Basic Productivity Tools (BPT)

Lesson Idea Name: OW! OU! OW! By Jasmine Randall

Content Area: Phonics
Grade Level(s): Second Grade
Content Standard Addressed:
ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding
words.
b. Know spelling-sound correspondences for additional common vowel teams.

Technology Standard Addressed:

1.6 Creative Communicator: Students communicate clearly and express themselves
creatively for a variety of purposes using the platforms, tools, styles, formats, and digital
media appropriate to their goals.
Selected Technology Tool:
Microsoft PowerPoint

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

Bloom’s Digital Taxonomy Level(s):

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

Levels of Technology Integration:

☒ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any
“Voice or Choice” during the activity and most of the decisions are made by the
teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is
student-driven. Students have “Voice and Choice” in the activities, selecting the topic of
study and determining the technology tool to demonstrate mastery of the standard. The
teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing
student work and promoting authorship. This could be reached by showcasing the
project on the school’s morning newscast, posting the project to the classroom blog, or
publishing via an outside source.
Universal Design for Learning (UDL): This lesson is highly engaging for all learners. The
productivity tool provides great visuals, other features for young learners, and
includes an immersive reading feature for students with reading difficulties. This tool
and lesson supports engagement because the students can actively create
presentations and stories to showcase their learning. This lesson also supports action
and expression because it is goal-directed, differentiated, and leaves a large
opportunity for students to express what they learned. This leaves room for student
voice and creativity. The technology tools enhance the learning environment by
replacing the hassle of making copies and limiting each student to all read about
the same animal.

SBooker, 2022
 Basic Productivity Tools (BPT)
Lesson idea implementation:
For this lesson, teachers will introduce the standard and learning goals. The
teacher will introduce the project by sharing a digital comic book story as the
model-reference text (teacher should make the story prior to the lesson). For
example, the teacher will read ‘Howie the Brown Dog.’ To activate prior knowledge,
ask students to identify the repeated sound in the title. Have students to determine
which sets of letters (vowel team) makes the sounds. After reading the story, the
students can have discussion to identify all the words used in the story with the ow-
ou sound. Make a list for everyone to see the identified words.
Explain for this lesson, they will now create a digital short story using Microsoft
PowerPoint, like ‘Howie the Brown Dog.’ Share class success criteria-expectations
(students must use at least 10 words with the focus pattern, the story can be fiction-
nonfiction but must make sense, story must have at least 6 slides-pages, etc). Use the
first day for students to create a rough draft and a script. Students will have 1-3 class
segments to complete the short stories. Close the lesson by having a few students to
share their story lines and engage students in a quick overview of how they will use
the productivity tool in part two of the lesson! To assess learning and provide
feedback, on the third day students should submit, present, and share their digital
stories. Students can even read their peer’s stories and score each other’s stories
using the rubric-success criteria. To differentiate, the teacher may decide to provide
a suggested list of words for students or leave the words up to the students that show
advanced abilities. Lastly, to extend the lesson, early finishers could turn their short
story into a series. Those students could write extended versions with a new focus
sound or the same one.

Reflective Practice: This lesson will uniquely impact student learning. Students will enjoy
this purposeful lesson as they work to meet-exceed learning goals. The students will
be motivated to learn new information and share their works with their peers and
families. I look forward to enhancing the skills of young learners with hopes that they
will take this newly developed skill and thrive!
.

SBooker, 2022