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Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Short and Shy or Long and Strong?

Content Area: English Language Arts, Phonological Awareness
Grade Level(s): 1st grade

Content Standard Addressed: ELAGSE1RF2: Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).
a. Distinguish long from short vowel sounds in spoken single-syllable words.

Technology Standard Addressed:

Empowered Learner
a. Articulate and set personal learning goals, develop strategies leveraging technology to achieve them
and reflect on the learning process itself to improve learning outcomes.

Selected Technology Tool: Popplet

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):

☒ Level 1: Awareness ☒ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

Multiple means of engagement: The students will be engaged through a video, Popplet matching activity, and
independent sentence writing.
Multiple means of expression: The students will be able to use a graphic organizer or free write their created
Multiple means of representation: The students will do a class matching activity, independent writing, and a
ticket out the door to show their learning.

Lesson idea implementation:

This lesson will take approximately 30-35 minutes.
I will introduce the topic of long and short vowels to the class with the linked you tube video. After the video, I
will facilitate a discussion on the video and how to properly differentiate long and short vowels. I will provide
examples and non-examples of long/short vowels. After the discussion, I will pull up the Popplet on the Smart
Board and do an example of matching. After an example, I will use sticks to pull kids names and have them go
to the board and match a word to its coordinating vowel. (Long or short) As the students are matching, I will
be keeping a formative checklist assessment aligning with the content standard to check for understanding. In
between each student a discussion on how and why the student matched the vowel will take place. This
activity will be done whole group. After the matching activity, the students will be in charge of writing their
own sentence that includes one short vowel and one long vowel. The sentence can be as long or short as
wanted, as long as there is a long and short vowel present. The students will be able to refer to the Popplet as

Spring 2018_SJB
Beyond-the-Basic Productivity Tools (BBPT)
necessary. (The completed Popplet will be constantly displayed) The student must also be able to identify their
selected vowels and defend why it is short/long. This part of the lesson targets the content and technology
standard because the students are setting the goal of writing their own sentence and are using technology
(the Popplet) to achieve that goal. Students will have the option of writing their sentence in a graphic
organizer or free writing. As the students are doing their writing, I will be walking around collecting anecdotal
notes on the students’ progress. Feedback will be informally and throughout the lesson.

Reflective Practice: After designing this lesson, I most definitely feel that this would impact student learning.
By utilizing a video, I am making the information fun and memorable. The video includes a song that the
students could sing afterwards in order to help remember the information. Also, by having the students create
something (their own sentence) I am utilizing a level 6 on the Bloom’s Taxonomy Scale. The students will be
able to show their knowledge by writing a sentence of their own and reading their peers sentences. To further
extend the lesson, I would have a whole group read aloud with a book on long/short vowels. Also, we would
have extended practice with matching games and vowel recognition.

Spring 2018_SJB