! Station 1, go to 2. 2 go to 3. 3, you’re with me. Let’s roll!”
*Repeat this process 2 more times.
“TIME! WATERFALL, WATERFALL! Shhhhh! Excellent, 7th Grade!
Okay, everyone. I need you all to gather all of your belongings, and
place them in your travel bags. Next, let’s make sure the station we are
currently at looks even better then the way it did when we arrived.
questions about the tasks *After students gather their belongings and reorganize their stations.
at each station followed Okay, everyone, I need you all to go back to your original desks, and be
by assigning the Exit ready for the wrap up of today’s lesson.
Ticket.

*Students are in their original desks. “Alright everyone, what did we

cover today?” *Last student responds. “Fantastic! What questions do
we have about the classwork?” *Last question answered. “Give me a
thumbs up if you’re completely confident in what you’re doing for
homework tonight. A thumb to the side if you’re somewhat confident
about the homework tonight, and a thumb down if you’re completely
confused on what you’re doing for homework tonight.” *Students show
their thumb reaction. “Alight, great! Before you are dismissed, I need
you to complete the Exit Ticket posted on Canvas that asks, “Why are
martial arts still used today?”