SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
Competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence

DETAILS
Katherine Kenzevich
Spelling (ELA)
3rd Grade
Thursday, March 12, 2015
E03.D.1.2.5: Use conventional spelling for high
frequency and other studied words and for adding
suffixes to base words (e.g., sitting, smiled, cries,
happiness).
E03.D.1.1.9: Produce simple, compound, and complex
sentences.

CK

Formal Evaluation
Summative Assessment
1. The summative assessment is a company made
spelling/grammar test that will be taken by the
students the fallowing day.
Informal Evaluation
Students will share the story with the class they have
created from the sentence, written by another student,
using a spelling word.

Objectives
A-B-C-D

Bloom's Taxonomy

Webb's Depth of
Knowledge (DOK)

During whole group instruction, third grade students

will pick a vocabulary word from a hat and write it down
on a piece of paper 1 out of 1 times.
A group of third grade students will individually write
one to two sentences correctly using a spelling term 1
out of 1 times.
Individually, third grade students will briefly tell a story
to the class based upon the sentence given to them,
correctly using the spelling term used in the sentence.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Who can tell me what some of the spelling terms are
that you have learned this week?
1. Have students spell term.
2. Have students define term
Where have you heard these words used before
1. While reading Sara, Plain and Tall in class.
Hook/Lead-In/Anticipatory Set

CK

Explicit
Instructions
Big Ideas
Essential
Questions

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Today we are going to be doing a fun activity to help us

learn and review our spelling words.
Has anyone ever heard of the game pass it on?
1. Opportunity for students to comment.
I will explain the steps of the activity, and I will also
repeat them as we move along in the activity.
Big Idea Statement
Effective use of vocabulary builds social and academic
knowledge.
Essential Questions
How can the knowledge of language help us to
communicate and understand?
Key Vocabulary
Coming
Joking

Loved
Fetch
Swimming

Gripped
Clattered
Dropping

Tasted
Sniff
Tapping

Making
Rough
Taping

Stopped
Batted
Invited

Freezing
Thumped
Saving

Scared
Buzzing
Started

Prairie
Rustle
Planned
Slick

Changing

Pre-Assessment of Students
Who can tell me what some of the spelling terms are
that you have learned this week?
1. Have students spell term.
2. Have students define term
Where have you heard these words used before
1. While reading Sara, Plain and Tall in class.
Modeling of the Concept
Begin with the Pre-Assessment of Students
Hand out one sheet of paper to each student as I am
leading into the hook/lead in.
Today we are going to be doing a fun activity to help us
learn and review our spelling words.
Has anyone ever heard of the game pass it on?
1. Opportunity for students to comment.
I will explain the steps of the activity, and I will also
repeat them as we move along in the activity.
Does everyone have a piece of paper?
Take out a pencil to write with.
Please write your name at the top of the paper.
DIRECTIONS:
1. Each of you will select a piece of paper from a hat.
2. On that piece of paper is one of your spelling

words.
3. Correctly write that word onto your piece of paper.
4. Once finished pass your paper to the person on
your right side.
5. Now everyone should have a different paper.
6. Write your name below or next to the other
persons name on the paper.
7. Using the spelling word on the paper, write one or
two sentences using the word correctly.
8. I will be walking around to make sure you are
using the words correctly in your sentences.
9. Once everyone is finished, pass the paper to the
person on your right side again.
10.
Once you have a different paper, read the
sentence and try to think of a story you can use
this sentence in.
11.
Students may share their story or the
plot/idea of their story.
Summary/Review

Transition
Students pass papers to the person to the right of them
after writing down their spelling word.
Students pass papers to the person to the right of them
again after writing down their sentence correctly using
the spelling word.
Guiding the Practice
The teacher will provide instruction throughout the
activity.
The teacher will be walking around the classroom
monitoring the students progress and providing limited
assistance.
Providing the Independent Practice
Students will complete the activity individually as the
teacher monitors the classroom.
Adaptations/Accommodations for Students with Special
Needs
There is an adapted list of ten additional words that are
being added to the mix of spelling words for students
with special needs.
Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure

Lined paper
Pencils with erasers
Desks
Chairs
A hat
Pre-cut out pieces of paper with spelling words on them
Summary & Review of the Learning
Once students are given the opportunity to share their

story, we will perform a review of the spelling words.

Students will be asked to spell an assortment of the
spelling words.
Students will be asked to define/describe an assortment
of the spelling words.
Homework/Assignments
Study for spelling test
Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?