1. Topic-
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| Using iPads to Enhance Independent Learning |
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2. Content-
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Language Arts
CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency
to support comprehension.
Math
CCSS.Math.Content.1.OA.C.6 Add and subtract within 20, demonstrating
fluency for addition and subtraction within 10. Use strategies such
as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
decomposing a number leading to a ten (e.g., 13 "� 4 = 13 "� 3 "�
1 = 10 "� 1 = 9); using the relationship between addition and subtraction
(e.g., knowing that 8 + 4 = 12, one knows 12 "� 8 = 4); and creating
equivalent but easier or known sums (e.g., adding 6 + 7 by creating
the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
CCSS.Math.Content.1.NBT.B.2 Understand that the two digits of a two-digit
number represent amounts of tens and ones. |
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3. Goals: Aims/Outcomes-
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1. Students will know how to access applications on the iPad.
2. Students will understand the expectations of technology use in
the classroom.
3. Students will demonstrate rules and procedures for using technology
in the classroom.
4. Students will practice using a variety of applications that meet
their academic needs as instructed by their teacher. |
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4. Objectives-
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Language Arts
1. Blend and Segment words
Math |
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5. Materials and Aids-
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2 mini iPads
Protective casing for iPads
Applications (on iPads) |
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6. Procedures/Methods-
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A. Introduction-
| The teacher will call students to the whole class meeting area.
They will introduce the iPad to the students and ask students what
they know about using technology. How do we use the iPad? What can
the iPad help us with at school? |
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B. Development-
Begin by choosing a good seat. Ask students why they need to choose
a good seat, and stay seated while using the iPad.
1. Show students how to press the "on" button on the iPad. .
2.Show them how to hold the iPad and access the applications
3. Turn off the iPad and have two student talk through and demonstrate
its proper use. |
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C. Practice-
| The teacher will access the application Phonemic Awareness by BugBrained.
She will demonstrate touching the sounds and repeating them in the
word. |
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D. Independent Practice-
| The teacher will dismiss students to their Daily 5 round. At this
point, students will be told that they will have an opportunity to
demonstrate their ipad use with the teacher today. During the round,
the teacher will monitor the classroom and visit with students who
are on task. |
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E. Accommodations (Differentiated Instruction)-
| Students who demonstrate an understanding of the iPad and the BugBrained
application will be asked to open and locate another reading related
application on the iPad. They will need to look at the math/literacy
options and make a selection. |
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F. Checking for understanding-
| Using the Daily 5 labels, the teacher will take notes on students'
concept of the technology and will assign 1 application for the student
to use when it is their turn for the iPad use. |
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G. Closure-
| As the round ends, students will gather together in whole group
meeting area. The teacher will ask students to do an around the circle
share of a comment about their opportunity to use the iPad. Prepare
the students by reminding them their comment should start with "I
noticed". Model this sharing. After sharing, tell students the procedure
for obtaining iPads during literacy or math times. |
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7. Evaluation-
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| Daily 5/Math Labels (in Pensive) |
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