Promoting the Common Good

Module Created by: Alyssa Kress

Global Classroom Module

Pre Planning Template
EDTC 645
March 29, 2016

Global Classroom Module

Global Classroom Module: Pre-Planning Proposal (Previously Submitted)

Designer: Alyssa Kress

Summary: In the third grade curriculum, we focus a lot on the idea of the common good and
doing things for other people. The students will connect with third graders in other countries
using Google's connected classroom. They will then have a pen pal type of relationship with the
students in order to see how they can help the common good in Africa or other countries. The
students will engage in ongoing discussions with these third graders to relate the United States to
Africa to see what third graders are able to do to help each other across the world. This will
promote communication skills and enhance the students writing with real life connections. It
will also be rewarding for the students as they will better understand what they have that
students in other countries do not have and how to be grateful for the opportunities given in the
United States.

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

County: Montgomery County, MD

School: Cashell Elementary

Enrollment: 336 students

46.7% White, 23.8% Hispanic, 12.8% African American, and 16.7% other.

11.3% ESOL, 21.4% FARMS, and 11% SPED

Time frame: Over a six-week period divided into two units of three weeks each.

Global Classroom Module

Subject And Grade level: Third grade; Reading/Language Arts and Social Studies

Proposed Topic and Rationale:

Proposed Topic: Demonstrating the common good and how to help other students in another
country.
Rationale: As third grade students, it is imperative that they understand that global differences,
especially among technology use and education. The students must ask themselves how does
their idea of technology and third grade differ from that of a third grade student in other
countries. When we think of doing good for others or helping the community, how are those
similar or different than other countries? Thinking about how the third grades are different will
raise awareness for appreciation of the opportunities given in America and how the technology
use in our school is amazing compared to most other third grade classrooms.

Global Network You Plan to Use: Connected Classroom by Google and Google Hangouts

Key Challenges: My biggest challenge is ensuring the lesson is not too advanced for my third
graders. I like Google hangouts the best being my students are familiar with Google applications
on the chrome books. I think the connected classroom and Google hangouts will be easily
accessible for the students to use. I also find the time difference to be a major issue when trying
to communicate. Luckily, I have the flexibility of changing my students schedule around when
we are in the classroom and I am able to have Reading/Language Arts or Social Studies in both
the morning and afternoon.

Global Classroom Module

Prior Knowledge: The prior knowledge for this unit is to understand the common good
including what it is and how it is important. The students will be assessed based on the students
final project for presenting their findings of how they can promote the common good and how
they can help third grade students in other countries. It is also important that the students are
familiar with Google applications including Google hangouts and the connected classroom.

Standards and Key Concepts

Content Standards: Maryland State Curriculum
TOPIC
B. CULTURAL DIFFUSION
INDICATOR

1. Identify and describe how individuals and groups share and borrow from other
cultures

OBJECTIVE
1. Use non-fiction texts to identify and discuss examples of how communities
borrow and share from other cultures

National Education Technology Standard for Students NETS (S):

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.

Global Classroom Module

C. Develop cultural understanding and global awareness by engaging with learners of

other cultures.

5. Digital citizenship: Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior.

B. Exhibit a positive attitude toward using technology that supports collaboration,

learning, and productivity.

Global Theme: The theme, the technocratic revolution: science/technology/communications

relates to this lesson. The students are comparing the technology use in America and Africa and
are able to view the similarities and differences among the two countries regarding technology.
Exploring this positives and negatives about technology in the third grade classes represent the
impact on how the third graders learn in the different countries. While exploring, the students
are using technology in various ways to demonstrate their knowledge and ability of using
technology while studying the importance of the growth of technology in education. The
students are also learning the value of good communication skills in order to build a positive
relationship between themselves and the other third grade class. This communication is done
with the use of networking through technology.

Pre-Lesson Steps: In order to connect with another classroom, the following must be done in
order to have a successful lesson:
1. Posting a comment on Googles Connected Classroom regarding the lesson idea.

Global Classroom Module

2. Finding and communicating with peer teachers who may be interested.

3. Once a peer teacher is located, create a plan with that teacher for how to implement the
lesson.
4. Schedule times for communicating with the teacher and class.
5. Plan with the teacher strategies and organizing student peer groups.
Technology Use: Technology will be the main tool for implementing this lesson. The students
will be using chrome books to communicate with the students in the other country. The students
will use Google hangouts, both video and chat, in order to communicate. The students will also
use a presentation software of their choice including but not limited to Powtoons, Prezi, or
Google Slides in order to present their projects.

Essential Question (s):

What do government, individuals, and groups do to contribute to a society?

What steps can individuals or groups take to create a supportive society?

How does the United States economy meet the needs and wants of people?

What skills and processes are used in effective collaboration?

Starting Activity for Module: As the introductory hook, I will be reading the book, Boxes for
Katje by Candace Fleming to my students in order to begin the conversation about the common
good and doing nice things for others. This story is about a pen pal relationship between two
girls, one in America and Holland. This will start to have the students become aware of the
relationship of two people in different countries. We will discuss both the common good as well
as the students ideas for what third grade is like in Africa and other countries versus America.

Global Classroom Module

Lesson Plans
Summary of Two Lesson Plans: The two lessons are about collaborating with students in other
countries, specifically Africa, in order to compare the use of technology in education. After
reading and discussing the story, Boxes for Katje by Candace Fleming, the students will have a
discussion about what the common good means and how they can help add to the common good.
Once the students have a clear understanding of the common good as well as what technology
resources are available to them in our classroom, they will then login to the Connected
Classroom created by the teacher to begin to collaborate and find a student in a third grade
classroom in Africa. The students will be instructed to use Google Hangouts to communicate
with their peer student to discuss what school is like for each other. The students will be
instructed to use a combination of video chat and email to communicate with his/her peer. The
students will all be communicating at least three different times. The first time they are
introducing themselves to one another and learning about each other as a student. The second
time is to interview each other to find out information regarding the use of technology in schools
and third grade. The final meeting will be to establish what each student could do to better the
common good for each other. Finally, the students will create a presentation to share with both
their peer in the other country as well as their peers in his/her class to represent both the
similarities and differences of technology use in the two classes as well as what he/she is able to
do to promote the common good.

Summative Assessment: The summative assessment will be a project the students will create in
groups using technology. The purpose of this lesson is to understand the common good and

Global Classroom Module

compare and contrast third grade in America versus Africa. In order to assess the students
understanding, the students will create a project to display what they have learned about the
similarities and differences in the two third grade classrooms. They will have the choice of using
Powtoons, Prezi, or Google slides. The students must include a video clip from a conversation
they had with the other third grade class as part of their final assessment.

Adjustments: There were no adjustments needed to the template. Feedback given was only
positive and to continue with the module.

LESSON PLAN TEMPLATE # 1

Lesson Title:

How do you promote the common good?

Grade Level/Subject Area:

3rd grade Reading/Language Arts and Social Studies

Concept/Topic:

The topic/concept of this lesson is to understand the common good and

to search how to help other third grade students in another country using
technology.

Length of Lesson:

Four 45 minute blocks (Non-consecutive days)

This lesson will run over the course of three weeks. The students will
do a lot of hands on group work in class. These days will span over
three weeks in order to allow for easier communication with the third
grade student in another country.

Standards Addressed:

Content Standards: Maryland State Curriculum

(Local or National

TOPIC

Standards)

B. CULTURAL DIFFUSION

Global Classroom Module

INDICATOR

1. Identify and describe how individuals and groups share

and borrow from other cultures

OBJECTIVE
2. Use non-fiction texts to identify and discuss
examples of how communities borrow and share
from other cultures

National Education Technology Standard for Students NETS (S):

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
C. Develop cultural understanding and global awareness by
engaging with learners of
other cultures.

5. Digital citizenship: Students understand human, cultural, and societal

issues related to technology and practice legal and ethical behavior.
B. Exhibit a positive attitude toward using technology that
Lesson Goals:

supports collaboration, learning, and productivity.

The goal of the lessons is for students to learn how to communicate with
a third grade student in another country using technology in order to
better understand similarities and differences among schools and

Global Classroom Module

communities in Montgomery County, MD compared to the school and

community the student lives in from another country. The students will
create a presentation using technology to display his/her findings.
Performance Objectives:

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

Use Google Connected Classroom to communicate with peers

Use Google Plus to communicate with peers

Describe the definition of the common good

Engage in an open and friendly global collaborative environment

online

Introduction:

Work in collaborative groups effectively

The students will discuss what it means to give to toward the common
good. The students will read the book, Boxes for Katje by Candace
Fleming and use the Connected Classroom from google
(https://plus.google.com/communities/100662407427957932931) to
connect to a third grade student in a different country similar to the

Step-By-Step Procedures:

story.
The teacher will begin by explaining that this is a three-part module that
consists of three sections that will span over three weeks.
Day 1:
Warm up: Students will answer the question: What is the common
good? Students will share their ideas with an elbow partner.
1. The teacher will allow the students to discuss with their elbow
partners what they think common good means. An elbow partner

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Global Classroom Module

is a person sitting close enough that they would be able to touch

elbows with one another.
2. The teacher will present a flip chart that states the question,
what is the common good? The teacher will then use random
calling by using name sticks to choose students to share their
ideas of what the common good means. As the students present
their thoughts, the teacher will record the notes onto the flip
chart.
3. After the students share their ideas and the teacher has created a
master list, the students will meet on the carpet in front of the
teacher to listen to the story, Boxes for Katje.
4. The teacher will read aloud the story to the students. While
reading the story, the teacher will ask comprehension questions
before, during and after the story to ensure the students
understand what is being read.
5. The students will return to their seats and discuss with their same
elbow partner if their ideas about what the common good means
is the same or different after listening to the story.
6. The teacher will again use random calling using the name sticks
to make a second list of what the students feel the common good
means and how it was represented in the book.
Day 2:
Warm up: Students will create a list of ways they have helped the

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common good.
1. Students will complete the worksheet (Appendix A) for how
they have helped the common good.
2. The students will list as many examples of helping the common
good on the front of the worksheet. These may include any idea
the student can think of regarding the common good. Some
examples may be to donate money to charity, help their parents
clean or do chores around the house, help cook dinner, make
their lunch for school, help clean a street, organize a closet, and
any other examples the students are able to think of while
creating their list.
3. The students will then pick their favorite example of the
common good and explain it in detail on the back of the
worksheet. They will write five to eight sentences to explain
their example and how it relates to the common good.
4. The students will also illustrate their example for the common
good under their paragraph.
5. Last, the students will caption their illustrations.
Day 3:
Warm up: Students will share their pictures using a gallery walk around
the classroom.
1. The students will each leave their worksheets with their

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illustrations of their common good examples on their desks.

2. The teacher will give the students 10 minutes to walk around the
classroom and view all of the students pictures and captions.
The students should also be thinking about how their peers
stories compare to the story Boxes for Katje.
3. The students will return to their own seats after the time allotted
has been complete. The students will then login to their chrome
books and go to the Connected Classrooms by Google,
https://plus.google.com/communities/100662407427957932931.
4. The students will login to the Connected Classroom using their
Google account information.
5. The students will then create a post looking to connect with
another third grade student from a different country to connect
with and learn about. The students will each go to the student
page of Connected Classroom. The teacher will also create a
post on the teacher portion of Connected Classroom to look for a
third grade class interested in collaborating with each other.
6. The students will listen to the story, Boxes for Katje, one more
time on their chrome books from the link,
http://www.amazon.com/gp/product/B009PCN58S/ref=atv_feed
_catalog?tag=imdb-amazonvideo-20
Day 4:
Warm up: The students will work with their table groups to list

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questions of what they should ask the third graders in another country in
order to understand how to help those students or to better the common
good in that country.
1. The students will create a list within their table groups of what
questions would be important to ask the students in the other
country regarding education, technology, and the common good.
2. The students will login to the Connected Classroom and read
responses to the posts. The students that did hear back will share
with students that did not hear back from any other peers. The
teacher will also assist in finding a third grade student for
everyone to communicate with.
3. The students will use Gmail or Google plus to set up a time for
the following week to video chat with their peers using Skype.
4. The students will also introduce themselves to their peer using
Gmail or Google plus including their name, where they live,
their favorite subject in school, and their favorite activity outside
of school. This will allow the students to have a connection with
Technology Requirements:

their peer prior to communicating using Skype.

Computer (chrome book) and Internet access
ActivInspire (Flip charts)
Google account
Headphones
Promethean board
Projector

Resources:

https://plus.google.com/communities/100662407427957932931

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Global Classroom Module

http://www.amazon.com/gp/product/B009PCN58S/ref=atv_feed_catalo
g?tag=imdb-amazonvideo-20
www.google.com
Assessment Based on

Students will be graded on their examples of the common good

Objectives:

worksheets (Appendix A) to ensure they understand the meaning of the

common good. The students will also be assessed on their ability to
post on Googles Connected Classroom to represent the students ability
to communicate using technology.

Follow-Up:

Following the lessons, the students will be preparing to video chat with
the third grade student in another country. The student will research the
country the student is from to give the student some background
knowledge on the peer prior to video chatting. The students will also
begin to think about what presentation software the student wants to use
in order to present their ways of promoting the common good in the
other country.

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Classroom Management:

Third grade is a young age to be implementing the use of technology. It

is vital that positive classroom management occurs at all moments.
Random name-calling helps to ensure all students are on task and
prepared being they do not know who will be selected to present his/her
ideas. The students will also have to follow the rules of using the
chrome books to ensure they are not on any website except the sites
approved and assigned by the teacher. The students will also be
expected to continue to follow classroom rules and procedures that were
implemented and created as a class at the beginning of the school year.

Accommodations:
(Special needs / gifted &
talented)

To accommodate students, assistive technology will be available to help

the students in need. The assistive technology will be used to speech-totext for the common good worksheet completion. If chosen, the
students may also request a scribe if the student has a scribe on his/her
individualized education plan (IEP). The teacher will also have step by
step directions available for all of the technology use in order to help
accommodate students who need to follow directions one at a time. If
the student is gifted and talented, instead of a paragraph, the student
may write a story telling his/her example of the common good.

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Comments / Notes:

Ensure all students Google accounts are working properly.

Teacher should post on the Connected Classroom in advance.

The sooner the better will allow the class to find a third
grade class in a different country easier.

The story, Boxes for Katje takes a while to read. May need
to split the story into two parts to save time.

If there are not chrome books available in the classroom,

schedule time in the computer lab.

LESSON PLAN TEMPLATE # 2

Lesson Title:

How do you promote the common good?

Grade Level/Subject Area:

3rd grade Reading/Language Arts and Social Studies

Concept/Topic:

The topic/concept of this lesson is to communicate with a third grade

student in order to discover how to promote the common good outside
of Montgomery County, MD as well as use presentation software to
present their findings.

Length of Lesson:

Four 45 minute blocks (Non-consecutive days)

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Global Classroom Module

This lesson will run over the course of three weeks. The students will
do a lot of hands on group work in class. These days will span over
three weeks in order to allow for easier communication with the third
grade student in another country.
Standards Addressed:

Content Standards: Maryland State Curriculum

(Local or National

TOPIC

Standards)

B. CULTURAL DIFFUSION
INDICATOR

1. Identify and describe how individuals and groups share

and borrow from other cultures

OBJECTIVE
3. Use non-fiction texts to identify and discuss
examples of how communities borrow and share
from other cultures

National Education Technology Standard for Students NETS (S):

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
C. Develop cultural understanding and global awareness by
engaging with learners of
other cultures.

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Global Classroom Module

5. Digital citizenship: Students understand human, cultural, and societal

issues related to technology and practice legal and ethical behavior.
B. Exhibit a positive attitude toward using technology that
supports collaboration, learning, and productivity.

Lesson Goals:

The goal of the lessons is for students to learn how to communicate with
a third grade student in another country using technology in order to
better understand similarities and differences among schools and
communities in Montgomery County, MD compared to the school and
community the student lives in from another country. The students will
create a presentation using technology to display his/her findings.

Performance Objectives:

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

Use Google Connected Classroom to communicate with peers

Use Google Plus to communicate with peers

Describe the definition of the common good

Engage in an open and friendly global collaborative environment

online

Introduction:

Work in collaborative groups effectively

Create an audio-visual presentation using technology to present

their project
The students will research and communicate with a peer in another
country in order to explain the differences in how to promote the

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common good based on different locations. The third grade students are
searching for commonalities among the education in both countries and
Step-By-Step Procedures:

how to do well for others everywhere you go.

The teacher will begin by explaining that this is part two of the threepart module that spans over three weeks.
Day 1:
Warm up: Students will predict differences in what a third grade
classroom is in the other country versus our own third grade classroom.
This includes the content being taught as well as the resources within
the classroom.
1. The teacher will allow the students to discuss with their elbow
partners what they feel is the biggest differences in the two third
grade classrooms and explain their reasoning for making these
predictions.
2. Todays goal is to communicate using Skype with the third grade
students from another country. The students will be asking
questions and communicating with the third grade student to find
similarities and differences between the third grade classrooms
in the two countries.
3. The students will record their notes on the notes worksheet,
Appendix B, while communicating through Skype.
4. If needed, the students may plan another time to communicate
with the third grade student if they feel it is necessary. They may

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choose to use Skype again, email, or chat through Google plus.

Day 2:
Warm up: Students will discuss their conversations with the third grade
peers with their table groups. The students will describe three of their
main points from the Skype conversations they had.
1. The students will be transferring their notes from the recording
sheet onto a padlet, www.padlet.com. The students will login
using Google to padlet and create their own wall to list their
key points from the conversation they had with their third grade
peer.
2. Once the students have all transferred their ideas on their own
personal padlet wall, the teacher will create a class padlet and
send the link to the students to access. The teacher may use
Google Classroom or Gmail to send the link to the students. The
students may also type the link into the browser in order to
access the class wall.
3. The students will all add key points from their own padlet walls
to create a big class wall to collaborate different ideas from
everyones conversations. The students must read through the
rest of the class comments prior to posting as to not repeat
comments.
4. The goal is to distinguish similarities and differences among the
countries education and how to promote the common good as a
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class. The students should be posting ideas such as sending

ideas for websites and software to use to the other students.
5. The teacher will be reading out the posts as the students are
submitting them to the class wall. The students are also able to
send the padlet wall link to their peer in the other countries so
they are able to share the wall with their own third grade
classrooms.
Day 3:
Warm up: Students will view the Powtoon product demos for how to
create a Powtoon found here: http://www.powtoon.com and explore the
Powtoon website.
1. The students will begin creating their Powtoons, presentation
software, to present their research of the similarities and
differences of the third grade classrooms and how the common
good is relative in both countries.
2. The teacher will do a walk through of Powtoons and how to
create a new slide, add text, and add pictures to each slide.
3. The students will have most of the class period to work on their
presentations. If they are having trouble with Powtoons, the
students may choose to use Google slides, similar to power point
by Microsoft, instead.
4. The students will continue to choose key points from their Padlet
walls to include in their presentation using graphics and text to
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present their understanding of the third grade classroom in

another country as well as the common good.

Day 4:
Warm up: The students will finish their presentations using either
Powtoons or Google Slides.
1. The students will be peer evaluating their designated groups
presentations. Using the random group maker in super teacher
tools, https://www.superteachertools.us, the teacher will assign
the students into groups of four or five to present and evaluate
each others presentations.
2. The students will use the same rubric (Appendix C) that the
teacher will use to peer edit each others presentations. The
students will present one at a time and will receive feedback
from each group member.
3. The students will also receive a grade for the feedback they give
to his/her peers. Each student will staple all of the rubrics they
completed together to submit to the teacher.
4. Each student will also complete a rubric for his or her individual
presentation as a self-evaluation. This rubric will be stapled on
top of the other rubrics that were completed.
5. Finally, the students will submit the link to their presentations to

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the teacher using Gmail in order for the teacher to grade the
presentations on the same rubric as the students did as well.
Technology Requirements:

Computer (chrome book) and Internet access

ActivInspire (Flip charts)
Google account
Headphones
Microphone
Promethean board
Projector

Resources:

https://plus.google.com/communities/100662407427957932931
www.padlet.com
www.superteachertools.org
www.powtoon.com
www.skype.com
www.google.com

Assessment Based on

Students will be graded on their presentation using the rubric (Appendix

Objectives:

C) for their understanding of education in other countries as well as

promoting the common good.

Follow-Up:

Following the lessons, the students will create a project for how to
promote the common good in the country they studied. This could be to
collect items to send to their peer or create a list of helpful links to
utilize in the third grade classroom in the other country. This project
may be long term and can be worked on both in school and at home

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over a long period of time.

Classroom Management:

Third grade is a young age to be implementing the use of technology. It

is vital that positive classroom management occurs at all moments.
Random name-calling helps to ensure all students are on task and
prepared being they do not know who will be selected to present his/her
ideas. Random group generator is also used to better manage the class.
The students will also have to follow the rules of using the chrome
books to ensure they are not on any website except the sites approved
and assigned by the teacher. The students will also be expected to
continue to follow classroom rules and procedures that were
implemented and created as a class at the beginning of the school year.

Accommodations:
(Special needs / gifted &
talented)

To accommodate students, assistive technology will be available to help

the students in need. The assistive technology will be used to speech-totext for the presentation software completion. If chosen, the students
may also request a scribe if the student has a scribe on his/her
individualized education plan (IEP). The teacher will also have step by
step directions available for all of the technology use in order to help
accommodate students who need to follow directions one at a time. The
students that receive accommodations may also only be required to
complete one peer rubric to shorten the workload as well as include
fewer slides in his or her presentation. If the student is gifted and
talented, the student may include more details and slides into his or her
presentation.

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Comments / Notes:

Ensure all students Google accounts are working properly.

The teacher should create a Padlet wall prior to the lesson in

order to have the link prepared to send to the students.

The teacher should also create a login and input the class list
into super teacher tools in order to make it accessible in
creating random groups.

The teacher should familiarize themselves with Powtoons in

order to better support the students while creating their
presentations.

If there are not chrome books available in the classroom,

schedule time in the computer lab.

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Appendix A

Name: __________________________

Have you helped the common good?

List all of the examples you can think of for how you have demonstrated the
common good.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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Appendix A Contd
Choose your favorite example of the common good. In 5 to 8 sentences, explain
what you did and how it promotes the common good. Then illustrate your example
with a caption.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Caption: _______________________________________________________
______________________________________________________________

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Appendix B

Name: ________________________
Use the below space to record your notes from your Skype conversation with
your peer. Your notes are YOUR notes and do not need to be in complete
sentences. Be sure to be specific and write down as much as you can while
you talk!
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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Appendix C

Presentation Rubric
Evaluated by: ____________________________

Creator: ____________________________

Evaluate the presentation based on the following criteria:

P (Proficient)

I (In progress)

N (Not meeting
standards)

2
The presentation
includes good
explanations and
few examples of
the common good
with some detail.

1
The presentation
includes one
explanation and
one example of
common good
with little detail.

The presentation
describes some
similarities and
some differences
of the education
between the two
countries with
some detail.
The presentation
includes some
graphics and color
but could use
more.
There are very
There are a few
minimal spelling and spelling or
grammatical errors in grammatical
the presentation.
errors in the
presentation.

The presentation
describes one or
two similarities
and differences
with little to no
detail.

3
Describes how The presentation
to promote the includes excellent
common good. explanations and
many examples of
the common good in
detail.

Explains
similarities
and
differences in
the two
countries
education.
Creativity

Spelling and
Grammar

The presentation
thoroughly describes
many similarities and
many differences of
the education
between the two
countries with lots of
details.
The presentation is
very appealing with
lots of graphics and
color.

The presentation
is missing either
graphics or color.
There are more
spelling and
grammatical
errors in the
presentation.

0
The
presentation
does not
include and
explanation
or an example
of the
common
good.
The
presentation
does
describes one
similarity or
difference
with no
detail.
The
presentation
is missing
graphics and
color.
The
presentation
was not
edited at all
and includes
numerous
errors.

30

Global Classroom Module

References:

International Society for Technology in Education. (2007). National educational technology

standards for students.Retrieved from http://www.iste.org/docs/pdfs/2014_ISTE_Standards-S_PDF.pdf

School Improvement in Maryland. (2014). State curriculum. Retrieved from

http://mdk12.msde.maryland.gov/instruction/curriculum/

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