EDUC 2220- Educational Technology Lesson Plan Template

What is the Secret Word?

Olivia Rodriguez
Kindergarten / Language Arts

Common Core Standards:

Reading standards for foundational skills

RF.K.2. Demonstrate understanding of spoken words, syllables, and phonemes (sounds). Recognize and
produce rhyming words. Count, pronounce, blend, and segment syllables in spoken words. Blend and
segment onsets and rimes of single syllable spoken words. 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. Know and apply grade-level phonics and word analysis skills in decoding words. Demonstrate basic
knowledge of one-to-one grapheme (letter)-sound correspondences by producing the primary sound or many
of the most frequent sounds for each consonant. Associate the long and short sounds with common spellings
(graphemes) for the five major vowels. Read common high-frequency words by sight (e.g., the, of, to, you,
she, my, is, are, do, does). Distinguish between similarly spelled words by identifying the sounds of the
letters that differ.

Lesson Summary:

With the rest of the class engaged in independent quiet work, a small group of about four to five students
will have an iPad with a QR code scanner. The goal for students is to go on a scavenger hunt and discover
what the secret word is. The first clue will be provided on the iPad about where the next QR code is. The
clue will be a sentence that uses preposition words (“Your next code is below the light switch.”). When the
code is scanned one letter will pop up, which is the first letter in the secret word that the students will record
on their paper. Below the letter is a clue to where the next code is located. Repeat until all letters are found.
Once we have the whole secret word, we will sound out the letters to read the secret word!
Estimated Duration:

About 30 minutes each for five small groups of five.

Commentary: I think I can get students “hooked” on this lesson plan because students will be solving a
mystery of the secret word. Also, students will be able to be out of their seat and moving around.

Instructional Procedures:
For the first ten minutes the instructor will divide students up into small groups of five. Each small group
will do the activity one at a time, while the rest of the class works on independent study. One instructor will
be assisting the group on the scavenger hunt. Each group will have one iPad with a QR code scanner, and
each student will have a piece of paper with empty boxes on it where they will fill in the letters as they find
them. The first clue will come up on the iPad containing preposition words (ex: “Your first code is in
between the cubbies and the classroom library”). With the assistance of an instructor, students will use their
skills to find the next code to scan. Once the code is found, students will use the QR scanner on the iPad and
the code will bring up one letter, which is the first letter of the secret word. Students will record the letter on
their paper, the instructor will help students sound out what we have of secret word so far and under the
letter on the iPad will be the clue to the next QR code to find. This will be continued until the whole word is
found.

Pre-Assessment:
A pre-assessment can be done by individually asking students to describe an object’s position in the
classroom using prepositional words (ex: “The box of crayons is on top of the table and below the white
board”). Also, the instructor can show a student a word and ask them to sound out each part of the word.

Scoring Guidelines:
I will probably take notes and have a simple check list of if I think that students are using the preposition
words properly and sounding out words properly.

Post-Assessment:
I think for a post assignment, I will have students perform a similar task as the pre-assignment to see if they
have picked up on new preposition words from the activity.

Scoring Guidelines:
This activity will just be a pass/fail assignment. The activity is mostly practice in a fun, different way
for students. Students will pass if they are fully participating in the activity and engaged.

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students: For gifted students, have the QR codes hidden in more difficult spots with a more challenging clue
(ex: Your next code is above the teacher’s desk and behind the poster”). Also, we can have the mystery word
be longer and use more challenging sounds (ex: “ch”).
Discuss additional activities you could do to meet the needs of students who might be struggling with the
material: For students who are struggling, we can also adjust the mystery word and the clues to match the
level of the student. The instructor can also add additional assistance.
Extension
https://www.gamestolearnenglish.com/prepositions-game/
This game is helpful because, there is a voice telling the student where to put the object, not just finding the
object. The game will say “put the cushion on top of the sofa.” Students have to click and drag the object to
its location.

Homework Options and Home Connections

One activity students can do at home is a house/room tour video. Parents can record the students as they talk
about their space and items within their space. (ex: “My room is between my big sister’s room and the
bathroom”)

Interdisciplinary Connections
Instead of finding a letter as each QR code, students may have to solve a math problem to unlock the next
clue. In addition, there might be two answers with two different clues of where the next code is located,
therefore students have to choose the correct answer to locate the next code. (ex: “What is 3+5? If 3+5=9,
then your next code is beside the sink and below the paper towels. If 3+5=8, then your next code is on top of
the art table and in between the construction paper and crayons”)

Materials and Resources:

For teachers Instructors will have an iPad to take notes on of how each student is doing during the
activity. Mostly this activity is a discussion.

For students Students will need a writing utensil, the work sheet to record the letters of the mystery
word, and one iPad with a QR scanner per group.

Key Vocabulary
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Additional Notes
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