Unit Title

Grade 2 Homework Goes Paperless -  COETAIL UBD Unit Template


Online8, Course 4

Designed by

Cary Hart, Ryan Brown (Teammate) and Beth Klosinski (G2 Teacher)

Time Frame

5 weeks

Stage 1- Desired Results

Students will explore and develop their digital agency by responding to set tasks with a variety of digital tools.

Establish Goals

  • ISTE 1a. Apply existing knowledge to generate new ideas, products, or processes
  • ISTE 2b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
  • ISTE 6 Students demonstrate a sound understanding of technology concepts, systems, and operations


Learners will be able to....

What kinds of long-term independent accomplishments are desired?

  • Self Directed Learning: Identity as a Learner
  • Thinking Skills: Creative and Flexible Thinking
  • Global Mindedness: Systems Thinking



Learners will understand that...

  • They can make effective choices when deciding on the types of homework tasks they complete each week.

Essential Questions

Learners will keep considering...

  • How do I choose what is right for me?
  • What resources do I need?
  • What help do I need?
  • How do I get that help?
  • How do I organize my time?
  • How do i organize myself?


Learners will know…

  • Ways to share their work digitally.
  • How to choose ways to share their practice.

Learners will be skilled at...

  • Choosing digital tools
  • Using Google Classroom
  • Using the G Suite Apps
  • Using web 2.0 tools

Stage 2- Evidence


Learners will show that they understand by evidence of…

Their home learning through the use of a variety of tools along with Google Classroom.

GRASPS Task written in student-friendly language:


Students will choose the appropriate tools for showing a variety of home learning each week. They will submit evidence of their home learning through Google Classroom.


The sharing of this practice will be done digitally.


The audience of this home learning is the student and their teacher.


Moving towards becoming digitally literate students who can independently choose the right tool, be it digital or analog, for set tasks.


The Students will use Google Classroom and a variety of other Web 2.0 tools.


Learners  will show they have achieved Stage 1 goals by demonstrating their understanding through the Six Facets of Understanding...


For many of the tools that will be used during home learning, the students will be introduced to the tools in class. (New apps, devices, systems) Once they move further into understanding the system they will be given the freedom to experiment and tinker with the tools to discover more options for ways that they can complete a task.


Students will be asked at checkpoints along the way the following questions:

  • Why did you choose this tool?
  • How well did the tool work for the task?
  • What could you do next with the tool?
  • What other tools could you use?


Through the weeks at the beginning the students will be encouraged to vary the activities they use in a way that develops their knowledge of the various tools that are available to them. There may be a point as well that the teacher asks for specific tasks to be done in specific ways in order to help the students develop needed skills.

Have perspective

Throughout the unit the students will see that there are many ways for them to complete tasks.


Peer feedback at checkpoints throughout the unit.

Have self-knowledge

Provide many opportunities to reflect on what types of tasks and tools work the best for them.

Teacher will challenge students who may need to move outside their comfort level, in a task that does not carry the same weight as a test.

Stage 3- Learning Plan

Time Frame

Learning Events

Progress Monitoring

Teacher Meeting - Pre Planning

Meet with the teacher to discover what her aim is with this activity. Coaching her through thinking the idea all the way from “Hey, I want to try going Paperless.” to How do we effectively do this? Collecting resources that she uses on a weekly basis to find out what she typically does and how to help her make the paperless switch.

Integrationist Meeting

Discuss and think of ideas for ways to take current G2 Homework practice and make it paperless. Trial a few ideas.

Having documents ready for next meeting

Teacher Meeting - Pre Planning

Review ideas with teacher

Plan any changes needed

Help teacher draft emails to parents to help them understand what will be coming

Schedule in-class sessions for the first week back in school

Email and Blog posts to parents

Integrationist Meeting

Test updated ideas through Google Classroom


Begin Developing the Next Weeks ideas

Google Classroom assignments

Refresh of documents needed for Home Learning

Student 4 Lessons

Each day for 4 days

Working with students to show them what the electronic paperless homework options are. We will have them complete their homework in class in order to help them

Students will do two of three stations set up around the room. Each station will be one teacher and one of the activities done in a new way to what they are used to at home. We will help the students in our group start the homework activity.

We will be continually checking and reflecting on the students ability to do the work independently while we are working with the students. This will be our chance to see if the activities that we have planned for this week are aimed at the correct level for independent work.

Teacher Meeting - Reflection

Reflect on how the weekly lessons went.

Make changes for the following week, plan support for teacher and TA on managing the feedback element of the homework.

Schedule “tech” help lessons during the next week

Begin handing over the creation of the resources to the class teacher.

This will be a time where we reflect on our planning and plan for changes needed in the coming weeks.

Student 2-3 Lessons

Have 2-3 sessions with the students where the ES Tech team is available to help any students who had trouble completing something with their homework. This would be like a consultation session with individual students as needed.

We will reflect on how many students are coming to us for help, what kind of help they need and if any changes need to be made in order to help with the development of their independence.

Teacher Meeting Reflection

Reflect on how the weekly independent work went for the students. Reflect on how the weekly feedback for the teacher and TA went.

Make changes for the following week, plan support for teacher and TA on managing the feedback element of the homework.

Schedule “tech” help lessons during the next week - If needed

Look at ways to change/improve the activities away from Substitution and on towards Modification.

Further train the class teacher on any new resources to consider

If we get this right we should be able to hand over to the teacher fairly quickly. So at this point we will be checking in with the teacher to see if we have made things as easy, easier or harder for the teacher to maintain.

Global Collaboration

Identify a class who will participate in a collaborative Slideshow Writing project

Communicate and plan this collaboration

Global Collaboration

Have students add photos to a slideshow, have collaborating class write stories about those photos.

Complete this in a way that both classes have the opportunity to write.

Teacher Meeting Planning Handover

Integrationists move to a fully support mode.

Offer training to teacher and TA when needed.

Offer advice to teacher when needed

Offer assistance with resources as needed.

Inform teacher of any new ideas when they come across them.

Resources / Materials:

  • Variety of Apps: Book Creator, Shadow Puppets, Puppet Pals, etc.
  • Google Sites
  • Google G Suite Apps
  • Devices -Tablets, Chromebooks, Laptops
  • Wifi