Subject: English Language Arts

Grade/Age Level: 6th grade

Lesson Topic: CCSS.ELA.RS.6-12.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings

Learning Goal(s): I will be able to visual display my understanding of a figure of speech

Write a brief statement of how this project demonstrates learning: Students will have to display their knowledge in a multi modal way

Triple E Evaluation Rubric: When to Use Technology by Liz Kolb

This rubric is a tool to measure how significantly the technology effects the student learning goals. This is for educators who are evaluating the connection
between the technology in a lesson plan and the learning goals of the lesson plan. This includes details on reading the results and instructional moves to foster
authentic learning through technology tools.

Engagement in the learning 0=No 1=Somewhat 2=Yes

The technology allows students to focus on the assignment/activity/goals with less distraction (Time on Task). ✘
The technology motivates students to start the learning process.
✘
The technology causes a shift in the behavior of the students, where they move from passive to active social learners
(through co-use or co-engagement). ✘
Enhancement of the learning goals 0=No 1=Somewhat 2=Yes

The technology tool allows students to develop or demonstrate a more sophisticated understanding of the learning goals or
content (using higher-order thinking skills). ✘
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 The technology creates supports (scaffolds) to make it easier to understand concepts or ideas (e.g., differentiate, personalize
or scaffold learning)
✘
The technology creates paths for students to demonstrate their understanding of the learning goals in a way that they
could not do with traditional tools. ✘
Extending the learning goals 0=No 1=Somewhat 2=Yes

The technology creates opportunities for students to learn outside of their typical school day. (24/7 connection) ✘
The technology creates a bridge between students’ school learning and their everyday life experiences (connects
learning goals with real life experiences). ✘
The technology allows students to build authentic life soft skills, which they can use in their everyday lives.
✘
Reading the Results:

 13-18 Points: Exceptional connection between learning goals and tool

 7-12 Points: Some connection between learning goals and tool
18/18 Total
 6 Points or below: Low connection between learning goals and tool
Modified from Liz Kolb’s original TripleE Framework Lesson Planning Template
Triple E Framework by https://www.tripleeframework.com/ is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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 UDL Guidelines (select all that apply)
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all
people based on scientific insights into how humans learn. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain
to ensure that all learners can access and participate in meaningful, challenging learning opportunities.
Provide multiple means of Engagement Provide multiple means of Representation Provide multiple means of Action & Expression
Affective Networks Recognition Networks Strategic Networks
The “WHY” of Learning The “WHAT” of Learning The “HOW” of Learning

Provide options for Recruiting Interest (7) Provide options for Perception (1) Provide options for Physical Action (4)
Optimize individual choice and autonomy (7.1) Offer ways of customizing the display of information (1.1) Vary the methods for response and navigation (4.1)
Optimize relevance, value, and authenticity (7.2) Offer alternatives for auditory information (1.2) Optimize access to tools and assistive technologies
Minimize threats and distractions (7.3) Offer alternatives for visual information (1.3) (4.2)

Provide options for Sustaining Effort & Persistence Provide options for Language & Symbols (2) Provide options for Expression & Communication (5)
(8) Clarify vocabulary and symbols (2.1) Use multiple media for communication (5.1)
Heighten salience of goals and objectives (8.1) Clarify syntax and structure (2.2) Use multiple tools for construction and composition
Vary demands and resources to optimize Support decoding of text, mathematical notation, and (5.2)
challenge (8.2) symbols (2.3) Build fluencies with graduated levels of support for
Foster collaboration and community (8.3) Promote understanding across languages (2.4) practice and performance (5.3)
Illustrate through multiple media (2.5)
Increase mastery-oriented feedback (8.4) Provide options for Executive Functions (6)
Provide options for Comprehension (3) Guide appropriate goal-setting (6.1)
Provide options for Self-Regulation (9) Activate or supply background knowledge (3.1) Support planning and strategy development (6.2)
Promote expectations and beliefs that Highlight patterns, critical features, big ideas, Facilitate managing information and resources (6.3)
optimize motivation (9.1) and relationships (3.2) Enhance capacity for monitoring progress (6.4)
Facilitate personal coping skills and strategies Guide information processing and visualization (3.3)
(9.2) Maximize transfer and generalization (3.4)
Develop self-assessment and reflection (9.3)

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

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 ISTE Standards for Students (select all that apply)
Today’s students must be prepared to thrive in a constantly evolving technological landscape. The student section of the ISTE Standards is designed to
empower student voice and ensure that learning is a student-driven process.
1.1 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. Students:
a. articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process
itself to improve learning outcomes.
b. build networks and customize their learning environments in ways that support the learning process.
c. use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
d. 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.

1.2 Digital Citizen

Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act
and model in ways that are safe, legal and ethical. Students:
a. cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
b. engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked
devices.
c. demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
d. manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their
navigation online.

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1.3 Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful
learning experiences for themselves and others. Students:
✘ a. plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
b. evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
c. curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate
meaningful connections or conclusions.
d. build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and
solutions.

1.4 Innovative Designer

Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
Students:
a. know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic
problems.
b. select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
c. develop, test and refine prototypes as part of a cyclical design process.
d. exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
1.5 Computational Thinker
Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to
develop and test solutions. Students:
a. formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in
exploring and finding solutions.
b. collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-
solving and decision-making.
c. break problems into component parts, extract key information, and develop descriptive models to understand complex systems or
facilitate problem-solving.
d. understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

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1.6 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. Students:
a. choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
b. create original works or responsibly repurpose or remix digital resources into new creations.
c. communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or
simulations.
d. publish or present content that customizes the message and medium for their intended audiences.

1.7 Global Collaborator

Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams
locally and globally. Students:
a. use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual
understanding and learning.
b. use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems
from multiple viewpoints.
c. contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
d. explore local and global issues and use collaborative technologies to work with others to investigate solutions.

ISTE Standards for Students, ©2016, ISTE® (International Society for Technology in Education), iste.org. All rights reserved.