Giselle Munoz

Lesson 1- Literature
Ten Apples Up on Top-Self Portrait
A. Personalization / Individualization / Differentiation

Learning Goals. Who selected what is being learned?

o The teacher selected what is being learned.

Learning Activity. Who selected how it is being learned?

o I, the teacher, chose what I wanted students to learn and created the lesson.
Students will watch introduction video (PowToon) and the video of the book Ten
Apples Up on Top. Followed by the videos, students will then do online review in
pairs on poll everywhere website. They will then draw themselves on red
construction paper and glue the amount of apples they think they can balance on
their head. A book of every students picture will be put together to create our own
Apples on Top story.

Assessment of Learning. Who selected how students demonstrate their knowledge and
skills and how that will be assessed?
o I, the teacher, selected how students will demonstrate their knowledge and skills
as well as how they will be assessed. They will be assessed based on poll
everywhere review and self-portrait with apples activity.

Technology Selection. Who selected which technologies are being used?

o As the teacher I selected which technologies will be used in the lesson. The
technologies used are computer, iPads or projector. Introduction video, video of
the story, poll everywhere, and YouTube song.

B. Agency / Control / Ownership / Choice / Interest / Passion

Talk Time. During the lesson/unit, who is the primary driver of the talk time?
o Both, the teacher (myself) and the students. I will be reading Ten Apples up On
Top to the entire class, and then students will take online poll review, ending with
their self-portraits and presenting them to add to our class story.

Work Time. During the lesson/unit, who is the primary driver of the work time?
o Both. The quiz is a discussion based quiz. The students will be able to take the
story review anonymously and see a poll of the answers everyone chose so we

will be going at a steady rate and both the students and I will be able to discuss
throughout the review.

Technology Usage. Who is the primary user of the technology?

o Both. The students will be navigating to the online review and answering the
question. I will be presenting the results.

C. Communication

Audience. How are students communicating?

o Students will be sitting on the carpet for the reading of the story. For the poll
everywhere review questions, students will be in pairs and communicating with
each other to agree on one answer. For the self-portrait activity students will be
working alone on their own artwork and then presenting to the class. Students
will be also communicating with me after the introduction video, after the story
discussions, during instruction, online review and activity.

D. Collaboration (co-working, co-creating; more than just communication)

Collaborators. How are students working?

o Students will be working in pairs when answering the review questions and
working individually when creating their self-portrait.

E. Authenticity / Relevancy

Real or Fake. Is student work authentic and reflective of that done by real people
outside of school?
o Somewhat. People outside of school may be able to balance multiple apples on
their head but I find it very rare.

F. Discipline-Specific Inquiry

Domain Knowledge. Are students learning discipline-specific and -appropriate content

and procedural knowledge?
o CCSS.ELA-Literacy.RL.K.1- With prompting and support, ask and answer
questions about key details in a text.

o CCSS.ELA-Literacy.RL.K.2- With prompting and support, retell familiar stories,

including key details.
o CCSS.ELA-Literacy.RL.K.9- With prompting and support, compare and contrast
the adventures and experiences of characters in familiar stories.
o CCSS.ELA-Literacy.RL.K.10- Actively engages in group reading activities with
purpose and understanding.

G. Critical Thinking (HOTS + metacognition) / Creativity / Initiative / Entrepreneurship

Deeper Thinking. Do student learning activities and assessments go beyond facts,

procedures, and/or previously-provided ways of thinking?
o Somewhat. Students have the opportunity to think and learn through experience
about the practice and skill it takes to balance an object on their head let alone
10 objects.

Creativity. Do students have the opportunity to design, create, make, or otherwise add
value that is unique to them?
o Yes students will be drawing a self-portrait as well as choosing the amount of
apples they think they would be able to or want to balance on their head.

H. Technology

Technology Adds Value. Does technology add value so that students can do their work
in better or different ways than are possible without the technology?
o Yes because they get to review, learn and create in a more appealing and
interactive way.

Meaningful Technology Usage. Are digital technologies utilized appropriately and

meaningfully for the learning tasks?
o Yes the introduction video is being used to introduce the lesson and what they
will be doing. Poll everywhere is being used to review the story they just read and
what they learned in a fun way. The YouTube video is a song about the story that
will be played during the activity section.

I. Assessment

Authentic Assessment. Are students creating real-world products or performances?

o Yes. Students are creating self -portraits along with presenting in front of the
classroom.

Assessment Technology. Are digital technologies being used to facilitate the

assessment process?
o

Yes the review questions I created and poll results are being used to facilitate the
assessment.