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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