The document describes a lesson plan for a 12th grade English class on using Google Docs. The lesson was designed to teach students how to collaborate on research papers online by sharing documents through Google Docs. Students were put into groups to research and write a paper on one of three novels. The school librarian then gave a presentation introducing Google Docs and showed students how to create accounts and share documents for group work. Students used Google Docs to collaboratively write their research papers. After completing the project, students reflected on the online sharing and editing process in journals.

1. Grade: 12th Teachers: Beth Davis (SLMS)
Kathy Howard
Content Topic: Using Google Docs
Standards for the 21st Century Learner Goals
Standard 4: Pursue personal and aesthetic growth.
Skill Indicator:
4.1.7: Use social networks and information tools to gather and share information.
Benchmark(s):
● Address real-world problems and issues by using information and communication technology
tools to gather, evaluate, and use information from different sources, analyze findings, draw
conclusions, and create solutions.
● Participate in the social interchange of ideas through book discussions, interest groups, and online
sharing.
● Participate responsibly and safely in social networks using appropriate tools to collaborate, as
well as to share ideas and knowledge.
Dispositions Indicator(s):
3.2.3: Demonstrate teamwork by working productively with others.
● 4.2.3: Maintain openness to new ideas by considering divergent opinions, changing opinions or
conclusions when evidence supports the change, and seeking information about new ideas
encountered through academic or personal experiences.
Responsibilities Indicator:
● 4.3.1: Participate in the social exchange of ideas, both electronically and in person.
● 4.3.2: Recognize that resources are created for a variety of purposes.
● 4.3.4: Practice safe and ethical behaviors in personal electronic communication and interaction.
Self-Assessment Strategies:
● 3.4.2: Assess the quality and effectiveness of the learning product.
● 3.4.3: Assess own ability to work with others in a group setting by evaluating varied roles,
leadership, and demonstrations of respect for other viewpoints.
Scenario:
Mrs. Howard has been teaching English for over 30 years; she has taught all college-prep and
advanced placement senior English classes for the last 12 years. Mrs. Howard is very open to the new
research project formats offered by current online technology, but she does not feel comfortable
introducing web-based format possibilities without assistance. The SLMS recently sent out a “Cool
Tools” email suggesting teachers take a look at Glogster and reminding teachers that Google Docs is a
great resource for group work, because Google Docs allows multiple editors access to a single document,
spreadsheet, or presentation without students needing access to their group members network drives.
Mrs. Howard met with the SLMS to set up a time for her second block senior English class to
begin their research projects. The SLMS introduced Mrs. Howard’s Junior class to Google Maps and
Calendar at the beginning of the semester for a book report and now suggests that Mrs. Howard
encourage her Seniors to use Google Docs to create and edit their research

2. Connection to Local or State Standards
● ELA12W1 The student produces writing that establishes an appropriate organizational
structure, sets a context and engages the reader, maintians a coherent focus throughout,
and signals a satifsying closure. The student
○ b. Selects a focus, structure, and point of view relevant to the purpose, genre
expectations, audience, length, and format requirements.
○ g. Supports statements and claims with anecdotes, descriptions, facts and statistics, and
specific examples.
● ELA12W3 The student uses research and technology to support writing. The student
○ a. Formulates clear research questions and utilizes appropriate research venues to locate
and incorporate evidence from primary and secondary sources.
○ b. Uses supporting evidence from multiple sources to develop the main ideas within the
body of a researched essay, a composition, or a technical document.
● ELA12LSV1 The student participates in student-to-teacher, student-to-student, and group
verbal interactions. The student
○ a. Initiates new topics in addition to responding to adult-initiated topics.
○ b. Asks relevant questions.
○ c. Responds to questions with appropriate information.
○ d. Actively solicits another person’s comments or opinion.
○ e. Offers own opinion forcefully without domineering.
○ f. Volunteers contributions and responds when directly solicited by teacher or discussion
leader.
○ g. Gives reasons in support of opinions expressed.
○ h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for
similar expansions.
○ i. Employs group decision-making techniques such as brainstorming or a problem-
solving sequence
○ j. Divides labor so as to achieve the overall group goal efficiently.
Overview:
A College Prep English 12 class was given a choice of three British novels ( Great Expectations,
Frankenstein, or The Return of the Native) and after finishing the selected novel, each student was
supplied with a list of research topics dealing with the novel read. The students then chose their topics,
and through topic choice, groups were formed. The students’ Georgia Performance Standards based final
project is to submit a written research project along with an oral presentation with visuals (posters,
PowerPoint, or diorama). The Essential Questions include How do we locate and share reliable sources
within our group? How do we format and document sources? and How do we format a research paper?
Final Product:
One research paper and visual presentation per group.
Library Lesson:
Students will come to the Media Center where the SLMS will present them an introduction to Google
Apps, specifically Google Docs. The SLMS will show examples of Google Docs and give scenarios of
when this application could prove to be beneficial: when one needs to collaborate with others without
face-to-face interaction, when one needs access to files but doesn’t have remote network access, when
there may be inconsistencies in the software, etc. Teacher and SLMS helped students create Google
accounts and upload research documents for sharing and editing purposes.
Assessment:

3. Product: The teacher and SLMS will use a rubric designed by the teacher and SLMS to assess the
collaboration of each group member. Each student’s group participation will also be graded in part by
other group members.
Process: The SLMS and teacher will monitor and assist students as they set up their Google accounts,
upload their research documents and share those documents with all group members. Throughout the
research process the teacher and SLMS will be available for any questions, and the teacher will monitor
the participation of all group members in the collaboration process.
Student Self-Questioning:
● How do these new understandings apply to other situations?
● What technology will help me create a product or presentation?
● How have I contributed to the learning of others?
● How can I share this experience with others?
● Did I do my part within the group to ensure product completion?
Instructional Plan
Resources Students Will Use:
☑Online subscription database
☑Websites
☑Books
☑Reference
☐Nonprint
☐Periodicals/newspapers
☐Other (list)
Instruction/Activities
Direct Instruction: The SLMS will introduce the students to Google Apps (while most people know
Google as a search engine, not everyone realizes the many applications Google offers). The SLMS will
use the mounted projector and teacher station to show students how Google Docs offers users the ability
to collaborate and edit documents without the often times confusing multiple versions that can be
associated with group projects. The SLMS will demonstrate the editing features available on an existing
Google Doc.
Modeling and Guided Practice: Students will use the computers in the Media Center to work their way
through the pathfinder. The pathfinder will take the students through an introduction to Google Docs,
direct them to create an account and then give the students several links to how to videos on editing
within Google Docs. The SLMS and teacher will walk around to assist students in creating Google
accounts and uploading documents.
Independent Practice: Students will use Google Docs to collaboratively write their research paper, and
in some cases create their visual to accompany the oral presentation.
Sharing and Reflecting: After completing the research project, students will write in their weekly
journal about the online sharing and editing process. Students will include specific examples of
advantages and disadvantages they experienced using Google Docs.
Research Pathfinder:
http://googledocspathfinder.pbworks.com
Reflection

4. I was really excited about this lesson as it allowed me a chance to test some of the applications we hope to
implement next year when hopefully we, as a system , will make the move to Gmail for our school email.
As part of that move the media/technology committee members hope to issue Gmail accounts to all
students in grades 6-12. This will be a new venture for our system as we have never issued student email
accounts before. I got permission to use Mrs. Howard’s class as a test.
Working with Mrs. Howard was very easy in the fact that she wants her students to leave the classroom
prepared for college, and she understands fully that being ready for college includes possessing such
skills as working with collaborative groups, communicating in a professional manner through electronic
sources, and having a basic understanding of the Web 2.0 tools that are available. We do not want our
students whom we have deemed prepped for college to walk into an auditorium and be completely
dumbfounded when there is mention of course email, discussion blogs, and classroom wikis.
The difficult part of collaboration was scheduling. When Mrs. Howard and I first discussed this lesson the
intention was to have her second block class begin research the last week of March while the juniors were
taking the GHSGT. Then life happened, first our lesson was postponed when the stomach flu hit my
family, then again we had to reschedule when Mrs. Howard had a death in her family, and finally we had
to schedule when a lab was available.
I was very pleased with how well the lesson went. I have to remember that these students are definitely
considered the cream of the crop, but they were truly interested and dare I say, excited, about the
information I was presenting. My plan had been only to show them how to set up an account and then
how to upload, create, and edit documents, but they were so interested that I introduced a few other useful
apps. I opened my Google calendar and showed the students how they could share calendars with friends
and family. I also opened my Google maps so they could see how they can get directions and even create
their own maps for trips or “places I want to visit” maps.
Mrs. Howard was excited to learn about these apps as well. She said it made her feel better about the
research project having to extend across spring break because this tool makes collaboration so much
easier.
Overall I was very pleased with the lesson. Even though this lesson went very smoothly, I have to keep
in mind that my students were College-Prep Seniors, and next year I hope to be presenting this lesson to
all of our students in grades 9-12. I will definitely need to set aside time for teacher training and be sure to
allow more than forty-five minutes to introduce students to the features they will have access to through
Gmail.