S_Barrett-Interactive Whiteboards Lesson Plan

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Central State University *

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EDU-3265-8

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Computer Science

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Dec 6, 2023

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docx

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Interactive Whiteboards for Higher-Order Learning For this project you will create a lesson and teach it to students using an interactive whiteboard. Choose a state or common core content standard to be covered with this lesson. You can find the common core standards at http://www.corestandards.org/read-the-standards/ . This lesson must also support higher-order learning and student interaction. Do not just present information to learners, instead get them involved in using the smart board. The two main parts of this project include: 1. A lesson plan for your interactive whiteboard lesson that you will follow when you present your lesson to the class. The Lesson plan should include the following: o A lesson title and summary o A brief description of your learners including grade and subject area o A list of the Common Core/State standard(s) you chose o A list of materials and technologies used by the teacher and students o An explanation of how the lesson supports higher-order learning o A timeline of activities (instructional procedures) that would be completed in the lesson. This should be very detailed and show the steps in the lesson from start to finish. Also indicate where and how the interactive whiteboard will be used in the lesson. Tell what the students and teacher would do during each step of the process and make this section is detailed enough for a substitute teacher to easily read and understand what to do. o An assessment plan that includes a rubric listing all elements you will be grading and how these will add up to a final grade If you want to, you may use the form on the last page of this document to guide you as you do this assignment, but you are not required to do so. 2. A Lesson presented to your class which includes the items in the lesson plan above. This lesson should include the following: o Learning activities that are tied to the learning objective o Student engagement and interaction o Higher-order learning o The lesson should take advantages of the affordances of the interactive whiteboard You may use the form on the next page to guide you as you do this assignment, but you are not required to do so. Here is the grading rubric for this project: Lesson Plan Name, Title, and summary are included 5/5 The state/common core standard you chose is strongly supported in the lesson activities 5/5 The list of materials and technologies used by teachers and students is included and appropriate 5/5

The explanation of how the lesson supports higher-order learning and student interaction is adequate 10/10 The timeline of activities (instructional procedures) shows the steps in the lesson from start to finish and indicates how the interactive whiteboard is used in the lesson 10/10 The timeline of activities is detailed enough that another teacher could read, understand and teach this lesson 5/5 The assessment plan includes a rubric and is appropriate for the learning outcomes and instructional procedures (activities) 5/5 The lesson plan is free of grammatical and spelling errors 5/5 Interactive Whiteboard Lesson Presentation Lesson presentation is the appropriate length 10/10 Learning activities in the lesson are tied to the learning objective 10/10 The lesson included an appropriate level of student interaction and engagement 10/10 The lesson was free of grammatical, spelling and factual errors 10/10 The lesson supported higher-order learning 10/10 Total 100/100 Name: Sara Barrett Title: Word Families: Identifying Short ‘a’ Vowels and Words Summary: During and following this lesson, kindergarten general education students will be able to: -name and identify the short ‘a’ (-at, -an) ending sounds

-listen and identify long and short ‘a’ vowel sounds, as well as being able to differentiate between them - Identify and sort pictures/images whose names contain short ‘a’ vowels Standards: RF.K.2  Isolate and pronounce the initial, medial vowel, and final phonemes (sounds) in three- phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)  Add or substitute individual phonemes (sounds) in simple, one-syllable words to make new words. RF.K.3  Associate the long and short sounds with common spellings (graphemes) for the five major vowels. Materials Used by the Teacher:  Viewsource Smartboard  Smartboard markers  Viewsource whiteboard software  Laptop with internet connection  Youtube  Mini-Book(s) print outs/stapler Materials Used by the Students:  Viewsource Smartboard  Smartboard markers  Viewsource whiteboard software  Mini-Book(s) print outs/Pencil/Crayons  Whiteboard/Marker/Eraser/scissors Technologies Used by the Teacher:  Viewsource Smartboard  Smartboard markers  Viewsource whiteboard software  Laptop with internet connection  Youtube Technologies Used by the Students:  Viewsource Smartboard  Smartboard markers  Viewsource whiteboard software Higher-Order Learning and Student Interaction: Remember: Teacher will review and prompt students to reflect on previously learned short vowel rules.

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Understand: Teacher will give instruction on the short ‘a’ vowel sound, and the word families -at and -an. Through the rhyming activity and interacting with the whiteboard spinner, teacher will check for student understanding to see if they can hear and identify the specific word family sounds. Apply: Using the interactive whiteboard, students will construct and list -at and -an word family words. Analyze: Using the interactive whiteboard, students will separate and categorize each picture in the appropriate word family. Evaluate: Students will engage in a brief discussion with teacher and peers during spelling of the words to check for and self-monitor understanding. Create: Students will write and create their own mini-books within a provided template for both -an and -at word families. Instructional Procedures: Please find the link to move through how you would teach this lesson with an interactive whiteboard here Word/Rule Review (5 minutes)- -Review short vowel sound rule learned in previous lesson, asking students to raise their hands to share the rule. Ask students to also share what they are previous learned about the short ‘o’ sounds, and its corresponding words (cop, mop, pop, top, hop) Teach it/Hear it activity (15 minutes)- -Introduce students to the short ‘a’ vowel sound and have them practice with their own mouths how to make the sound. Introduce the concept of word families (read the slide #1), and have students make the sounds for -at and -an. Play embedded video in slide #1 -Go to slide #2. Have individual students come up and click the spinner wheel to choose a word, teacher should read the word chosen out loud. Have that student say a word that rhymes with the chose word. Silly words are ok, as long as the students are choosing words with the -at or -an ending sound that rhyme with the spinners chosen word. Throughout this section of the lesson, teacher should say beginning sounds and the word families associated with -at and -an (b-at, c-at, f-at, h-at, m-at, etc.). Decode it activity (15 minutes)- - Go to slide #3. Have individual students come up to the interactive white board and write

word lists of each corresponding word to their word family. Students can choose a beginning consonant from the provided group below, and should cross each one off as its used. Once the student writes the word, they should read it while decoding the sounds aloud (f-an, b-at, m- an). Spell and sort activity (15 minutes)- -Go to slide #4. Have students take out their own whiteboards, whiteboard markers, and erasers. Have individual students come up and choose a picture, identify its corresponding word, and sort it into the correct word family section. Students at their seats should spell the corresponding words on their personal whiteboards. When prompting the students to spell the word, model “to spell a word, say a word!’ Remind students to say the word and slow it down, then asking them “what sounds do you hear?” This can be modeled initially for the first word, but ensure students are doing this independently for words 2 and 3. Have students hold up their white boards so you can check for accuracy and correct if needed. Make/Create/Share (20 minutes)- -Go to slide #5. Explain, while pointing to the visuals on the interactive board, students will be creating their own -an and -at mini books to read to themselves, their peers, their teacher, and their families. Pass out print outs of both -an and -at books to students, and have them begin to color and write the -an and -at words in the space provided in the book. Have the students cut out the book pages.As you go around the room to each student to staple their book, have them flip through the book and identify -an and/or -at words. Have them read 1 or two pages of the book to you (as time allows). If there is a word or picture they don’t know or is difficult to decode, pre-teach the word or help them define the word as its decoded. Pay special attention to target family words by saying “look, here’s a word with the -at family” Assessment Plan: Assessment should be informal and checklist should be used with each students’ name using a + or – to indicate if they could successfully move through parts of the lesson. Teacher should be taking ongoing data throughout the lesson as needed Students can receive up to 5 maximum points. This assessment/rubric checklist should be used to identify if more instruction is needed for the class as a whole or if small groups are needed and for whom. Name of Student Can identify and blend -an sound (+ or -) Can identify and blend -at sound Can accurately separate and categorize Can spell -an and -at words with at least 80% accuracy Can read -an and -at words in the mini book with at

(+ or -) -an and -at words and/or their corresponding pictures (+ or -) independently (+ or -) least 80% accuracy independently (+ or -) Timmy Sally Johnny Enrique Bella

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S_Barrett-Interactive Whiteboards Lesson Plan

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