LESSON PLAN PROJECT

By Tori Martin
ITEC 7430
OVERVIEW OF
THE LESSON
CVC ESCAPE
THE ROOM
GAME
 OBJECTIVES
GSE · ELAGSEKRL2: With prompting and support, retell
familiar stories, including key details.
ISTE
· ELAGSEKRF2: Demonstrate understanding of spoken
words, syllables, and sounds (phonemes).
1.6 Creative Communicator Students
· a. Recognize and produce rhyming words.
communicate clearly and express
· b. Count, pronounce, blend, and segment syllables in themselves creatively for a variety of
spoken words. purposes using the platforms, tools, styles,
· c. Blend and segment onsets and rimes of single formats and digital media appropriate to
syllable spoken words. their goals.
· d. Isolate and pronounce the initial, medial vowel, and
final sounds (phonemes) in three-phoneme (consonant-
vowel-consonant, or CVC) words. (This does not include
CVCs ending with /l/, /r/, or/x/.)

ASSESSMENT
 DESCRIPTION OF ASSESSMENTS
·Prior to introducing students to this activity, I will give each students an oral pre-
assessment on letter names and sounds. This will drive my instruction and let me know if
students need more practice with isolated sounds. Students will be considered proficient if
they can provide 17/26 letter names and 17/26 letter sounds including all vowel sounds
when given the symbols visually.
·Students will complete a recording sheet while playing the escape the room game.
Students will segment and blend 5 CVC words. The students will show mastery by
accurately segment and blending 4/5 words.
·Students will produce a video retelling and discussing the escape the room activity. This
video will be graded based on a rubric. The rubric will assess whether or not students can
proficiently retell their experience from the escape the room game using key details.
Informally during the lesson I will walk around and observe my students and correct any
misconceptions that may occur during the lesson.
EXAMPLES
Retelling Video Game Recording
Pre-Test
Rubric sheet
 RESOURCES
This lesson has several instructional technology tools to facilitate student learning. To support
student learning I have chosen to use Nearpod to create the escape the room game. This tool not
only is very friendly to young users, its engaging and promotes problem-solving skills. To go with
this escape the room game, students will also have a recording sheet to help keep them organized.
To gather intel on the word they are creating with the letters they found hidden on the screen
students will be provided a video where there is a clue to the word they are building. This video will
either come from YouTube.com or will be recorded by myself.

It is necessary for students to have moderate computer operational skills. These skills include using
a mouse, understanding where the letter keys are on the keyboard, and also where to locate the
enter key. They will need to understand how to play, stop, and repeat a video.

In order to create the final retelling video, they will need to understand the concept of a recording
and how to start and stop the recording device or productivity tool.
MANAGEMENT
In order to be successful while implementing this activity, there will need to have been pre-established
norms and rules for using the devices. There also needs to be some previously established rules for small
group work. Problem solving skills and sharing are definitely conversations that will need to be had prior to
turning students loose with this assignment. As these are kindergarteners, I will be walking around and
informally assess each group.
My students will be working in groups of three and working in different spaces in the classroom to allow for
group discussions. Since this is a digital game, each group will be given a device to play the game and
complete their video. Groups will be playing the escape the room game on day 1 and somewhat into day 2.
The second half of day 2 into day 3 will be reserved for the completion of each groups video. Creating the
videos is going to be a little difficult for the students to do independently. As the groups complete the game
either myself or a paraprofessional will take each group to the hallway to complete the video.
There can be number of issues when working with technology. The biggest technology issue
I foresee is the internet going out. Since our school is located in a very rural area, this happens quite often.
If the internet is inconsistent students will be given additional time to complete the assignment. The amount
of down time is unpredictable, so it is only fair to allow extended time. Something could also go wrong with
the device itself or even the game. Teachers have to learn to be flexible and have more devices on standby or
complete the assignments at a later time if the issue cannot be resolved.
INSTRUCTIONAL STRATEGIES
For this lesson, I will implement differentiation, questioning, and scaffolding. Using Nearpod, I was able to include several
approaches including modeling, authentic engagement, discussion, scaffolding, differentiation, and collaboration. I began this
lesson by reviewing letters and segmenting and blending words whole group by using a video. I also asked the essential
questions to activate background knowledge and promote discussion and connections. Next, I will begin showing students a
practice escape the room page I created on Nearpod to help students understand the task. Students had the opportunity to
review letter names and sounds and implement that knowledge with instructional support. This was a great opportunity for
scaffolding.
Based on the conversations amongst the students, I provided remedial direct instruction, which attends to personalized
learning. Once I feel the students have delved deep enough into the prerequisite content, we can start solving the mysteries
provided in the videos in order to find the word we are trying to spell. Following a gradual release of responsibility of “I do, we
do, you do.” First, I demonstrated for the students how to successfully figure out the puzzles and find the letters within the page
that spell our first CVC word, then they shared the responsibility of completing a riddle with me, and finally, they were asked to
solve the riddles within their small group within Nearpod.
These riddle-like videos required students to think logically and critically about reasonable answers. Once they produced a
word, they recorded the word on their recording sheet and moved on to the next Nearpod slide. After students completed
After escaping 4/5 to 5/5 rooms students will create a video to reflect on the learning experience, retell how they found
each word, then discuss any strategies they used once the task became a little more challenging With the help of a
teacher, and finally, they will share their video with that class and make connections based on each group's
commonalities.
RFLECTION