Dion Figueroa

ED 204
Prof. Roberts
12/2/16
Digital Product
Introduction

The central focus of this Grade 6 english & language arts lesson is to help
students learn to analyze relevant materials and successfully comprehend and identify
the main focus or idea of a written piece of work. By being assigned to read a lengthier
written piece, identify the central focus or main idea of the piece, and then remember
and recite it while creating a webcomic that displays their understanding.
In using the web-based comic site Pixton, even students who have minimal
artistic abilities will be able to express themselves easily. The use of technology within
this less brings students to more of an equal footing when speaking in terms of ability.
Since the website Pixton will be used students will need to be versed in the basic
operations of a computer, however the web-interface itself is simple enough that even a
student with minimal computer experience will be able to participate fully. Also the
written piece selected will be of a more difficult reading level as to expose students to
the idea of reading more complex pieces, as they will be doing the same when reading
primary sources in 6th Grade social studies.
Students with specific learning needs will have the opportunity for more one-onone learning time throughout the computer lab days where students will be working on
the webcomic. There will be enough time within the two lab days that the instructor will
be able to ensure each students needs are met. By allowing the students to work on
the project in the computer lab as opposed to doing it as homework, this will also give
students from a less fortunate background equal footing.

Dion Figueroa
ED 204
Prof. Roberts
12/2/16

Throughout the lesson plan syntax will be the main language demand worked on.
Students will be required to read passages and use the context and vocabulary within
the passages to determine the greater meaning of the story. Identifying syntax is a
major component in finding the main idea or focus of a story.

Lesson Plan

Name: Dion Figueroa

Title/Topic: Identifying Central Focus

Grade Level: 6th ELA

Time needed: 60 Minutes

Day: __1__of__3___

Standards Addressed: Reading Standards: Literature

2. Determine a theme or central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal opinions or judgments.

Guiding Question(s): Do you think its possible to condense any story or book that you read
into a couple sentences, or maybe even a short comic?
Rationale/Purpose:
Students will be forced to take a larger piece of short-fiction and sift through the erroneous
information to narrow down a slimmer and more concise idea of the central focus of the piece.
The skills that students will learn throughout the process of this activity will assist students in
their reading comprehension, allowing them to more easily understand the point of a story.
Allowing students to recite the main idea back in their own way helps them to gain experience
in communicating more effectively.
Context/prior knowledge assumptions:
Students will need to have basic computer skills to be able to use the web interface correctly.
Students will also need to be able to read at a sufficient reading level as the pieces being
examined will already be at a higher than 6th grade level. To compensate for that students will
be encouraged to highlight or underline words or phrases that they find difficult to comprehend,
so that the teacher will be able to clarify during class-time.
Goals:

Dion Figueroa
ED 204
Prof. Roberts
12/2/16
1. Students will be able to define the central idea of the relevant material.
2. Students will be able to summarize the central idea into a short paragraph.
3. Students will be able to communicate their understanding by creating a comic
that reflects the central idea of the story.

SMART Objectives:

Resources:
Short-fiction story approximately 8th Grade or lower-high school reading level.
www.pixton.com
Computer Lab with one computer per student.
Clear rubric outlining all expectations.
Vocabulary cheat-sheet prepared prior to lesson by teacher.
Instructional Procedures
Warm-up (if applicable):

Short review of finding the main idea of a short paragraph.

2.5 Minutes

Review the definitions and examples of context clues.

Hook:

Ask students to explain what a time-relevant blockbuster movie is

about. Students will more than likely take some time and have a bit
of difficulty answering the question. Then the teacher will show
students that it is possible to condense any movie or story into a
few short sentences.

2.5 Minutes

Content Instruction
I do
15 Minutes

Guided Practice

Introduce author as well as story.

Include any historical significance as
well as connect story to topic discussed in other
related classes if applicable.
Hand out story and vocab sheet.
Short introduction to the types of vocabulary and
phrasing that will be found in the text.
Line-up and head to Computer Lab.
Introduce Pixton.

Quick tutorial on how to use Pixton.

Ask student to tell a short and silly

Dion Figueroa
ED 204
Prof. Roberts
12/2/16

We do
10 Minutes
Independent Practice
You do

story, and make a 4-panel tutorial comic to introduce

the students to the tools within the program.

Students will be given almost all of the remainder of class time to

begin reading the story as well as familiarizing themselves with
Pixton.

20 Minutes
Closure:
10 Minutes

Before finishing class and heading back to the formal classroom

students will have approximately five minutes to ask questions they
have so far.
Students will be lined up and brought back to the classroom.

Transition Notes:

Formative Assessments/Tasks:

Since the lesson will be primarily about Pixton comics will be analyzed for coherency as well as
the one concept most transitions should comprehension of the source work.
happen naturally.
Literacy Strategies:

Differentiation Strategies:
Students who will or have missed a day of the lesson
will have the opportunity to create the comic on a
poster board rather than using Pixton at home.
Students with severe reading disabilities will be given a
revised and simplified version of the text, catered to
their reading level a bit more. For students who lack
the skills to use Pixton, a short essay retelling
assignment will be made available to them so that they
still gain the same skills as other students.

Fostering Positive Physical and Emotional Environment:

Dion Figueroa
ED 204
Prof. Roberts
12/2/16
Student interaction will be fairly minnimum in the later parts of the project, however, students
will be free to interact and discuss the text after reading it or while making their Pixton.

Homework (if applicable):

1. Finish reading the assigned story.
2. Create an outline for a maximum 10-cell Pixton comic.
3. Highlight/Annotate any difficult concepts or vocabulary words.

Attached materials:
Short-fiction story.
Rubric.
Vocab-sheet
Post-lesson Reflection/Notes:

Dion Figueroa
ED 204
Prof. Roberts
12/2/16
Student Example

Dion Figueroa
ED 204
Prof. Roberts
12/2/16

Works Cited
None since students will be tasked with finding their own story, and the other materials needed
for class will be original content.

See assignment rubric below. This is the same rubric from the Digital Product Description.

Rubric (out of 36)

1

Introductio More than 2 questions are not 1-2 questions are not

3
All five questions are

Dion Figueroa
ED 204
Prof. Roberts
12/2/16
n

fully answered.

answered fully OR more than answered fully with

3 proofreading errors.
concrete evidence. No
grammatical errors.

Lesson Plan Components of the lesson

Components of the lesson
plan are missing or minimally plan are partially complete.
complete. There are no
additional instructional
materials, even though they
are needed to fully
understand the lesson.
Student
Model

All components of the

lesson plan are complete
with abundant detail.
Instructional materials are
complete and enhance the
lesson.

Student model is incomplete.

The student model provided
does not provide evidence of
the student learning
outcome(s) identified in the
lesson plan.

Student model is partially

complete. The student model
provides some evidence of
the student learning
outcome(s) identified in the
lesson plan.

Student model is
complete and accurate.
The student model
provides abundant
evidence of the student
learning outcome(s)
identified in the lesson
plan.

Alignment The lesson activities, student

objectives, content standards
and central focus are not
clearly aligned.

The lesson plan has some

evidence of a connection to
student objectives, content
standards, and the central
focus of the learning
segment, but there are parts
that are not connected.

There is clear evidence

that the lesson plan
activities are aligned to
student objectives,
content standards, and
the central focus of the
learning segment.

Incorporati The lesson uses only the

on of
remembering level of Blooms
Blooms
Taxonomy.
Taxonomy

The lesson uses

remembering and
understanding levels of
Blooms Taxonomy.

The lesson uses higherorder thinking and

incorporates multiple
levels of Blooms.

Planning to There is no evidence of

Support
planned supports.
Varied
Student
Learning
Needs

Planned supports are tied to

objectives and central focus
with attention to
characteristics of the class
as a whole.

Planned Supports are tied

to objectives and central
focus and support the
needs of specific
individuals or groups of
students with similar
needs.

Student describes one

language demand and
attempts to plan appropriate
supports. The demand itself
makes sense given the
lesson presented.

Student describes one

language demand and
planned supports to
address that language
demand. The demand and
supports align to central
focus goal and make
sense given the rest of the
lesson.

Student's chosen tool

provides an opportunity for
"students" to demonstrate
the degree to which they

Student's chosen tool

enhances the lesson by
providing an opportunity
for "students" to

Academic
Language

Student does not

demonstrate conceptual
understanding of academic
language.

Technology Teacher uses technology

Integration rather than students.

Dion Figueroa
ED 204
Prof. Roberts
12/2/16

Visual
Aspects

The majority of the product is

of poor quality or the product
is inappropriate and/or
unprofessional.

met the day's objectives.

demonstrate competence
in the daily objective.
Clearly considered TPACK.

There are some portions of

the product that are poor
quality or have inappropriate
and/or unprofessional
material.

The lesson/product are

captivating. The product
and its content are
appropriate and
professional in
presentation.

Reflection Student does not fully

Student includes 10 lessons. Student includes 10
develop more than half of the Some are not as well
lessons learned. Each
top 10 lessons learned.
developed as others.
lesson is written about in
great detail and relates to
the educational context as
a whole OR the student's
future educational
philosophy.
Technical
Aspects

Casual language, slang, poor

organization, or little
coherency. Excessive errors
interfere with readability.
Product and/or reflection were
not submitted by the
assigned date and time.

Work
Project was not submitted by
Habits
the deadline.
Did you
submit
your
completed
project on
time?

Mostly academic language,

adequate organization, and
some coherency. Some
errors in spelling, grammar,
syntax, and mechanics but
they do not interfere with
readability.

Academic language used

exclusively, organization
logical with good flow,
coherent. Minimal to no
errors in spelling,
grammar, syntax, and
mechanics.
Project was submitted by
the deadline.

Dion Figueroa
ED 204
Prof. Roberts
12/2/16
Reflection
1. Ensure that the lesson plan has an element of flexibility.
2. Group work is not just fun, but is also a great way for students to learn off of each
other and help each other.
3. Preparing a short list of recommended pieces will ease students difficulty in
finding a piece of fiction.
4. Instead of asking students to create a story for the tutorial, pick a piece of
popular media, i.e. a short cartoon, to create the example from as it will take much less
time and is more efficient.
5. Limit the recommended length of the fiction pieces to shorter pieces.
6. Level of difficulty can be enhanced by asking students to pick even more rigorous
pieces.
7. Pixton is a great tool, however, a bit of differentiation in allowing students to use
other mediums may also work.
8. Three days in a computer lab is a long time, tailor lessons to allow students to
use devices from home to complete the project.
9. Include a presentation on the final day so students can show off their creativity.
10. Working with peers in class is almost always a more enjoyable experience than
working on your own.
I actually really enjoyed finding a story to take the main idea from and condense into a
short web comic. If I had to change one thing about the lesson plan it would probably be to just
turn it into a group project. In attempting to find a story that would make a good comic I recruited
a friend to help, and the entire activity became instantly more fun and enjoyable. Especially
when it came to actually making the digital product I very much benefitted from having a friend
next to me helping with the creative process. There is also a bit of doubt in my mind whether or
not a larger story can be condensed enough, or if expecting students condense a not just
lengthy, but also more academically rigorous story may be asking a bit too much of them.
However, the adapted group work aspect may actually make that not be an issue. I would also
definitely group students up before the first period of the lesson plan, and make sure to have

Dion Figueroa
ED 204
Prof. Roberts
12/2/16
them bring in a prospective story on the first day of the segment to make sure the content they
picked is within the scope of this assignment.