PART TWO: Explore Lesson Activities
Explore existing lesson plans that use technology to support creativity and innovation in
content learning.
Search websites for examples (lesson plans, ideas, or student activities) of lesson plans
that use technology tools to support student creativity. Find 3-5 lesson examples/ideas
based on your brainstorming web and goal statement in Part One.
For each lesson plan, identify the following:
Curriculum Standard: (copy and paste from Georgia Performance Standards or
Common Core (Math and LA)
Technology Tool(s):
Activities/Tasks:
Potential Challenges:
Activity 1: Vocab Basketball
http://slpity.blogspot.com/2012/09/a-week-of-speedy-speech-activities_7.html
Curriculum Standard:
Phonological Awareness
ELACCKRF2: Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowel-consonant, or CVC) words.
(This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words
to make new words.
Phonics and Word Recognition
ELACCKRF3: Know and apply grade-level phonics and word analysis skills in decoding
words.
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by
producing the primary or many of most frequent sounds for each consonant.
b. Associate the long and short sounds with the common spellings (graphemes)
for the five major vowels.
c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is,
are, do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the
letters that differ.
Technology Tools:
Use Internet on the computer to find basketball cutouts to print. Make GoAnimate video
reviewing words.
Activities/Tasks:
Materials: *Hoop and ball from dollar store *Dollar Store container *basketball cut outs
To Play: Students say their speech sound word for the specified number of times (I have
50 paper basketballs, so I have student say words 2 times, then put a basketball in...this
way in 5 minutes we will near the 100 mark!). Just before time is up, we take the paper
basketballs out and the students "shoot" the actual ball 3 times.
Potential Challenges:
Students may get distracted or lose their patience during the activity.
Activity 2: Adapted Puzzle
http://slpity.blogspot.com/2012/09/a-week-of-speedy-speech-activities_7.html
Curriculum Standard:
Phonological Awareness
ELACCKRF2: Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowel-consonant, or CVC) words.
(This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words
to make new words.
Phonics and Word Recognition
ELACCKRF3: Know and apply grade-level phonics and word analysis skills in decoding
words.
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by
producing the primary or many of most frequent sounds for each consonant.
b. Associate the long and short sounds with the common spellings (graphemes)
for the five major vowels.
c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is,
are, do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the
letters that differ.
Technology Tools:
Make GoAnimate video reviewing words before activity.
Activities/Tasks:
Another "inherited" speech room cabinet find: an Essential Sounds puzzle. (This one is
great because the puzzle contains many R words when finished.) The student says the
word on the back of the puzzle piece, says it again (or in a sentence if at the sentence
level) and puts the puzzle piece in (the word on the back of the piece will match the word
written on the puzzle back). This is an easy adaptation for any artic sound, especially if
you can find a picture that has several words with that articulation sound.
Potential Challenges:
Students may get restless if activity takes to long. Instructor may lose their attention.
Activity 3: How to Play Sight Word Guess Who?
http://thisreadingmama.com/sight-word-guess-who/?
utm_source=twitterfeed&utm_medium=facebook
Curriculum Standard:
Phonological Awareness
ELACCKRF2: Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in threephoneme (consonant-vowel-consonant, or CVC) words.
(This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make
new words.
Phonics and Word Recognition
ELACCKRF3: Know and apply grade-level phonics and word analysis skills in decoding
words.
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by
producing the primary or many of most frequent sounds for each consonant.
b. Associate the long and short sounds with the common spellings (graphemes) for the
five major vowels.
c. Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are,
do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters
that differ.
Technology Tools:
Make GoAnimate video reviewing words before activity.
Activities/Tasks:
Print off TWO IDENTICAL game boards; one game board for each player. Print off the
corresponding word cards for that word level. Place the cards face down in a pile.
Each player picks a secret sight word from the pile and does not tell the other person
what word it is. Asking yes or no questions to the other player like, Does your word
have four letters? or Does your word start with an h?, each player tries to figure out
their opponents sight word.
Potential Challenges:
Students may not take activity seriously.
