Instructor: Chandler McAlister

Lesson Title: Fall QR Codes

Curriculum Area: Vocabulary/Technology Integration
Minutes

Grade Level: Preschool

Date: October 7, 2015
Estimated Time: 15

Standards Connection:
LL.P.3.1 Name a variety of pictures/objects and/or actions in the natural
environment.
T. P. 1. 2. Demonstrate knowledge of a variety of media and technology tools.
IEP Goals:
Q: By May 2016 Q will use 3-4 word phrases to request or comment on the
environment in the 4 of 5 areas and activities of the preschool classroom.
(LL.P.4.4.1)
R: By May 2016 R will take 5 turns during a conversation on a topic chosen by the
other communication partner for 4 consecutive school days. (LL.P.4.3.1)
B: By May 2016 B will prop sit for up to 1 minutes (PD.P.1.3.4), lift her head for up to
10-15 seconds while prone on elbows, wedge, or on hands and knees (PD.P.1.4.5),
and tolerate standing in the stander for up to 60 minutes (PD.P.1.2.4)
MG: By May of 2016 MG will access and physically manipulate the preschool
environment independently after receiving a release form the doctor after any
surgeries or procedures within the timeline given by doctor for 5 consecutive days.
J: By May 2016 J will request items using a minimal 4 word phrase and 1 descriptor
for 7 of 8 trials. (LL. P.4.1.1)
A: By May 2016 A will participate in the literacy group by interacting using voice
output device for repeated lines or to name objects when it is his turn for 4 of 5
trials. (LL.P.4.6.4)
D: By May 2016 D will be able to participate in songs and rhymes by singing the
lines and doing the motions for 3-4 simple songs such as: Twinkle, Twinkle with
verbal and gestural prompts. (LL.P.4.5.2)
E: By May 2016 E will produce /f,k,g/ in all word positions in sentences given
prompts with 80% accuracy. (LL.P.2.1.2)
N: By May 2016 N will use 3-4 word phrases containing verbs and a descriptor for 6
of 7 trials. (LL.P.4.4.1)
Learning Objective:

The students will:

1. Use an iPad to read QR codes.
2. Identify objects and events related to fall. (Leaves, Trees, Nuts, Squirrels,
Apples, Pumpkins)
Kid Friendly Objective:
I know about the fall season.
Evaluation of Learning Objective:
Each student will name one object or event that happens in the fall without
repeating something another child has already said.
Engagement:
Good morning boys and girls. What are we learning about this week? Thats right
we are learning about apples, trees, leaves, nuts. What season do we see all of this
in? Thats right. We see these things in the fall. Everyone say the word fall. (Make
sure E and J say the word fall with correct pronunciation of the /f/). Good job. What
happens to leaves in the fall? They change colors and fall off of the trees.
Design for Learning:
I.

Teaching:
Today we are going to use the iPad to scan codes to look at fall things. I
am going to show you how to do the first one and then I am going to give
each of you a chance to try. You see the square on the board? You are
going to aim the iPad at the square like this. Then the ipad will see the
square and take you to a website. Watch how I do it. And look? It brought
us to our first fall picture. Look at this picture. What do you see? Yes, you
see lots of trees and they are all different colors. Do leaves on trees
change colors in the fall? Yes they do. What colors do you see? You see
orange, brown, green, and yellow leaves on all of these trees. Isnt it
pretty?

II.

Opportunity for Practice:

Now I am going to give each of you a turn to try. Okay, lets try the next
one to see what comes up. Wow! What is that? You are right. That is an
apple tree. In the fall we pick apples off of trees and eat them. Remember
yesterday we learned that there are all different colors of apples. There
are yellow, green, and red apples. What are some things we use apples to
make? Thats right we can use apples to make apple pie. Who likes to eat
apple pie in the fall? Yummy! What else can we make with apples?

Sometimes we eat this at lunch! Apple sauce. Who likes apple sauce? I
know I do. Follow the same procedure for each picture followed by a small
conversation. Allow students to speak in the conversation when they raise
their hand. Show them a picture of nuts, leaves on the ground, squirrels,
and pumpkins. You can show a variety of pictures of each thing to
practice. Here are some questions to use to guide conversation with the
students: Do you see leaves on the ground at your house? Do you ever
help your parents rake them up and then jump in a pile? Do any of you
have pumpkins on your porch in the fall? I like to carve different shapes
into my pumpkin. What did we learn about squirrels yesterday? (Bushy
tail) Everyone stay on your bottom but shake your bushy tail like a
squirrel. Did you know that squirrels eat the nuts that fall out of the trees?
This nut is called an acorn. Squirrels love acorns. The squirrels gather as
many acorns as they can and then they bury them in the ground.
III.

Assessment:
So, we have talked about things we see in the fall and we have looked at
pictures. I want everyone to name one thing they see in the fall. Raise
your hand and I will call on you to tell me something you see in the fall. I
want you to tell me in a full sentence. Like this. I see ______ in the fall.

IV.

Closure:
Allow students to look at leaves you have brought in. Talk about how they
are all different shapes, sizes, and colors.

Differentiation Strategies:
Groups:
1. S, E2, B, R, J:
Accommodations: During assessment let R and J give their examples first
followed by the others. B will answer a question using her switch. The
question will be: What do you see in the fall? Her answer will be leaves.
2. A1, D, C, Q, N
Accommodations: During assessment Q and D can give repeat answers. C
and N can be given an answer but they will be expected to repeat the word
back using this phrase: I see ______ in the fall.
3. A2, L, A3, E1, MG, P
Accommodations: During assessment E1 will answer first with an example.
A3 will answer the same question as B did using his switch.

Extension:
Allow students with control over iPads to practice scanning QR codes on their own.
However, the teacher should still supervise their activity.
Materials and Resources:

Fall power point

iPads
Promethean Board
Computer
Switches for A3 and B
Variety bag of leaves

Reflection:
This lesson was designed to teach a variety of skills. The skills that I wanted
each child to acquire varied. For example, I wanted my students at developmental
level to learn more about the vocabulary we were discussing this week. I wanted
them to connect what we were talking about to the environment and to the season
of fall. For some of my students right below typical development I wanted them to
be able to identify things they see in the fall. For students far behind in
development I wanted them to see pictures and connect them with spoken words. I
wanted them to practice their colors such as This is a red apple or That tree is
yellow and orange. I wanted some students to practice sitting in their spot crisscross. I wanted all students to experience technology and to practice using an iPad
correctly. I wanted B and A to activate switches to participate in the lesson. I feel
like my lesson was designed well to meet all of these goals for the students.
After teaching my first group I learned that I needed to assign spots on the
carpet and enforce behavior expectations at the beginning of the lesson. The first
group would not stay seated and I had trouble managing the group to teach the
lesson. After I assigned the next two groups places to sit and set behavioral
expectations the lesson went much more smoothly. They behaved and took turns
using the iPad. I used sitting criss-cross on your spot as an incentive for the
students to have a turn with the iPad. I think that setting physical space before a
lesson is very important.
Some students really needed physical manipulatives to stay engaged. I
ended up taking advantage of physical items already in the classroom for students
to hold during the lesson like leaves and apples. I think the pictures were useful for
the students but next time I would bring in physical objects for each picture, such as
a stuffed animal squirrel, and a small pumpkin.

I need to give students more wait time at the end during assessment. Many
of them wanted to give the same answer as someone else. Some students were
required to give another example, but a few I let get away with giving a repeat
answer. I need to be more persistent to get different answers.
Technology Integration Reflection:
I integrated technology into this lesson to teach vocabulary. I used an online
generator to create QR codes that the students read using a scanner app on the
iPad. Before the lesson I tested all of the QR codes using my phone to be positive
that they worked and would take us to the correct pictures. On the day of the
lesson, I didnt have any issues setting up. During the lesson, students took turns
using the iPad to scan the code and reveal a picture. Some students did a good job
pointing the iPad at the screen to read the code and others needed more help.
Some had trouble reading the code because they were so close to the promethean
board. Something I could have done to help them was to have a designated spot
farther back on the carpet that they had to stand to point the iPad at the screen.
Overall, the students really enjoyed using the technology to learn vocabulary. Every
student was able to participate and answer questions on their own level. This is
definitely something I would do again.