Lesson Plan Form

Candidate: Lauren Nolasco Subject: Reading

Grade level(s): Date: 11/2/19
5th
Standard: CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in
decoding words.

I. DESCRIPTION OF CONTENT & CONTENT TYPE:

What are students learning? Students are learning inflected ending –ing.

II. LEARNING OUTCOME (Objective):

Students will review inflected ending –ing by looking at pictures and action verbs on an iPad and deciding
if the base word was changed by dropping the e, doubling the consonant, or nothing was done.

DOK/Cognitive Rigor Level: Level 1.

Purpose: Why are students learning this? Why is it important? It is important because it is a fundamental
part of reading and spelling. The base words change their meaning when inflectional endings are added.

Language Demands:
What vocabulary will be learned throughout this lesson?
Inflected endings –ing. The vocabulary words in the lesson are jogging, reading, pushing, snowing, hiking,
floating, cutting, moving, spelling, having, sharing, going, talking, humming, and fixing.

III. CURRICULUM CONNECTION:

What lesson would come before this lesson? What lesson would come after this lesson? The lesson that
would come before this would be about base words. The lesson that would come after this lesson
would be about inflected endings –es/-s.

IV. INSTRUCTION
A. ENGAGEMENT:
How will you introduce the content and get students interested? The teacher will ask the students to
share some of their favorite action activities. Do they like skateboarding, jumping, or reading? What do
they like to do on the playground?

B. INSTRUCTIONAL SEQUENCE: (adjust your number of steps as needed)

Step #1:
a. What will the teacher do? The teacher will show the students an iPad with pictures of action
verbs. The teacher will ask the students to determine what action verb they see.
b. What will the students do? The students will say what action verb the picture is depicting.

Step #2:
a. What will the teacher do? The teacher will show the students an iPad with actions verbs in
writing that end with -ing. The teacher will ask the students to identify the base word in the
action verb.
b. What will the students do? The students will identify the base word.
 Step #3:
a. What will the teacher do? The teacher will ask the students if the base word in the action verb
was changed by dropping the e, doubling the consonant, or nothing was done.
b. What will the students do? The students will decide if the base word was changed by dropping
the e, doubling the consonant, or nothing was done.

Step #4:
a. What will the teacher do? The teacher will ask the students to write a paragraph using the words
in a sentence.
b. What will the students do? The students will write a paragraph using the words.

C. APPLICATION ACTIVITY:
How will students apply what they learned?
The students will write a paragraph using the words.

D. MATERIALS & RESOURCES:

What do you need for the lesson? Paper and pencil.

V. ASSESSMENT STRATEGIES:

Formative:
How will you check for understanding throughout the lesson and monitor progress? I will ask for thumbs
up for each word. I will check for response from each student.

Summative:
How will you know if they mastered the standard? They will be able to write sentences using the correct
spelling of the words.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

Instruction, Practice): The accommodations will be pictures showing the action verbs. A word list will also
be provided.

VII. CLOSURE:
How will you conclude the lesson?

The students will each read their sentences out loud.