Lauren Rabourn
Literature, Reading Literature
Material Type:
Homework/Assignment, Lesson
High School
  • Digital Age Skills
  • NE Blended
  • Nebraska Department of Education
    Creative Commons Attribution Non-Commercial Share Alike

    Education Standards

    Digital Age Skills: ELA 10: To Kill a Mockingbird Novel Connection


    This resource was created by Jen Kastanek in collaboration with Lauren Rabourn as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Lesson Plans promoting both content area and digital age skills. This Lesson Plan is designed for Grade 10 and English Language Arts.

    Lesson Plan

    Participant Name: Jennifer Kastanek

    Coach Name: Lauren Rabourn

    Student Grade Level:10

    Content Area: English



    List Content Area Standard (Link to NDE Standards):

    • LA 10.2.1, LA 10.2.1c, LA 10.2.1i, LA 10.2.1j
    • LA 10.2.2a, 10.2.2c
    • LA 10.3.1c, LA 10.3.3
    • LA 10.4.1
    • LA 10.1.6, LA 10.1.6b-d, f, i, k-l, o, p


    List Digital Age Skill (Link to ISTE Standards):

    Empowered Learner

    Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.

    • 1a-Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
    • 1b-Students build networks and customize their learning environments in ways that support the learning process.
    • 1c- Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
    • 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.


    Creative Communicator

    Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

    -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.

    6c-Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

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


    Brief Description of what Students might do to show mastery of both Content & Digital Skills:

    Student will be able to make a connection from the novel and develop a project to demonstrate comprehension and understanding of the main ideas/themes of the novel.

    Example: Student makes a connection to the availability of food in the depression era. Student uses the example of the black community bringing food to Atticus post trial. Student researches authentic foods of the South from the depression era and creates a food demo video or writes a blog to demonstrate the research of recipes and the construction of a sample meal authentic to the setting of the novel.

    Investigate (Link to Toolkit):

    Compare / Contrast 2 Tools students could use to accomplish the goal:

    Criteria (Link)Google SlidesGoogle Docs
    Criteria 1 - Thinking skills34
    Criteria 2 - Usability44
    Criteria 3 - Engagement44


    Which Tool have you selected? Why?

    I think it is a draw between these two Google platforms. Considering the main purpose of each is different; Slides is meant for presentation; Docs is meant for word processing; I feel that students could successfully complete the project with either.  Mainly, it would depend on how they organize and present their info.  I would encourage students to branch out of their comfort zones and use other tools, but I chose these two because I expect that students use these tools as their “go to” apps. Therefore I was curious as to how they compared for use in this project. In relation to my project, I feel that there are other apps that would be more appropriate for the objectives or are, by design, more purposeful for other activities. For that I would perhaps include a qualifier in my rubric stating choice of appropriate technology.

            In the above comparison, I rated Slides at a “3” vs “4” with Thinking Skills criteria. I did this because, according to the Educational App Eval Rubric, I feel that in order to display, organize, and present their information, Docs would be a bit more challenging than Slides.



    What will students do? After reading the novel, To Kill a Mockingbird, students will choose and and connect with one aspect of the novel to expand their knowledge. Students will first create a prospectus shared with the teacher via student-teacher conference, stating the connection to the novel and describe the project and plan he/she intends to create to show knowledge and outcomes.


    Rubric Assessment: How will you grade student work? (Include link to rubric) TKAM Final Project Rubric(s) Intent and Plan

    Link to Exemplary student work: TKAM Final Project student artifact examples

    Recommendations: What went well / What would you do differently?

            Overall, I feel that this project went well.  I feel that my objectives were met and that students were able to extend their knowledge and take charge of their learning.  I feel that students were given a wide variety of options to take charge of their learning, and I am comfortable with that amount of flexibility.  I was slightly disappointed in the general quality of some projects I received from some students. Through conversation with students, I learned that many students put forth quite a bit of thought and planning into their projects, but lacked the ability or tools needed to communicate their ideas accurately. Furthermore, I was surprised by the number of projects that were completed “by hand” rather than digitally. I learned through conversations with various students that they generally feel that they do not have many opportunities to create and demonstrate their learning through organic projects like posters, sculptures, crafts, etc. So when I offered them the chance, they were excited about the possibilities. Students also reported to me that they were somewhat disappointed in the quality of their projects - that their end projects turned out nothing as they envisioned. One student made the observation that since they do not receive the opportunity to create organic projects often, then perhaps their creative skills are lacking. This may explain some of the disappointment in the visual aspect of the products.

            In the future, I feel that I would need to add the requirement that students complete some part of this project digitally in order to meet the needs of this DAP BlendEd  project. I did not anticipate students to simply not use tech. I assumed they would be more comfortable creating online versus offline. This was a wrong assumption. Also, I know now that I would benefit from previewing many online tools students could choose to use for this project.  I could, perhaps, explore the preview of the tools on Nick’s ESU page.  Many students do not know what it available for them to use or do not know what possibilities are available online to create and aid their organic projects.