Blended Learning Lesson Plan

Lesson Title: Apples to Apples

Objectives:
 Students will be able to identify upper and lowercase letters.
 Students will be able to form words with the letters identified.
 Students will be able to communicate those words to form a sentence.
State Standards:
Standard 1:
 1.4 Recognize and name all upper and lowercase letters of the alphabet.
Standard 2:
 2.2 Count, pronounce, blend, and segment syllables in spoken words.
Context: Following kindergarten children will attend first grade. In their first-grade classes they

will be expected to form small, short sentences. Earlier in Kindergarten we build vocabulary in

the classroom so that they can begin to understand how to form sentences in writing. This unit

will be tying together other lessons learned throughout the year in language arts. Students will be

building their vocabulary to form sentences and then eventually begin to tell stories by stringing

words together during the next steps of their education.

Data: Using past performance assignment is how students should be grouped. Those that were

highly successful go together and those that struggled go together so that they are surrounded by

students at the same learning level in order to not get discouraged or annoyed by their peers. The

goal is for students of the same learning level to assist one another to become the best writers

they can be. Student performance data for this lesson will be gathered from previous language

arts assignments.
Materials: List all materials used (i.e. websites, apps, pencils, iPads, computers, worksheets,
diagrams, textbooks, etc.)

Procedures:
Introduction (-- minutes): I will start the lesson by discussing previously vocabulary

words that we have gone over and listing them with their definitions on the board. I will

previously have made cut outs of apples on paper, the students will each receive a certain amount

of those apples (up to the teacher discretion). The teacher should then pass out the apples to the

students and explain how each apple represents one word.

Teacher Directed (-- minutes): I will be directing the class as a whole for an example we

go over before letting the students begin working on their own. I will play this video for the class

that gives them extra ideas of words to use to connect the vocabulary words they know. I will

write some of these words on the board. For an example, I will put the certain number of apples

on the board and then make my own sentence using both vocabulary words and sight words

learned in the video. (https://www.youtube.com/watch?v=EppIgnilutw)

Collaborative (15 minutes): In the collaborative station, students will work together to

create their own words using both the vocabulary words and sight words. The students sitting at

one table will be working together to create words. Once they have created a sentence, they will

create another, and so on until they have used all of their apples. We will then go over each

tables sentences as a class and fix any errors and go over some more words or aspects students

are having trouble with.

 Independent Digital (15 minutes): During the independent digital section, students will be

using their iPads to write down all of the words that they have created themselves in the notes

section of the iPad to go over one-on-one with the teacher as everyone is working on their

games. Students will launch the app called “Little Speller” on this app there are different levels

that students can climb. They will work on certain types of words for different levels, sight

words, descriptive words, and verbs. They will be given letters and have the form the words

based on the definition. As students do well the app gets easier and as they struggle the app

guides them more to understand. While the students are working on their apps, they will be

called up individually to the teacher to go over the words that they saved in their notes and

review any success or struggles.

Closure (15 minutes): After the teacher has reviewed with each of the students

individually. I will ask the class which parts of the activity they enjoyed and the parts they

disliked as well as why they disliked those parts. To close this activity, I will chose the best

sentences by various students and share them with the class as well as explain why I felt they

were the best based on their content and overall correct grammar. We will have a closing activity

where students will find flaws in incorrect sentences I have created, they are instructed to circle

each of the flaws. Flaws could consist of incorrect uppercase letter placement or incorrect

vocabulary word. This will help show what area of the activity the class may need to review.

Rationale:
1. Sight Words Video
 This media is used for the teacher to continue reviewing words that students could use for

their sentences. I selected this piece of multimedia so students can physically see how

certain sight words piece together with vocabulary words. The video gives words already

together in a line and then adds a sight word to physically show how the specific words

have such an effect on the sentence. The video will be the basis that I will build off in

explaining how to shape sentences with already taught vocabulary. This video can help

learners because it visibly shows the sentence be created for more examples they can

think back on when creating their own.

2. App Game
 This game was chosen as a way for both students to continue in the learning of both sight

words and vocab to create sentences. It is also an excellent way for the students to be

continuing their learning while the teacher has a change to go over their independent

work one on one with students so that there can be a specific understanding of what level

each student is at with their learning. It also is styled that if a student is struggling it

further goes over instructions or if they are excelling at the content they will continue to

grow in their knowledge.