Lesson Idea Name: Ice Cream Story e-book

Grade Level/Content Area: 2nd grade/math and reading

Content Standard Addressed: MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes,
nickels, and pennies, using $ and ¢ symbols appropriately.
ISTE Technology Standard Addressed:  What would you like students to know and be
Empowered Learner 1.1.d able to do by the end of this lesson:
By the end of this lesson, I would like students to
be able to solve word problems using money.
Students will know how much each bill and coin
is worth. Students will also khow to add and
subtract using dollar bills, quarters, dimes,
nickels, and pennies. Students will understand the
$ and ¢ symbols and be able to use them when
solving equations. While most of this lesson
focuses on math, students will also show
knowledge of reading skills.

What is the student learning goal for this lesson idea?

Using an e-book, I would like the students to be able to read through an e-book individually and get
familiar with turning pages, reading, and accessing virtual books. The students will also be able to
transfer knowledge from one technology tool to another.

Selected Instructional Software Tool:

Description of Software:

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

Type of Instructional Software:

☐ Drill and Practice ☐ Tutorial ☐ Simulation ☐ Instructional Game X e-books/e-references

Features of this software (check all that apply):

☐ Assessment Monitoring/Reporting
X Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
X Accessible to students beyond the school day
X Accessible via mobile devices
X Multiple languages
☐ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

X Remembering X Understanding X Applying ☐ Analyzing ☐ Evaluating ☐ Creating

How do you plan to implement this lesson and integrate the technology? Check all that apply:

X Teacher-led: There is no student voice and choice in the activities. Students are guided by the teacher's
direction and expectations. Learning activities are assigned to the student and mostly practice based.

X Student-Led: Students are given voice and choice in the activities. They may select the topic of learning
and/or determine the tool they will use to meet the learning goal. The teacher facilitates the learning as the
students direct their own learning processes.

☐ Problem-based and/or Publishable: Students are solving problems and completing projects to
demonstrate their learning. Additionally, the projects can be shared outside of the classroom. (Note: This
objective could be reached by displaying the project on the school’s morning newscast, posting the project
to the classroom blog, presenting it to another class, or publishing it via an outside source.)
How will you connect this topic to students’ prior knowledge as you teach?

The topic will be connected to students’ prior knowledge of adding and subtracting, using multi-digit
numbers. This will be included through reading the e-book as it incorporates a real world problem
using dollar bills and coins (ex: $1.00, $2.50, 45 ¢). The students will be involved in the lesson
through co-use/co-engagement strategies. They will be working to solve the problem together and
read the book in a student-led, collaborative fashion.

Lesson idea implementation:

I plan on my students using this tool to practice solving problems using real world situations
involving money. They will read through the book and solve the word problem provided in the e-book
as they read along with me first. Then, students will begin to practice more problems that are similar
and the teacher will fill in any learning gaps. The student goals will be introduced at the beginning of
the lesson. The students will turn to their “elbow partner” on the carpet and discuss the goals with
each other and then ask any questions they may have. Once this is done, the teacher will begin the
lesson.

The students will utilize the technology by going through the e-book with the teacher first. Then,
students will be able to come up to the board and interact with the technology to become more
familiar with it. The teacher will pick a “page-turner” each time an e-book is used in the classroom.
The page-turner will be able to click the board or use a remote to click on the next page. The students
will popcorn read each page to practice reading skills as well. The teacher will guide and supervise
learning, but allow for the reading and turning of pages to be student led. Feedback will be provided
to the students through individual and group discussion first. Then, students will practice more
problems (as stated above) on a worksheet. The teacher will end the lesson by reviewing each
problem with the whole class. This allows the students to self grade and understand where they may
have gone wrong when solving each problem.
Universal Design for Learning (UDL) Reflection:
The activity I have planned for the students supports ALL student learning through interactive and
accessible learning. The design of the e-book can enhance the learning experience for students in my
classroom through a different learning medium, which increases interest and motivation. Most
students are used to reading paperback books, so integrating technology that supports the same
learning goal can increase participation. The tool supports engagement of the UDL framework
because the use of technology can stimulate motivation and sustain enthusiasm through a different
way of learning/practicing both math and reading.

After designing this lesson, I feel that the activities I created will impact student learning through
increased motivation and group problem-solving/group interaction which will in-turn create a
collaborative lesson. The part of the lesson I look forward to implementing with the students is
actually reading the book and allowing students to lead each other. I am most excited for this because
I look forward to watching students interact with each other and learn how to collaborate with each
other. It is important that students are introduced to hands-on learning in a collaborative way, so that
they can gain the most from their classmates through each other’s different points of views/ideas.